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Assessment Policy
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Assessment Policy

The quality of assessment has a significant impact on attitudes to learning and on attainment in the schools by stimulating and challenging pupils to work hard and by encouraging teachers to focus on how to improve the learning of individual pupils.

Statement of Philosophy and principles

Assessment is a process of collecting, analysing and interpreting information to assist teachers, parents and other stakeholders to make decisions about the needs, progress and achievement of learners in order to improve and facilitate future learning. Quality assessment enables planning and delivery to be more effective, thereby raising attainment for every child.

The RE Learn & Develop Assessment Principles include:

  1. Assessments are a set of continuous, fair, accurate and moderated processes which are integral to informing learning and teaching.
  2. Assessment data and information should come from a range of sources and observations which are reliable and contextual.
  3. Assessment criteria and tools should be identified during curriculum planning with links to expected outcomes and objectives
  4. Assessment data should be recorded appropriately to help identify progress for students, parents and teachers.
  5. Assessment practices should be child centred and help develop self-esteem, confidence and ownership of learning in the context of promoting a growth mindset.
  6. Good assessment strategies work towards developing intrinsic motivation thereby encouraging children to be lifelong learners.
  7. Assessments identify strengths as well as areas for improvement with clear next steps or targets.
  8. Assessments help children understand the next step goals.
  9. Assessments provide information to support differentiation in planning ahead for a class.
  10. Assessment identifies children for intervention and may indicate the type of support needed.
  11. Assessment leads to creating age appropriate targets which may be shared with individual children or classes.
  12. Feedback leads children to reflect on the success criteria which have been shared with them.
  13. Children need to understand why their work or the work of others satisfies the success criteria. At times this should be modelled by their teacher.
  14. Good assessment practices train children to self and peer assess.
  15. Good assessment strategies help in monitoring progress as part of the self-evaluation of the school at all levels.

Assessment procedures and systems

Internal Assessment

In line with government expectations, the school reports grades to parents three times per year.  The school year is split into three equal parts or trimesters which are known colloquially as ‘terms’.  At the end of each term period, term grades are reported to students and parents through the iSAMS information management system.  Students in Grades 6 – 10 receive a grade between A and F, in line with the current grading system used in the IGCSE exams.   Students in Grades 11-12 receive a grade between 1-7, in line with the current grading system used in the IBDP.  These grades do not tell you what a pupil would get if they took an IGCSE or IBDP exam at that moment.  Instead, they provide an approximation of what they might be expected to achieve if they continue at the same rate of progress.  If a student achieves an A+ Grade in Grade 7, it means they are doing as well as possible at that stage of their school career.  Similarly, an IBDP student can read their progress against IB subject criteria and grade descriptors.

For IGCSE and IB students, it is good practice to assess students progress in relation to the external rubrics, mark schemes and specifications.  Working with external rubrics and mark schemes is a very effective type of formative assessment for students.  However, it is important to recognize that students are not externally assessed until the end of their two year programme, which allows them time to develop the knowledge and skills and maturity to succeed. Cambridge and the IB assess them on the whole course and not just aspects of it.  Therefore, basing terms grades solely on ‘raw’  marks from past exam papers or coursework is not appropriate.  Instead, departments should moderate internally and adjust the grades accordingly to give a fair assessment of the progress the student is making and the grade they ultimately achieve.  

External Assessment

For students undertaking external assessment in the form of examinations or coursework, the focus of assessment is the preparation of the skills and knowledge and conceptual understanding required for the external examination bodies.  Teachers are expected to teach and assess in line with the requirements and guidance provided by Cambridge, the IB and the Ministry of Education.

Assessments:  requirements for teachers

Meeting deadlines - guidance for teachers

It is important that students meet the submission deadlines set by teachers. The following elements of the policy aim to help students learn the importance of meeting deadlines and manage their time better.

Teachers should apply this guidance sensitively, remembering that there may be extenuating circumstances that require a different approach to be taken.

Deadline extensions

Resubmissions

Late submission without an agreed extension

Roles and Responsibilities

In class teachers can expect students to:

In class students can expect teachers to:

In addition to classroom expectations, teachers are expected to:

Parents are encouraged to:

School Leadership

The Secondary Leadership Team are responsible for:


Works Cited

"Diploma Programme: From principles into practice" International Baccalaureate Organization, 2015, www.ibo.org/globalassets/digital-toolkit/brochures/academic-honesty-ib-en.pdf. Accessed 3 Feb. 2021.

"Diploma Programme Assessment Principles and Practice." International Baccalaureate Organization, 2018, https://www.ibo.org/contentassets/1cdf850e366447e99b5a862aab622883/assessment-principles-and-practices-2018-en.pdf. Accessed 3 Feb. 2021.

"Guidelines for developing a school assessment policy in the Diploma Programme." International Baccalaureate Organization, 2018, https://www.ibo.org/contentassets/1cdf850e366447e99b5a862aab622883/assessment-principles-and-practices-2018-en.pdf. Accessed 3 Feb. 2021.

"Guidelines for developing a school assessment policy in the Diploma Programme." International Baccalaureate Organization, 2018, http://mics.edu.gh/Guidelines%20for%20developing%20a%20school%20assessment%20policy%20in%20the%20Diploma%20Programme.pdf. Accessed 3 Feb. 2021.

Contacting us

If you would like to contact us to understand more about this Policy or wish to contact us concerning any matter relating to this policy, you may send an email to admin@relearndevelop.com or contact us using our website communication forum.

Created: 13 January 2020

Updated: 3 February 2021

Review Date: June 2024