Assessment Policy. Philosophy

Transcription

1 Assessment Policy Philosophy We believe that through rigorous academics, students will have confidence to embrace new challenges in a changing world. We believe that students take control of their learning by using multiple criteria and rubrics to measure knowledge and opportunities for growth. This is done through the use of concept-based instruction, with criterion-based scoring. We view criterion-based scoring as the measurement of student knowledge based on MYP Criterion Rubrics. We believe that this process provides teachers the opportunity to look for trends, similarities and growth potential of each individual student. We believe this policy demonstrates our school s commitment to the IB programme model. The Mt. Mourne School Grading Scale In order to understand criteria related grading, one must focus on the specific criteria for each subject area. The Mt. Mourne School grading scale is a numerical system from 0 ( No Evidence ) to 8 ( Superior ) and is based on specific criteria for each of the subject areas. A 5 is considered a proficient grade. Criteria-Related Grade The student s 0-8 grade is a direct measure of the competency a student has shown in terms of skills and knowledge as it relates to the specific criteria in that subject area. Assessments are broken into two categories; formative and summative. Formative assessments are indicators of the learning taking place throughout the introduction of new concepts as students work through a unit. They are closely aligned with MYP Criterion descriptors and Common Core Standards. They provide opportunities for students to try new concepts, while learning from errors made. Checkpoints are a form of formative assessment, which line up with Common Core Standards, but do not receive a 0-8 score. They are necessary to diagnose student s grasp of basic concepts prior to being assessed through the use of MYP Criterion descriptors. Summative assessments take place after new concepts have been fully explored. This provides significant evidence to help determine a students MYP Criterion score. All assignments are considered components of assessment, therefore, vital to the learning process.

2 Each subject area has specific criterion rubrics that progresses in complexity from Level 1 (6 th grade) to Level 3 (8 th grade). The following chart provides family friendly language to aid in discussion regarding student s level of performance. Quarterly Grade: MYP Score Descriptor 0 Non-Scoreable 1-2 Limited Success 3-4 Developing 5-6 Proficient 7-8 Superior Teachers will use mode based grading to determine MYP scores for students. This will take place at the end of each quarter based upon only the work completed during that quarter. Course End Grade: As per NC requirements, the 0-8 MYP scores used to report students quarterly scores must be translated to a score for reporting on the students final report cards. Teachers will reflect on student s performance on all criteria for the year and utilize trend based grading to determine final MYP score. The score will convert to a NC grade for reporting purposes on the end-of-year report card. Courses for High School Credit: Students taking the following courses can qualify for high school credit, but grade does not factor into high school Grade Point Average. Language & Acquisition Level 3 receives credit as Foreign Language (Spanish/French) 2 Math I receives credit as Math I Students final MYP score will be calculated as stated above, but the score conversion will count as 80% of their NC grade with 20% based on their end of course exam score, per state requirements.

3 Teachers, parents, and students are cautioned against using this table during the year as that would not be a true measure of a student s learning in all criteria. MYP Boundary COURSE END COVERSION TO NC GRADE NC Grade Evidence Indicator Does not provide evidence OR Does not meet Criterion Standards described below Performs work in familiar situations with guidance. Memorizes and recalls information and state facts. Solves simple problems with guidance. Performs work in familiar situations without guidance. Describes information in own words. Solves simple problems without guidance. Performs work in a variety of familiar situations without guidance. Explains ideas and includes examples or evidence. Solves complex problems without guidance. Performs work in a variety of familiar and unfamiliar situations with no guidance. Analyzes and evaluates information, fully justifying ideas with examples or evidence. They also are able to use this information as a basis for creating something new. Solves a variety of complex problems without guidance.

4 Life Skills Descriptor In addition to the criteria-related grade, students also receive life skills descriptors. Life skills reflect the student s self-management skills, social skills, and organization. Each teacher continuously monitors the child s ability to maintain a positive attitude, come prepared to class with supplies, materials, and assignments, and maintain a satisfactory level of motivation and engagement to succeed. MYP Approaches To Learning (ATLs) Collaboration Skills Organizational Skills Affective Skills Communication Skills Delegate and share responsibility for decision-making Help others to succeed Take responsibility for one s own actions Manage and resolve conflict and work collaboratively in teams Listen actively to other perspectives and ideas Plan for short- and long-term assignments; meet deadlines Create plans to prepare for summative assessments Bring necessary equipment and supplies to class Keep an organized and logical system of information files/notebooks Practice focus and concentration Practice strategies to overcome impulsiveness and anger Demonstrate Persistence and Perseverance Give and receive meaningful feedback Take effective notes in class Excerpt from IB Principles to Practice: ATL skills empower students to succeed in meeting the challenging objectives of MYP subject groups and prepare them for further success in rigorous academic programs like the IB Diploma Program and the IB Career Related Certification. Ultimately, ATL skills help to prepare students for responsible participation in local and global communities. Teachers will identify the level at which students are demonstrating skills within the classroom environment. Descriptors that will be provided include: Limited, Developing, Proficient, Superior. Late or Missing Assignments Students MUST complete all assignments. Late assignments are reflected in the Life Skills descriptors. If an assignment is not submitted by the deadline, the student is marked accordingly regarding that particular Life Skill. If missing assignments become an issue, teachers will handle students on a case by case basis. Homework is assigned for practice, or as preparation for the next day's class. When it is

5 incomplete, it creates challenges for students, teachers and classmates. To that end, we have crafted a new homework policy for this year. The plan has 3 components: Late Homework Passes We recognize that no one is perfect, and that life often intervenes in the best-laid plans. As a result, each student receives three late homework passes to use each quarter. If a student turns in a late homework pass, they will have one additional day to complete the assignment, and it will still be scored. After the homework passes have been used, late work will be scored at the teacher's discretion. Notification of Missing Homework by Regardless of whether students use the late homework pass, we are asking that they parents, their grade level teaching team and Dr. Nutting when they are missing an assignment. The will be sent during class. This strategy is a quick, efficient way to keep parents up to date on student progress. After School Detention Finally, we believe there should be a consequence for students who are missing homework more than three times per quarter. After late passes have been used, students who are missing homework will be assigned after school detention. This will be held once a week, on Wednesdays, from 3-4 p.m. We expect students assigned to detention to attend, regardless of sports or other after school commitments. Student Responsibilities Students are expected to be autonomous learners who think independently, display academic honesty, assess their own progress, and take responsibility for deadlines. Be actively involved in their own learning by analyzing and monitoring summative and formative assessment scores to assess their own progress. Be proactive in arranging meetings with subject teachers to get personalized feedback to assist with troublesome areas / concepts in the curriculum. Submit all assignments on-time without exception. Follow teacher administered deadlines for larger assignments in order to manage time, ensure adequate progress, and meet task expectations. Share responsibility for creating a challenging and fruitful learning environment. Students should demonstrate respect and consideration for others. This assists in creating an atmosphere of harmony and cooperation, which is conducive to learning. Aspire to become compassionate, 21st century lifelong learners who are responsible, global citizens.

6 Teacher Responsibilities Use formative assessments to analyze classroom learning and modify instruction Analyze assessment data to identify patterns of individual student performance and needs Work in collaborative teams to design and evaluate common assessments Show an awareness of the diversity of the learning styles of the class by using a variety of teaching strategies Provide timely written and/or oral feedback on assignments Post assignments in classroom and on Mount Mourne teacher webpage Use authentic assessments that tie curriculum to real-world applications Mount Mourne Honor Code IB World Schools create Honor Codes for academic honesty that support learners and safeguard the integrity of the International Baccalaureate Programme. In the 21st century, opportunities for misuse of resources are significantly greater than in the past. Developments in communication, technology, and information management have enhanced student academic opportunities but pose potential threats to academic commitment and focus as well. Mount Mourne students are expected to display academic honesty at all times. These include a set of values that promotes personal integrity and good practice in learning and assessment, as an approach to learning in MYP. We realize that academic honesty is influenced by many factors, such as peer pressure, parental/teacher expectations, role modeling and taught skills. Students should display honesty al all times, use of all forms of resources appropriately, and follow teacher procedures when dishonesty is observed or discovered. Academic honesty is the responsibility of all, including teachers, students, administration and parents. The Mt. Mourne staff supports academic honesty by stressing the role of the approaches to learning skills, problem solving, and responsibility for one s choices. Academic honesty at Mount Mourne looks like the following: Personal Skills: acting with integrity, working with confidence and independence, evaluating self, meeting deadlines, determining to achieve one s potential Social Skills: working collaboratively, contributing to a group, acknowledging the work of group members, evaluating peers Technical Skills: recognizing the work and ideas of others, citing and referencing text and online sources appropriately, understanding plagiarism

7 Offenses include but are not limited to: copying classmates homework, allowing parents/guardians to complete assignments, talking/cheating on tests, using calculators improperly, plagiarizing text or online sources, informing classmates about assessments Action for First alternate assignment & resubmission, parent contact, Offense: and disciplinary referral Action for Second alternate assignment & resubmission, parent contact, Offense: Action for Further Offense: and one-day suspension alternate assignment & resubmission, parent contact, and extended suspension or removal from Mount Mourne, an IBO World School Academic/Behavior Contract At Mt. Mourne School we expect every student to give 100% effort in regard to both academics and life skills. Any student not performing at a level consistent with their academic abilities may be placed on an Academic Contract. Those that demonstrate limited success with life skills descriptors are subject to a behavior contract.