International Baccalaureate
Assessment Policy (updated September 2014)
Assessment values and principles:
In assessing our students, we are guided by the following values and principles:
IB teachers recognize that our IB students come to the school from different cultural backgrounds and with different expectations, needs and learning styles.
IB students must receive constructive feedback on their performance and learning styles, in order to be able to improve their learning process.
IB students must be able to liaise with the teacher about the assessment, and be given opportunities to reflect on their own learning styles, learning process and assessment.
During the progress of the school-year, assessment and evaluation:
are integrated within the planning of lessons and topics. monitor the progress of student learning and achievement inform teachers and students about where practices need to be adjusted. familiarise the students with the IB Diploma criteria and requirements for each Diploma subject. are relevant and motivating to both students and teachers.
The IB Coordinator is responsible for ensuring the communication and discussion of individual students to:
Parents and guardians, when a student is below the age of 18. Subject teachers, at IB staff grading meetings two to three times a year, as well as at regular consultations with the IB student counsellor. Providing relevant data to institutions of higher education and the IBO. Informing students about their academic progress Ongoing formative teacher assessment of oral and written assignments. Summative assessment tasks e.g. tests in the subjects, end-of-year exams, internal assessment work/exams, and mock exams. parents' consultations conversations with students about progress – teachers, student counsellors and IB coordinator Profile reports in December and June of first year diploma, and in December of second year diploma. Mock examination reports in June of first year diploma and March of second year diploma. Ensuring access to official IB Diploma exam results via the IBIS database, released on the 6th July each year. Presentation of the IB Diplomas and Certificates in August.
Kolding Gymnasium . HF-kursus . IB School Skovvangen 10, 6000 Kolding • Tlf.: 76 33 96 00 - Fax: 76 33 96 01 • e-mail [email protected] Web: www.kolding-gym.dk
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Kolding Gymnasium . HF-kursus . IB School Skovvangen 10, 6000 Kolding • Tlf.: 76 33 96 00 - Fax: 76 33 96 01 • e-mail [email protected] Web: www.kolding-gym.dk
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Assessment Practices Diploma Programme
Criteria based assessment profiles.
In the IB Diploma programme general assessment profiles are used for reporting progress in each subject. These have been drawn up in line with published IBO guidelines for assessment in each subject.
The profiles cover 5 key criteria for each subject, with 5 levels of achievement.
The profiles identify areas of strengths and weakness, thus facilitating planning and target setting
Profiles show progress from the last report
The coordinator produces a statistical overview showing each student’s progress both overall and in individual subjects to be discussed at IB staff grading meetings and at follow-up meetings with the coordinator and student counsellor.
Mock Examinations
Mock examinations are marked with a numerical score/percentage in line with published IBO mark schemes.
Mock Examination reports give the numerical mark for each paper, and an overall grade 1-5 on the following scale: 5: Very good 4: Good 3: Satisfactory 2: Below satisfactory 1: Needing serious attention
Effort grades
Students are awarded an effort grade (A-E) in each subject in the criteria based assessment profiles. These grades can inform the assessment in the criteria and provide guidance signals for improvement. Effort is not assessed in the 5 assessment criteria of achievement. Effort grades are awarded on the following scale:
Effort E D C B A Rarely adequately Sometimes adequately Generally satisfactorily Well- prepared for Always very well- prepared for lessons. prepared for lessons. prepared for lessons. lessons. prepared for lessons. Limited participation in Some appropriate Adequate participation Good and constructive Very good classroom activities. participation in in classroom activities. participation in and constructive activities. classroom activities participation in classroom activities and able to initiate positively.
Use of IB subject specific grade descriptors published in subject guides
Students are made familiar with the assessment criteria for each subject and its components from the beginning of the Diploma programme. The subject teachers are responsible for the introduction to the assessment criteria in relation their subject and its components.
In assessing assignments (written and oral) subject specific grade descriptors for that component should be used whenever possible.. The student's answer should be placed in the highest level where the majority of descriptors correspond to the student's work. If a piece of work seems to fall between two level descriptors, only partially fulfilling
Kolding Gymnasium . HF-kursus . IB School Skovvangen 10, 6000 Kolding • Tlf.: 76 33 96 00 - Fax: 76 33 96 01 • e-mail [email protected] Web: www.kolding-gym.dk
International Baccalaureate the requirements of the higher descriptor, teachers re-read both of the descriptors in question and choose the descriptor which most appropriately describes the candidate's work.
Kolding Gymnasium . HF-kursus . IB School Skovvangen 10, 6000 Kolding • Tlf.: 76 33 96 00 - Fax: 76 33 96 01 • e-mail [email protected] Web: www.kolding-gym.dk
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The IBO 7 point scale
We recognize that the seven point scale is impossible to administer effectively in our assessment procedures as final grades in a subject embrace all components (written examinations, IA and EA) and are subject to moderation factors and varying grade boundaries. Therefore it is only to be used sparingly for:
Feedback on an individual assignments marked in line with a published IBO mark scheme with published grade boundaries (with the proviso made clear to students that this may not be 100% accurate)
For awarding a predicted grade in March of the final year, based on the teacher’s best estimate of the expected achievement in all the subject components combined. Predicted grades are not published to students.
Students not writing in their first language For assessments in many subjects many students will not be using their first language. Teachers are not marking the language used by the students, but it is important that students present their answers as clearly as possible. All teachers should aid students by highlighting language errors, when detected.
Kolding Gymnasium . HF-kursus . IB School Skovvangen 10, 6000 Kolding • Tlf.: 76 33 96 00 - Fax: 76 33 96 01 • e-mail [email protected] Web: www.kolding-gym.dk
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PRE-IB
Criteria based assessment profiles.
The school has produced general assessment profiles are used for reporting progress in each subject in November, March and May.
The profiles cover 4 key criteria for each subject, with 5 levels of achievement.
The profiles identify areas of strengths and weakness, thus facilitating planning and target setting
Profiles show progress from the last report
The assistant coordinator converts the grades to a 1-7 grade to be published in Lectio and produces a statistical overview showing each student’s progress both overall and in individual subjects to be discussed at Pre-IB team grading meetings and at follow-up meetings with the assistant coordinator and student counsellor.
Examinations
Pre-IB students take end of year examinations in English, Danish, Mathematics and one science subject. Exams are given a numerical score/percentage and a grade 1-7 to be published in Lectio
Effort grades
Students are awarded an effort grade (A-E) in each subject in the criteria based assessment profiles. These grades can inform the assessment in the criteria and provide guidance signals for improvement. Effort is not assessed in the 5 assessment criteria of achievement. Effort grades are awarded on the following scale:
Effort E D C B A Rarely adequately prepared Sometimes adequately Generally satisfactorily Well- prepared for lessons. Always very well- prepared for lessons. Limited prepared for lessons. Some prepared for lessons. Good and constructive for lessons. Very good participation in classroom appropriate participation in Adequate participation in participation in classroom and constructive activities. activities. classroom activities. activities participation in classroom activities and able to initiate positively.
Successful completion of Pre-IB Year The coordinator, assistant coordinator, student counsellor and Pre-IB teams will evaluate whether the individual student has successfully completed the Pre-IB year and is ready to embark on the Diploma Programme.
Pre-IB and STX To comply with the requirement that Danish Pre-IB students satisfy the conditions for transfer to the Danish stx system at the end of Pre-IB (if desired) students complete the: General Linguistics course and Basic Science course in the first term: The General Linguistics course is completed by an official written exam (assessed by the General Linguistics teachers)
Kolding Gymnasium . HF-kursus . IB School Skovvangen 10, 6000 Kolding • Tlf.: 76 33 96 00 - Fax: 76 33 96 01 • e-mail [email protected] Web: www.kolding-gym.dk
International Baccalaureate in December. . The Basic Science course is completed by an official oral exam (assessed by the Basic Science teachers) in October.AT 1 is completed in February as a cross-curricular project based on a study tour to Copenhagen.
Kolding Gymnasium . HF-kursus . IB School Skovvangen 10, 6000 Kolding • Tlf.: 76 33 96 00 - Fax: 76 33 96 01 • e-mail [email protected] Web: www.kolding-gym.dk
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Conditions for the Award of the Diploma (from IBO Handbook of Procedures)
Examiners appointed by the IBO assess candidates’ work in IB examinations and other forms of external assessment using common mark schemes. This external assessment may be complemented by internal assessment by schools of other required work, moderated by IBO examiners.
Performance in each of the six IB diploma subjects is graded on a scale of 1 point (minimum) to 7 points (maximum). A maximum of 3 points is awarded for combined performance in Theory of Knowledge and the extended essay. The maximum total Diploma Programme point score is therefore 45.
Award of the diploma 12. All assessment components for each of the six subjects and the additional IB diploma requirements 1 must be completed in order to qualify for the award of the IB diploma, except under the conditions stipulated in section C of these general regulations. 12. The IB diploma will be awarded to a candidate whose total score is 24, 25, 26 or 27 points, provided 2 all the following requirements have been met: a numeric grades have been awarded in all six subjects registered for the diploma b an approved programme of CAS has been completed c grades A (highest) to E (lowest) have been awarded for both Theory of Knowledge and an extended essay, with a grade of at least D in one of them d there is no grade 1 in any subject e there is no grade 2 at higher level f there is no more than one grade 2 at standard level g overall, there are no more than three grades 3 or below h at least 12 points have been gained on higher level subjects (candidates who register for four higher level subjects must gain at least 16 points at higher level) i at least 9 points have been gained on standard level subjects (candidates who register for two standard level subjects must gain at least 6 points at standard level) j the final award committee has not judged the candidate to be guilty of malpractice
Kolding Gymnasium . HF-kursus . IB School Skovvangen 10, 6000 Kolding • Tlf.: 76 33 96 00 - Fax: 76 33 96 01 • e-mail [email protected] Web: www.kolding-gym.dk
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12. The IB diploma will be awarded to a candidate whose total score is 28 points or above, provided all 3 the following requirements have been met: a numeric grades have been awarded in all six subjects registered for the diploma b an approved programme of CAS has been completed c grades A to E have been awarded for both Theory of Knowledge and an extended essay, with a grade of at least D in one of them d there is no grade 1 in any subject e there is no more than one grade 2 at higher level f there are no more than two grades 2 at standard level
g overall, there are no more than three grades 3 or below h at least 11 points have been gained on higher level subjects (candidates who register for four higher level subjects must gain at least 14 points at higher level) i at least 8 points have been gained on standard level subjects (candidates who register for two standard level subjects must gain at least 5 points at standard level) j the final award committee has not judged the candidate to be guilty of malpractice. 12. A maximum of three examination sessions is allowed in which to satisfy the requirements for the 4 award of the IB diploma.
Conversion to Danish grades:
Information about the IB grade system and how IB grades are converted to fit with Danish grade system for entry to Danish Universities can be found on: www.iu.dk (- In Danish - Look up: Eksamenshåndbog and "Vælg land" for "International Baccalaureate" - Choose "Karakterer".)
Kolding Gymnasium . HF-kursus . IB School Skovvangen 10, 6000 Kolding • Tlf.: 76 33 96 00 - Fax: 76 33 96 01 • e-mail [email protected] Web: www.kolding-gym.dk