IBMYP Assessment Policy
HardingUniversityHigh School
School Code 0730
The aim of assessment at HardingUniversityHigh School is to support principles that anchor student learning via research-based practices. Harding’s specific aims are to:
- Support and courage student learning by providing feedback on learning that has taken place
- Nurture positive student attitudes toward learning
- Appeal to the holistic nature of the program considering principles that aid in the development of the “whole student”
- Utilize a “Driven by Data” approach to improve the teaching practices
- Promote a deeper understanding of subject content by supporting students in their inquiries set in real-world contexts using the areas of interaction
- Promote the development of higher-order cognitive skills through rigor
- Infuse international-mindedness by creating assessments that encompass a variety of cultural and linguistic contexts.
All assessment in the MYP is carried out by teachers in participating schools and relies on their professional expertise in making qualitative judgments, as they do every day in the classroom. MYP schools must follow a criterion-related approach. This means that students’ work must be assessed against defined assessment criteria and not against the work of other students.
Harding’s MYP assessment plays a significant role in the development of approaches to
learning and areas of interaction. Subject assessments encourage students to sharpen their research skills,become better organizers, work more effectively in groups and develop higher order thinking skills.
Internal Assessment
Assessment is the measurement of what students know and how they demonstrate knowledge of concepts and skills. This includes oral work in languages, laboratory work in the sciences, investigations in mathematics, and artistic performances.
Effective evaluation allows teachers to effectively plan and teach to address student needs and gaps in learning; additionally, meaningful assessments place students firmly in control of their learning by providing teachers with the ability to monitor student progress and adjust instruction accordingly.
Formal IB Assessment and Classroom Grades
In the IB Middle Years program, assessments are designed by teams of teachers aligned to IBMYP guidelines.
Summative and Formative Assessment
Teachers use a variety of formative and summative assessments, aligned to IB pedagogy and best practices. Formal assessments allow teachers to correctly monitor student progress. As such, students receive feedback from teachers that is both detailed and meaningful. Teachers employ the use of data from assessments to correct instructional gaps and to encourage learning.
Feedback and Reporting on Assessment
- Assessment criteria and schedules for each subject are explained to students at the start of the academic year.Schedules are published and available for students and parents. Parent Open House is held on afternoons and evenings at the beginning of each semester.
- Students are provided with regular and prompt feedback to inform and improve their learning.
- Assessment at the school provides students with regular opportunities for reflection on their own learning
- Students are required to journal and reflect on their work in many classes.
- Warm-up and “Out the door” activities frequently include reflection prompts.
February 2011