The purpose of this document is to communicate to all stakeholders in our IB community-administrators, teachers, students, and parents-the programme’s expectations for assessing student progress and achievement, as well as the method for reporting the results of the assessments of each subject.
All students at Saint Mary’s Catholic School are International Baccalaureate Students. Traditionally recognized as student “grades”, the assessment of student learning is made complex by the reality that student learning cannot be directly observed or measured. Judgments can be made based on observed performance, but at best observations are only proxies for actual student learning. The process of forming a judgment about the quality and extent of student learning, and therefore by inference a judgment about the learning itself, is addressed in this assessment policy.
Assessments are useful to:
Improve and promote subsequent learning through feedback that is clear, informative, timely and relevant
Monitor the quality of the curriculum
Evaluate the effectiveness of the teaching process.
Common practices in using the MYP assessment criteria and determining achievement levels:
Saint Mary’s Catholic School adheres to the requirements of the principles of MYP Assessment as stated in “From Principles into Practice”, and the objectives and criteria prescribed in the individual subject guides.
Implementation of formative and summative assessment is consistent with IB expectations:
Formative assessment includes thrice yearly Scantron (standardized testing), in the classroom which may be included in diocesan grading. Formative assessment includes IB Assessment tasks as appropriate.
Summative assessment includes classroom assessments, Scantron testing, which informs teachers of student’s needs, and ACRE testing (Assessment of Children/youth Religious Education for the National Catholic Educational Association). IB criterion referenced tasks are assessed as required by IB.
The relationship of MYP assessment principles and practices with required systems for grading and reporting:
Quarterly, semester and yearly reporting of diocesan mandated, 100 point numerical scale
Semester reporting of IB required Assessment using General Grade Descriptors
Yearly Scantron scores
MIDDLE SCHOOL GRADING SCALE:
A+ = 97-100
A = 93-96
A- = 90-92
B+ = 87-89
B = 83-86
B- = 80-82
C+ = 77-79
C = 73-76
C- = 70-72
D+ = 67-69
D = 63-66
D- = 60-62
F = 59 and below
IB MYP GENERAL GRADE DESCRIPTORS
These are the general descriptors provided by the IB. These are to be used to describe the semester and final grades for all of the 8 subject areas within the MYP.
|Minimal achievement in terms of the objectives.|
|Very limited achievement against all the objectives. The student has difficulty in understanding the required knowledge and skills, and is unable to apply them fully in normal situations, even with support.|
|Limited achievement against most of the objectives, or clear difficulties in some areas. The student demonstrates a limited understanding of the required knowledge and skills and is only able to apply them fully in normal situations with support.|
|A good general understanding of the required knowledge and skills, and the ability to apply them effectively in normal situations. There is occasional evidence of the skills of analysis, synthesis and evaluation.|
|A consistent and thorough understanding of the required knowledge and skills and the ability to apply them in a variety of situations. The student generally shows evidence of analysis, synthesis and evaluation where appropriate and occasionally demonstrates originality and insight.|
|A consistent and thorough understanding of the required knowledge and skills, and the ability to apply then in a wide variety of situations. There is consistent evidence of analysis, synthesis and evaluation where appropriate. The student generally demonstrates originality and insight.|
|A consistent and thorough understanding of the required knowledge and skills, and the ability to apply them almost faultlessly in a wide variety of situations. There is consistent evidence of analysis, synthesis and evaluation where appropriate. The student consistently demonstrates originality and insight and always produces work of high quality.|