Inspiring. Empowering. Achieving. Assessment Policy

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1 Inspiring. Empowering. Achieving. Assessment Policy Philosophy At Riverstone International School, we believe differentiated and meaningful assessment is an integral part of an engaging, authentic and rigorous International Baccalaureate education. Principles Assessment is an ongoing process that allows teachers and students to track progress and improve teaching practice. Assessment allows us to: Collect data that drives and informs instruction Understand our learners Strengthen our learning process and practices as educators Identify students strengths and weaknesses Individualize instruction Track progress and growth within a community of learners Evaluate teaching and student inquiry Provide feedback for students to take action in response to their own learning Types of Assessments Formative Assessment Through ongoing formative assessment, teachers monitor the development of students understanding and abilities. Effective formative assessment allows teachers to gather, analyze, interpret and use a variety of evidence to help students improve learning. This form of assessment may include: anecdotal records, student reflections, student/teacher feedback, peer-to-peer evaluations, small portions of a larger task, etc. Summative Assessment Summative assessment provides evidence of student understanding through authentic performances. Summative assessment allows the learner to demonstrate learning at the culmination of the educational process. Learning objectives are clearly defined in order to guide students to the desired result. This allows the teacher to measure the understanding of the central idea and lines of inquiry, but also can inform and improve student learning and instruction. This form of assessment may include: presentations, tests, reports, oral responses, individual or group projects, portfolios, etc.

2 Homework Policy Homework should be purposeful, relevant and effective. Riverstone believes that effective homework is a contributor to the development of strong students who love to learn. Homework should be independently achievable, interesting and given with an appropriate time allocation that takes into account other classes and extracurricular activities such as sports, music, theater and work. Homework can be formally assessed, but more appropriately it should serve as formative feedback on teaching and learning. Good homework incorporates pre-learning, checking for understanding, practice, and processing. Criterion Referenced Assessment Riverstone s grading and marking is transparent, consistent, timely and relevant. Grading at Riverstone is criterion based and measured against rubrics or assessment statements provided by the International Baccalaureate. Growth and learning is what Riverstone strives for with assessment. Norm Referenced Assessment In an exception to school based, criterion referenced assessments in class, Riverstone does ask its students to participate in tests that are norm, not criterion, referenced. Riverstone routinely uses the Northwest Education Association s MAP testing in mathematics and reading as another measure of our students skills and to inform teaching practice against other students nationally. The school also asks its 3 rd, 5 th, 7 th, 9 th, and 10 th Graders to participate in the International Schools Assessment annually in February. These assessments are aligned with PISA standards and allow our school to compare our students skills internationally. Access to Special Arrangements for Assessment Inclusive arrangements for assessment in class are available. These include modified assessments or accommodations such as preferential seating, use of a calculator, extra time, an amanuensis, quiet areas or an allowance to be proctored under other than classroom conditions. Typically, documentation from an attending physician, psychologist, psychiatrist or counselor will be required before extending accommodations. These accommodations will generally follow guidelines set forth by the IBO.

3 Grading and Assessing PYP Marks are assigned based on student level of mastery in the following areas: Transdisciplinary skills, Language Arts, Mathematics, and Specialist subjects (Music, P.E., Art, and World Language). The language used to communicate the level of mastery for transdisciplinary skills and specialists classes are: Not Yet Evident, Progressing, or Demonstrating. Marks for Language Arts and Mathematics classes are: Not Yet Covered, Area of Concern, Progressing, and Accomplished. MYP Marks are assigned strictly using the MYP assessment criteria. MYP assessment is based on a bestfit method. Teachers make holistic judgments based on the strands of the assessed criteria. All grades are awarded using MYP rubrics accompanied by task specific clarifications in ManageBac. Modified Rubrics English Language Learners Riverstone modifies rubrics at the subject level for English Language Learners in the Middle Years Programme. For students who score at the WIDA 3 and 4 level for English Proficiency we create modified rubrics by subject and criteria to ensure that students are being appropriately and fairly assessed. These rubric modifications are a result of an exhaustive process taken with the International student coordinator, English language acquisition and first language support teachers. These modified rubrics are created from the published MYP rubrics for each subject and criteria and may assess fewer strands or use a rubric from a different program year. Modified rubric effectiveness is reviewed each semester and are changed based on teacher observation, assessment evidence and students' changing English Language proficiency scores. DP Marks are assigned strictly using the IB assessment criteria. The mark awarded is based on the highest band, which is fully demonstrated by student work. All grades are awarded using rubrics accompanied by task specific clarifications with a 1-7 mark in ManageBac. Task/Assignment Descriptions MYP and DP All work, formative or summative, that will be assessed (graded) in the MYP and DP must have a written task/assignment description in ManageBac that: - describes assignment in general terms - uses Command Terms from the IBO (describe, identify, explain, analyze, evaluate ) - states the goals of the assignment or the Statement of Inquiry

4 - identifies how the assignment is relevant and/or connects to the real world - lists the learning objectives or assessment statements that will be assessed - describes step-by-step instructions/description of process to follow (task specific clarifications) - identifies the criteria/rubric used and how they connect to the task Aims for Standardization of Assessment (MYP and DP) Before the meeting: 1. Each teacher grades at minimum a fairly high scoring paper and a fairly low scoring paper from their own class, if time allows a middle scoring paper should also be included. (specifically tell teachers not to bring their highest or lowest scoring paper) 2. Each teacher is careful to mark on a separate sheet to avoid leaving numbers on the original work 3. Each teacher makes notes on the written justification of their marks At the Standardization meeting: 1. Each teacher gives their students papers to another teacher 2. With printed out rubrics, each teacher marks and makes notes on justification of marks for each of the two papers they received 3. Starting with a high scoring paper, each teacher takes turns sharing their marks and their justification 4. Teachers compare their justifications and then come to a guided conclusion about the appropriate achievement level against the rubric 5. Repeat the same process with the other high scoring paper 6. Now do the same for the middle scoring paper if used. Recording and Reporting Tasks, assignments and grades are reported in ManageBac. All graded tasks must be in ManageBac with specific task instructions, learning objectives and rubrics. Report cards are generated in ManageBac and shared with parents and students at the end of each semester. Students in Grades 6-8 are awarded a 1-7 grade based on their performance in accordance with guidance from the Middle Years Programme and division director. Students in Grades 9-12 are awarded both a 1-7 grade and a letter grade for their work in accordance with guidance from the MYP, DP and division director. Parent-Teacher Conferences Conferences are designed to inform parents about their student s academic, social, emotional and behavioral development. Formal conferences are held regularly in October and March. Informal conferences occur throughout the year on an as-needed basis.

5 Responsibilities Teachers will offer differentiated formative and summative assessments. Teachers will: - be clear and specific about the requirements and assessment procedure prior to giving each assignment - provide rubrics and/or other specific written task instructions will be provided on ManageBac for all graded assessments - use formative assessment to guide and inform instruction - provide opportunities for student and peer assessment - provide meaningful feedback in writing to students on every graded assessment within 7 school days after the assessment has been completed or turned in - review assessments regularly to ensure they continue to be effective measures of growth and performance Administrators will provide training, support and professional development on a regular basis to ensure that teachers are able to offer high quality assessment, recording and reporting. Additionally they will: - support the assessment policy - act as a liaison between teacher and parent when student assessments demonstrate a need for outside resources - choose and provide standardized assessment instruments to provide further information about student growth - communicate the Assessment Policy to the school community. Students will: - actively and consistently engage in the assessment process as directed by each teacher - reflect on the feedback provided by teachers on each assessment - complete their assessments in accordance with all other school policies. Parents are encouraged to regularly review assessment feedback with their students. References -From Principles into Practice ( reference in formative and summative assessment description The Riverstone Assessment Policy will be reevaluated by a faculty committee in collaboration with the administration on a yearly basis in April.

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