OAKRIDGE

INTERNATIONAL SCHOOL

BANGALORE CAMPUS

ASSESSMENT POLICY

2019-20

Policy Reviewed: June 2019

Next Policy Review: June 2020

The International Baccalaureate’s Mission Statement

The International Baccalaureate aims to develop inquiring, knowledgeable and caring young people who help to create a better and more peaceful world through intercultural understanding and respect. To this end the organization works with schools, governments and international organizations

to develop challenging programs of international education and rigorous assessment. These programs encourage students across the world to become active, compassionate and lifelong learners who understand that other people, with their differences, can also be right.

Oakridge School Vision Statement

Oakridge, a centre for excellence in education, believes that every child has a treasure within.

The school kindles in children intellectual, emotional, physical and spiritual development. It

aims to produce successful, responsible, creative, Global citizens striving for excellence and

committed to nature and progress of society.

It envisions a stimulating learning environment by providing highly motivated facilitators,

innovative educational methods and quality infrastructure that will help to discover, nurture

and bring to fruition the treasure within.

Table of Contents

I. OVERVIEW AND PURPOSE 5

II. PRINCIPLES OF ASSESSMENT 6

III. ROLES AND RESPONSIBILITIES 7

IV. FOUR PRINCIPLES OF GOOD PRACTICE 8

V. ASSESSMENT PRACTICES 8

VI. ASSESSMENT AND REPORTING IN PYP, MYP AND DP 9

VII. PROMOTION POLICY 10

VIII. HOW THE POLICY IS REVIEWED? 16

IX. REVIEW PROCESS 17

X. BIBLIOGRAPHY 18

I. OVERVIEW AND PURPOSE

The Assessment Policy is a working document developed by a committee of teachers and administrators from Oakridge International School, Bengaluru (OISB). This document provides an overview of OISB’s beliefs and practices regarding the purpose and use of assessment. A. BELIEFS

The OISB mission statement is closely tied to our Assessment Policy. We acknowledge that in order for students to reach their greatest personal potential, they need to be provided with opportunities that challenge them and help them grow. To this end, teachers design authentic, rigorous, and student-centered assessments that promote important ATL skills for 21st-century learners and leaders.

Assessment is an essential part of the instructional cycle. It provides information about student learning and development, as well as a framework for planning, self-reflection, and collaboration. Students’ learning is promoted through:

• Assessing prior knowledge and experience.

• Differentiating instruction to meet individual needs.

• Engaging learners in reflection to determine strengths and weaknesses and to set goals.

• Providing feedback for students.

• Expanding student learning opportunities.

• Building a profile of children’s understanding. • Information about student learning is provided through examples of student work or performances. • Statistics relating to benchmarks and/or rubrics or test scores.

• Written/Oral Test results.

Program evaluation uses a variety of student assessments to:

● Assess the levels of students’ current knowledge and experience before embarking on new learning.

● Assess new learning. ● Guide teacher planning and presentation. ● Assess student performance relative to the program expectations. ● Focus on closing the achievement gaps among students. ● Inform all stakeholders and carry out effective reflection.

B. PURPOSE OF ASSESSMENT The fundamental purpose of assessment is to acknowledge students’ learning. At OISB, we believe that assessment is designed to - • support and encourage student learning • provide data on student performance, enabling teachers to monitor student progress toward achievement of learning targets • shape instructional practices through the analysis of data

• determine needs for differentiation of instruction

• inform students of their progress and achievement, identifying areas of growth and providing feedback for learning • promote reflection among teachers and students

Effective assessment should:

• Provide feedback for students and teachers to revise/advance performance, learning, and teaching • Be formative, summative and demonstrate what students know, understand, and are able to apply. • Use reflection as an essential and integral part of self, peer, teacher, and parent assessment.

• Show awareness of learning styles and linguistic differences.

• Be anchored in authentic tasks.

• Provide evidence of progress along a continuum of criteria that are clearly known and understood in advance.

II. PRINCIPLES OF ASSESSMENT

Assessment is a key component of teaching and learning and includes a balance of both formative and summative assessments. At OISB, the assessment practices reflect our philosophy of assessment:

A. Assessment is authentic, rigorous, and student-centered:

• Assessment is grounded in real-world application and is appropriately challenging. Assessment provides multiple opportunities for students to demonstrate what they know, value, understand, and are able to do. • Assessment is designed to assist students’ development of the Approaches to Learning skills, which is aligned to the 21st century learning skills. Assessment provides students with opportunities to guide their inquiry and continue their learning.

B. Assessment is differentiated:

• Assessment is varied in type and purpose.

• Assessment practices recognize and take into account students with diverse educational needs. The Student Support Unit in the school which has special needs educators will plan the

assessment for special needs students in collaboration with the Home Room Teacher.

Assessments can be targeted at the developmental levels attained or the regular course with

differentiation in content, process or product.

Access arrangement is provided as per the Inclusion Policy.

C. Assessment is a transparent shared process:

• Assessment criteria are shared with students prior to the assessment, making students aware of the expectations at all stages of their learning. • Assessment practices provide students with opportunities for reflection, as well as peer-assessment and self-assessment. • Assessment enables ongoing communication between students, teachers and parents.

• Interdisciplinary approach reflects in the assessment process

D. Assessment provides meaningful feedback:

• Assessment focuses on both the learning process and learning outcomes.

• Assessment aligns with the program specific aims and objectives as well as the school vision

and mission.

• Assessment feedback informs students of their levels of achievement • Assessment provides teachers with data to reflect upon and drives instructional practices.

• Assessment practices provide students with timely and meaningful feedback about their progress and areas of growth. III. ROLES AND RESPONSIBILITIES

The education of students is a collaborative effort, in which all stakeholders play an

important role.

A. STUDENTS

Students are expected to:

• Take responsibility for their learning

• Regularly reflect and self-assess

• Complete formative work in preparation for the summative assessment

• Know and use the assessment criteria while completing assessment tasks

• Turn in their assessment tasks on time

• Produce quality work and use the assessment as a way to demonstrate their

understanding and grow in their learning

• Submit work that is their own and represents their own efforts and abilities (see Academic

Honesty Policy for more information)

• Are aware of the assessment criteria in all subjects

B. PARENTS / GUARDIANS

Parents/ guardians are expected to:

• Stay informed about their students’ academic progress by regularly

communicating with their students and the teachers

• Ensure students are regular to school to get the first hand learning experience in

classes and do not miss on any assessment.

• Share important information about their students that may impact their

academic performance

• Contact OISB teachers, staff, and/or administrative team with any concerns

• Attend conferences

• Provide feedback regarding their students’ educational experience

through completion of the parent survey

C. TEACHERS ARE EXPECTED TO:

• Orient students of the formative and summative assessment tasks and

expectations, prior to giving the tasks

• Design assessment that fulfills the requirements of the OISB Assessment Policy

• Give adequate time for the completion of assessment tasks

• Provide multiple and varied opportunities for students to demonstrate their learning

• Differentiate assessment to meet student learning needs

• Use a variety of assessment strategies, tasks, and tools

• Provide timely and meaningful feedback to students on assessment tasks

• Inform parents of student’s areas of improvement.

IV. THE FOUR PRINCIPLES OF GOOD PRACTICE

At Oakridge, the assessment process follow the four principles:

V. ASSESSMENT PRACTICES

A. PLANNING FOR ASSESSMENT

• Assessment is integrated into all parts of planning, teaching, and learning in all content

areas.

• Assessment is planned using backwards design, focusing on the aims and objectives of the program. • Assessment strategies, tasks, and tools are appropriately aligned to the learning objectives, the subject area, and the student requirements. • Assessment is adjusted based on student learning needs using differentiation.

• Assessment is vertically and horizontally articulated throughout the three programmes implementing the written , taught and assessed curriculum. • Teachers work collaboratively to design unit planners, assessments, and task- specific

rubrics.

B. ASSESSMENT METHODS

1. Formative assessment 2. Summative assessment 3. Term -end Assessment

4. Diagnostic assessment: Diagnostic assessment like ASSET is conducted to ensure international bench-marking . The school facilitates and encourages these external exams but will not provide any specific coaching for the same. 5.On screen Assessment ( For MYP only) provides students an opportunity to get an understanding of the E assessment format and helps teachers to acquaint the students of the E-assessment requirement. ‘Asssessprep’ is used from Grade 9 onwards.

C. ASSESSMENT STRATEGIES

Assessment strategies are methods of assessing students during the learning process, as well as at the end of a unit. These strategies provide a variety of ways for students to demonstrate their learning. Various assessment strategies used at OISB : • Observation • Selected response • Open-ended tasks • Performance tasks • Process journals • Portfolios • Diagnostic tests

D. ASSESSMENT TOOLS

1. Formative tools and feedback Assessment tools are used to collect formative data, which is then used to inform instructional practices, such as planning differentiated tasks. Formative assessment tools include, but are not limited to:

Teacher tools:

• Warm-up activities

• Exit slips

• Daily work checks

• Homework checks

• Regularly scheduled quizzes

• Qualitative observation

• Formative rubrics

• Checklists/ check-off system

• Collection of work samples

Student tools:

• Self-reflection in the form of journal entries, short essays, charts/ graphs of personal

achievement of unit objectives

• Collection of work samples

• Peer-assessment Methods • checklist of concepts and skills to inform the student of criteria for assessment • Self-reflection using rubrics

• In-class correction and reflection on personal daily work

• Rubrics with criteria and proficiency description

• Task Specific clarifications

VI. ASSESSMENT AND REPORTING IN PYP, MYP AND DP

A. ASSESSMENT IN PRIMARY SCHOOL

Formative assessments are embedded within the teaching and learning process and

support students to become better learners. Formative assessment provides regular and

frequent feedback, helping learners to:

- recognize the criteria for success

- engage in thoughtful reflection

- become more knowledgeable and improve understanding

- develop the capacity for self-assessment

- foster enthusiasm for learning.

-

Essentials of a Formative Assessments in PYP :

- Opportunity for student Involvement in deciding on the task and criteria when every

possible

- a clear learning outcome

- a detailed and timely feedback

- multiple opportunities for success

Summative assessments evaluate learning at the end of every unit of inquiry. Tentatively

every 4 to 6 weeks interval. PYP teachers may also choose to conduct summative assessments

at regular intervals while the unit is being taught in order to assess how student

understanding evolves over time.

The objective of summative in PYP is to give teachers, students and parents a clear, evidence-

based insight into student understanding of the central idea, which may be linked to a

transdisciplinary or single-subject unit of inquiry.

Summative assessment helps teachers and school.

- check and report on student progress.

- evaluate the effectiveness of completed instructional activities in relation to intended

curricular objectives

- design opportunities for the whole school analysis of student work to ensure a consistency

of approaches and other quality assurance measures

- support students’ transition to a new class or school

Summative Assessments in PYP must allow learners to:

- to apply their learning in a new way

- opportunity to share their learning and understanding with others

- demonstrate a range of knowledge, conceptual understanding and skills

- use a range of learning styles, intelligences and abilities to express their understanding

- know and understand in advance the criteria for producing a quality product or

performance

- analyse their learning, understand what needs to be improved and master the skills

required to do so.

In case a student misses a summative assessment, he / she may be allowed to sit for a re-

take based on the discretion of the teacher and the PYPC. Medical certificate to be produced

in case of medical emergencies.

Portfolio: A portfolio is a systematic collection of student work that displays learner’s involvement in learning and a celebration of an active mind at work. It provides a picture of each student’s progress and development over a period of time. A portfolio is more than a physical container of student’s work. The process of collection, selecting and reflecting upon learning is what makes a portfolio dynamic, meaningful and a tool for Assessing student’s progress. . Student Led conference (SLC) is a platform where the students share portfolio of work and discusses progress with family members.

The Exhibition: The Exhibition is a culmination project for the final year of PYP, i.e. Grade 5. It's a significant event in the life of a PYP school and student. The student demonstrates engagement with the five essential elements of the programme: Knowledge, concepts, skills, attitudes and action. It's a transdisciplinary inquiry conducted in the spirit of personal and shared responsibility, as well as a summative assessment activity that is celebration as students move from the PYP into the middle years of schooling. The students synthesize the essential elements of the PYP and share them with the whole school community.

Technology also plays an important to role in continuous assessment of student’s understanding of the concepts through tools like Socrative, Edmodo, Kahoot etc.

End of term assessment - Conducted at the end of every term is a cumulative

assessment for all the units covered till the end of the term. This covers questions based on

all the four criteria in each subject.

Recording: How we choose to collect and analyze data:

The teachers use a range of methods and approaches to gather information about student

learning. They record this information using a variety of tools and strategies like PPTs,

Assessment recording formats suggested by the school, photography evidences and video

recording.

Reporting in PYP

Formative assessment reports are usually feedback that is given to students in class/ on the

task sheets.

End of unit summative are reported through Touchstone ( A Progress Report) provided at

the end of each term ( thrice in a year) . It describes the progress of students’ learning,

identifies areas of growth, and contributes to the consolidation of the entire school

community.

Colors are used to display the level of ATLs and competencies acquired and written

comments accompany the markings to assist the parents in understanding how their child is

performing.

Touchstone Grade Descriptors:

Red – Advanced

Yellow – Proficient

Blue – Standard

Green – Emerging

End of term Assessments happen twice in an academic year and is criteria based and are

reported through PTSAM.

B. ASSESSMENT IN MIDDLE SCHOOL

Formative Assessments: The formative assessment data provides feedback to students about their current level of achievement towards the program objectives along with their development of the Approaches to Learning skills. With this feedback students reflect on their progress, prepare for the summative assessment task, and make continued growth. Formative Assessment may not be informed in advance. The rubric may or may not be same as IB assessment criteria. Teachers must inform the criteria of assessment in advance. Formative Assessment strategies and tools may be need based.

Summative Assessments: Summative assessments are IB criterion-related in all subjects. The IB MYP provides rubrics for each criterion in each content area that align with the subject area objectives. Teachers use the rubrics specific to their subject area and the criteria being assessed to determine student achievement levels. Students are assessed against each of the criteria a minimum of two times over the course of the year in each subject area. Feedback is provided on the rubric by highlighting achievement descriptors that were met and offering suggestions for improvement in order to reach the next level of achievement. Summative assessment is conducted once at the end of every unit and all four criteria for each subject must be covered at least once in term 1 and once in term 2. The students are informed in advance about the end of unit SA.

In case a student misses a summative assessment, he / she may be allowed to sit for a re-take based on the discretion of the teacher and the MYPC. Medical certificate to be produced in case of medical emergencies.

End of term assessment- Conducted at the end of every term is a cumulative assessment for all the units covered till the end of the term. This covers questions based on all the four criteria in each subject. For Grades 9 and 10 , the end of term assessment is conducted as per the E assessment pattern on a platform”Assessprep”

E-Assessments: MYP E- assessments follow an agreed structure that provides a clear framework for authoring each examination. As part of an ethical assessment model, these assessment blueprints ensure consistency and transparency, and they guarantee a balanced approach to measuring students’ achievement with respect to MYP objectives. MYP onscreen assessment blueprints document shows the close connection of large-scale assessment with subject-group objectives, classroom learning engagements and the programme’ s rigorous internal assessment requirements.

E assessment will be mandatory for all students studying at Oakridge MYP Year 5. They will need to appear for all the subjects opted for in grade 9 and 10 and register for E assessment by paying an additional fee as per the IB Fee guidelines. It is a mandatory requirement for all MYP Year 5 students to work on Personal Project. The culmination for the same is planned by an Exhibition. The students need to score at least 3 in all E assessment subjects and a minimum of 28 along with the community service requirements to get the IB MYP certificate by the IBO. Reporting in MYP Formative assessment reports are usually feedback that is given to students in class/ on the task sheets. End of unit summative tasks are based on IB Criterion where each criterion is marked out of 8. A total achievement level out of 32 is calculated by adding the achievement level in each of the four criteria. A final grade out of 7 is awarded to the student for his/her achievement in each term for each subject based on the conversion of this achievement level as per the grade boundaries provided by the IB.

Summative Assessment performance report is IB achievement level based and is reported to the parents four times during an academic year. End of term assessment is reported on a separate report card.

Colors are used to display the level of ATLs and competencies acquired and written

comments accompany the markings to assist the parents in understanding how their child is

performing.

Touchstone Grade Descriptors:

Red – Advanced

Yellow – Proficient

Blue – Standard

Green – Emerging.

In addition to this, program specific reports are generated as per the specifications and

guidelines if any.

Teachers strive to transition into the “best fit” method of determining grades.

C. ASSESSMENT IN IBDP

Assessment is an essential tool in determining whether the students are achieving the expected goals of IB Diploma Programme. It helps in evaluating whether the programme is meeting the aims as stipulated in the mission statements of both Oakridge International School and International Baccalaureate programme. Assessment focuses on the process of learning during the teaching (Formative assessment) and also the product of the teaching- learning process (Summative assessment). Formative assessment helps the teacher to continuously structure the teaching as per the requirements of the students learning needs. Summative assessment helps periodically in evaluating the student’s final learning outcome. Formative Assessment Students will be given task which will be used as assessment for learning. The task would involve question answer, quiz, class discussions, short test, students explaining a concept they learnt, role play, debate, field work, concept mapping, simulations, practice practical, home work and class work. Formative assessment will be graded for the following traits: Punctuality (Submits assigned task on time), Organizational Skills (Maintains notebook, file, and other materials in orderly manner; assessed by periodic checking of these materials), Class participation (Assessed through specified class activities) and Attitude towards work (Submits authentic work; demonstrates information literacy skills). Colour coding is done for grading of the formative assessment traits. Summative Assessment Task given for summative assessment are for the purpose of assessment of learning. These tasks include, Worksheets, Topic test, Projects and Trials. In order for students to secure good grades, these tasks are announced in advance. Performance report will have the following components. Course Work (includes Mock IA/assignment, practical report etc) 20% Unit Test (which includes the topic tests) 20% Trial (Examination at the end of term) 60%

The total attainment will be graded as per the IB grading system of 1 to 7, where 7 is the highest grade and 1 is the lowest grade. REPORTING IN IBDP:

A consistent numbering system of 1 to 7 is awarded as grades, where 1 is the lowest attainment and 7 is the high attainment. A detailed subject specific grade descriptor is mentioned in the report card for the purpose of easy reference. Grade boundaries are set for achieving highest academic excellence. REPORTING CYCLE:

IBDP Board assessment:

IB Diploma programme is a two year program. After successful completion of two years of

teaching and learning, IB board conducts external assessment either in the month of May or

November. Two types of assessments are conducted namely Internal assessment and External

assessment in each subject. Student’s’ final attainment in the subject is reported on a scale of 1

to 7 in each subject. Core components Theory of Knowledge (TOK) and Extended Essay(EE) are

assessed on a scale from A to E. Based on the grade in TOK and EE, maximum of 3 bonus points

are awarded to the student.

1. Internal assessment component: This component is carried out within the school by the subject teachers and later marked or moderated by IBO appointed external examiners or moderators. Percentage of Internal assessment component varies from subject to subject.

2. External assessment component: This is an external examination conducted and examined by IBO. The school takes examinations in the May session each year. Students taking the diploma programme write the IBO examination in the end of the second year.

ASSIGNING PREDICTED GRADE: For assigning predicted grades the following points are considered to arrive at evidence based predicted grade.

1. Trial marks and IA marks

This parameter is more targeted at the summative assessment (trial marks [Grade11] and IA marks) carried out which assess the skills needed to do well in IBO examination and Internal assessment.

2. Predicted Grade Worksheet

This parameter is more targeted than the trial marks and IA marks because it asks students and teachers to look closely at the knowledge/skills required in each exam paper and assign predicted marks for each IB exam component. Grade boundaries from the previous May examinations conducted by IBO.

3. Holistic

The IB grade descriptor best that describes the student overall.

Finally, after evaluating all the factors above and teachers’ own knowledge of each student's motivation level, personal challenges, etc, the teacher arrives at a balanced, evidence based predicted grade.

VII. PROMOTION POLICY

PYP: The students are not held back or failed in the Primary Years Program. The learning

progress through phase level learning is supported and recorded to be carried forward at the

next grade level. However the attendance is an important criteria; The students are expected to

have at least 85% cumulative attendance as per the school records to be promoted, failing which

the decision of promotion is taken by the principal in collaboration with the core team and the

parents in question.

MYP: The students are not held back/ failed in the Middle Years program. The students must

have at least 85% cumulative attendance as per the school records to appear for end of term

assessment, failing which the decision of promotion is taken by the principal in collaboration

with the core team and the parents in question.

Based on performance in Grade 9 and medical reports ( if applicable)the students with special

needs may be advised to choose subjects for E- assessment( from the Sciences and Individuals

and Societies subject groups, all other subjects remain mandatory). The parents, MYPC, head of

school and career counsellor are looped in for the decision making.

DP: To be able to promote from grade 11 TO 12 at our school, students should fulfill these

conditions:

• Student has at least 85% cumulative attendance as per school records.

• A minimum of 24 points in all subjects in both OIS Performance Reports.

• Student should not have more than 2 Principal’s Warning Letters.

• Student does not have any issue pending on plagiarism or malpractice.

• Student should have satisfactorily completed (with required documentation) IA deadlines

and CAS (Creativity, Activity and Service) requirements as per the IBO expectations (at least one

experience in every fortnight).

IBO REPORTING: In the end of the second year students who successfully complete their

diploma/certificates are awarded grades in each subject ranging from 7 (Highest attainment) to

1 (lowest attainment). Extended Essay and Theory of Knowledge together get an additional 3

grade points. The students who do not fulfill the requirements of an IB Diploma are awarded

certificate.

VIII. HOW THE POLICY IS REVIEWED?

REVIEW COMMITTEE:

Primary Years Program Coordinator, Middle Years Program Coordinator, Diploma

Years,Program Coordinator Head of School, Head of Primary, Teacher representatives from

each program

The policy will be reviewed annually by the review committee. The team will review the

implementation of the policy in the previous year, and identify any requirements for

modifications and improvements. After a thorough consideration, the changes if any will be

implemented in the next version of the Assessment Policy.The reviewed policy document will

be shared with all the stakeholders for suggestions and inputs for consideration.

The implementation of the Assessment Policy in all classrooms at OISB will be reviewed

by the School Leadership Team which consists of the Principal, the Headmistress, the

Program Coordinators and the Heads of various departments , as part of the teacher

observation process.

BIBLIOGRAPHY

1. IB MYP: From principles into practice (May 2014)

2. IB PYP: Making the PYP Happen(Assessment)

3. IB Programme standards and practices (2010)

4. IB:” What is an IB education?” (2013)

5. “Singapore Workshop” shared documents (2013)

6. “Assessment and Student Success in a Differentiated Classroom” Tomlinson, C. A.

& Moon, T. R. (2014) – pg 1-15.

7. Guide to MYP e- Assessment: 2015 live pilot examinations

8. IB DP : Assessment procedures (2018)