- Category: Profile
- Published: Wednesday, 27 July 2016 12:46
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In accordance with the SMSTMFP mission statement, the primary purpose of assessment and evaluation is to improve student learning by supporting and encouraging effective teaching and learning.
The SMSTMFP Assessment policy will be shared with the school administration, teachers, parents and students (stakeholders).
i. Assessment is used to determine the following:
prior knowledge (diagnostic)
to determine student understanding (formative) and
to measure overall achievement (summative).
ii. Assessment is used for promoting student success but not as a means of rating or ranking students.
iii. Assessment provides stakeholders with feedback about the students’ knowledge and learning skills and as a means to help students measure their achievement.
iv. Assessment ensures that learning outcomes are aligned with the curriculum.
v. Assessment is used to inform planning and instruction.
vi. Assessment data is used in the review of curriculum and curricular goals and in the establishment of school goals and priorities.
vii. Assessment provides opportunities to involve all stakeholders in the learning process and to demonstrate as well as to celebrate learning.
To ensure that assessment, evaluation, and reporting are valid and reliable, and that they lead to the improvement of learning for all students, all SMSTMFP teachers will ensure that:
i. they use the MYP assessment practices
ii. they use the assessment criteria published by the IB in the subject guides
iii. assessment is fair, transparent and equitable for all students
iv. assessment is differentiated to allow for the success of all learning styles represented in the school.
v. ssessment consists of various types that reflect goals for conceptual understanding programme requirements and developmental expectations.
vi. task specific assessment procedures are made available to all stakeholders at appropriate times in order to foster common understanding.
vii. assessment is ongoing, and provides descriptive feedback that is clear
in order to support improved learning and achievement.
viii. assessment is relevant to the taught curriculum and curricular goals.
ix. assessment is subjected to an internal process of review and moderation to ensure consistency and efficacy.
i. Teachers ensure that the expectations and criteria are communicated clearly to
students and parents at appropriate times.
ii. Summative assessments are evaluated using task specific rubrics. Task specific rubrics will include clarifications that support understanding of each achievement level.
iii. Teachers will not use percentages or other forms of tallying points. They will not use averaging processes to determine final achievement levels for the final grades, and they will not include behaviour, or proportions of types of students work (e.g. homework, quiz, etc.) when determining achievement levels or final grades.
iv. The MYP final grade will be used .
v. Descriptive feedback on assessments will be given in a timely fashion in order to allow students to measure their progress and to improve themselves. Feedback should be appropriate to the task and need not be written or individual.
vii. viii. ix. x.
Clear instructions and assessment methods/rubrics will be provided to students in advance of the due date in order to guide students and give them the best chance for success.
Students will be involved in the development of the assessment method and evaluation criteria where possible and appropriate.
Detailed records of assessment are kept in order to provide valid and ongoing information to stakeholders.
Support is provided, where necessary and appropriate, in order to ensure that all students are given an equal opportunity for success.
Students will do their Personal Project (PP) in Form 4. The commencement of the project will be in September of that year and the completion of PP will be in August the following year (when they are in Form 5).
Referencing of resources, or citations, will follow the APA format.
In case of late submission of student’s work due to unexpected or unforeseen circumstances, the school prepares a special time table to assess the student concerned.
xiii. Students who are ill will be assessed wherever and whenever appropriate such as in the ‘sick bay’ at the hostel, hospital or home and will be attended to by the assigned teachers.
xiv. The school prepares a special time table to assess students who have some other problems and are therefore unable to complete assessment when required.
xv. In order to grant or not grant extensions requested by students, the school requires the students concerned to make a formal application in writing to the school (a copy of the application will be forwarded to the residential schools division).
xvi. Students are counselled to revise work that fails to meet expectations as deemed necessary by the teacher and where it does not interfere with meeting other procedures laid out in this assessment policy.
xvii. Students are encouraged to participate in reflection
self-assessment and peer-assessment
to analyze their learning and set goals for improvement.
xviii. Stakeholders meet formally to discuss formative and summative assessment results during regularly scheduled parent-teacher
xix. End of semester formal written reports are shared with stakeholders twice a year for students and are also accessible for parents on-line.
xx. The reporting of assessment to parents (which includes the achievement levels in each criterion) will be in clearly stated in a format already specified by the school and will be sent to parents by mail or