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SM SAINS TENGKU MUHAMMAD FARIS PETRA I  INTERNATIONAL BACCALAUREATE WORLD SCHOOL

ASSESSMENT POLICY

Rationale:

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, students and stakeholders.

1.Procedures/Guidelines

Purpose
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.

viii. All assessments pertaining to the subjects of Mathematics and Science are conducted in the English Language as required by the Ministry of Education concerning the Dual Language Programme (DLP).


2. Principles

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. assessment consists of various types that reflect goals for conceptual
understandingprogramme 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
• specific
• meaningful and
• timely
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.

3. Procedures

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.

vi. 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.

vii. Students will be involved in the development of the assessment method and
evaluation criteria where possible and appropriate.

viii. Detailed records of assessment are kept in order to provide valid and ongoing
information to stakeholders.

ix. Support is provided, where necessary and appropriate, in order to ensure that all
students are given an equal opportunity for success.

x. Students will do their Personal Project (PP) in Form 4. The commencement of the
project will be in October of that year and the completion of PP will be in July
the following year (when they are in Form 5). If any student enters the school in   
less than 6 months, the student is not entitled to do so.

xi. Referencing of resources, or citations, will follow the APA format.

xii.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. Assessment for Mathematics and Science will be done in the English Language, in accordance with the requirement of the Dual Language Programme ( DLP).

xiv. 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.

xvIn 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.

xiii. Stakeholders are invited to meet formally to discuss the summative assessment
results during parent-teacher consultations

xix. End of year formal written reports are shared with stakeholders 
for students

xxi.The reporting of assessment to parents will be clearly stated in a format already
specified by the school..

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