ADAPAZARI PRIVATE ENKA MIDDLE SCHOOL/ HIGH SCHOOL 2016 2017 ACADEMIC YEAR ASSESSMENT AND EVALUATION POLICY
Assessment and evaluation activities are among the indispensable parts of learning process. Assessment and evaluation help us understand to what extent students could reach the level of achievement, objectives and outcomes that are stated in the education programs of students. Although assessment and evaluation do always come with, the scope and objectives are different from each other. As it is defined by Turgut and Baykul 3, assessment means to observe any quality and explain the result of this observation using numbers and adjectives. Within the scope of assessment, assessment-related qualities of objects, events and people are observed, counted and compared with an assessment tool; and a number, a rating/score or adjective is assigned to the assessed quality. Evaluation is the process of making value judgment about quality of assessment results which are assessed against a criteria or criterion. To have consistent judgments, it is important that evaluation is based on reliable assessment results, it is assessed by a valid scale, and making mistakes are not allowed while constructing value judgments. In the last decade, National Ministry of Education has revised all teaching programs for each subject group. When these updated programs are examined, two prominent changes are observed. First one is, new programs are more student-centered and they attach great importance on individual differences of students. The second important change is that constructivist education model which encourages students to build their own knowledge based on their experiences is the core of all programs. The current version of our school s assessment and evaluation policy was prepared based on these two criteria. According to it, individual differences of each student are taken into account in each step of assessment evaluation studies; all students have equal opportunity for all assessment evaluation in our school regardless of language, religion, race and sex of the student. Additionally, we implement Individualized Education Program for children who needs special education as it is stated in Special Education and Counseling Services Regulation of MEB (National Ministry of Education) Special Education General Directorate. It is possible to see the traces of constructivist education in all learning environments in our school. Individual differences in learning are in the center of constructivist approach. This approach helps the student combine prior knowledge with new knowledge and support reinforcement between them. As a requirement of this approach, Adapazarı Enka Schools differentiates teaching methods and techniques based on the content of each subject group and 2
also organize various assessment and evaluation environments where students can demonstrate the objectives/ outcomes they reached. Assessment is based on the criteria in MYP and there are 4 criteria (A, B, C, D) for each subject group. The following table shows criteria for each subject group: A B C D Language and Literature Analyzing Organizing Producing text Using Language Language Acquisition Comprehending spoken and visual text Comprehending written and visual text Using language Individuals and Societies Investigating Thinking critically Sciences Inquiring and designing Processing and evaluating Reflecting on the impacts of science Mathematics Investigating Patterns Applying mathematics in real-life contexts Arts Developing Skills Thinking Creatively Responding Physical and Health Education Planning for performance Applying and performing Reflecting and improving performance Design Inquiring and analyzing Developing ideas Creating the solution Evaluating MYP projects Investigating Planning Taking action Reflecting Interdisciplinary Disciplinary grounding Synthesizing Reflecting Table 1: MYP Subject Groups Criteria Table 3
Assessment criteria rubrics for every year of MYP which are available in guide books of each subject group are used for assessment. The highest level that the student can achieve is eight. Final/overall achievement level of each criterion is determined through best-fit approach. The best fit approach means that teacher uses his/her own professional judgment by considering the level of achievement of the student for each criterion. At Adapazarı Enka Schools when the criterion levels total are given for a subject, the students is never awarded an achievement level which is lower than the lowest criterion level of achievement student received. This method is used for each criterion to determine criterion levels total and the criterion levels in each subject are added together to give a criterion level total (32) for that subject. This total is then converted to an overall achievement level on a scale of 7. Overall achievement level is shown on MYP report cards which also include achievement levels and descriptors. Achievement levels awarded to students in MYP are not converted to other grading system that is required by National Ministry of Education or vice versa. In our school, we are working to define standards on awarding consistent achievement levels. To this end, teachers hold meetings to decide on the criteria they should consider while assessing the assignments and additionally they keep practicing on how to have a common understanding. Students must achieve a minimum level of 3 (maximum of 7) in each subject group and personal project in MYP 5 (grade 10) to be eligible to receive the IB MYP certificate. If the student achieved a level of 6 in all subject groups in all MYP years, s/he is awarded MYP Certificate of Merit. If the student achieved a level of 7 in all subject groups in all MYP years, s/he is awarded MYP Certificate of Distinction. As the requirement of national education program, we do assessment and evaluation in our school. Assessment and evaluation results based on score and grade scale of MEB regulation are put on eokul by teachers. Grades which are put on eokul are automatically transferred to MEB report cards at the end of the semester to be shared with students and parents. ASSESMENT AND EVALUATION METHODS AND TECHNIQUES In our school as a requirement of constructivist approach, we place more importance on assessment and evaluation activities which focus on individual differences. According to this; traditional assessment and evaluation activities such as multiple-choice questions, true-false questions, matching questions, completing questions and written exams are replaced by the 4
following techniques which completely place emphasis on formative assessment rather than summative assessment. These techniques are: 1-Concept maps 2-Mind maps 3-Structured grid 4-Personal Project 5-Projects 6-Performance assignments 7-E-portfolio activities 8-Observations 9-Drama 10-Peer evaluation and self-evaluation studies 11-Interviews 12-Anectodes 13-Posters 14-Models Both summative and formative assessment tools are used for MYP assessment. Formative assessment prepares student to reach unit objectives/outcomes. The data obtained at the end of this evaluation demonstrate the progress of students and enables teacher to give feedback to students. MYP criteria assessment rubrics are used for summative assessment. Students are assessed against these criteria for each outcome and later their level is awarded. The following steps are taken in case the student doesn t turn in assignment -The first thing teacher does is to have a conversation with the student. Teacher asks the reason why the student didn t turn in the assignment -Teacher asks students to complete the assignment and turn in it the next day. In this stage, teacher doesn t grade the assignment; it is graded when student submits it. -In cases that student doesn t turn in the assignment 5
*In the first school day after due date when student is in school, teacher asks the student to complete the assignment during breaks, lunch breaks and after school if it is possible. Teachers assess this assignment. -Parents are informed about it. KEEPING A RECORD OF ASSESSMENT AND EVALUATION ACTIVITIES Our teachers keep a record of assessment and evaluation activities carried out in their classes in order to follow the progress of our students. While doing so, teacher use the following tools to record the process: -Anecdotal notes -Performance Evaluations -Checklists -Attitude Scales -Process Journals Moreover, MYP achievement levels are recorded by the systems developed by the school. Year-end/overall MYP achievement levels of students are checked on the system and reported. FEEDBACK AND REPORTING The goal of feedback and reporting about the student is to determine learning needs of them and take necessary precautions. In our school, we use following reporting and feedback techniques: Parent Conferences: These meetings are hold to give information about the progress and needs of the students. Additionally, parents have a chance to see teachers during office hours of teachers. Student-Teacher Meetings: Every teacher holds regular meetings with students that s/he supervises throughout the year. The agenda of the meeting is decided beforehand and students share their opinions. 6
Portfolio Presentation Days: These days are organized in order to follow students progress, give students opportunities to follow their own development/improvement, record their progression over time, and make sure that students do self-assessment. Students present their e-portfolios twice a year to their supervisor and family. Performance of the student is evaluated using scales. Personal Project Exhibition: Personal project is for grade 5-10 students. Lessons are scheduled and taught according to project vertical horizontal program. In accordance with MYP personal project objectives, theoretical courses are scheduled. Grade 10 student completes MYP personal project based on his/her area of interest and share it with school community on a date decided in advance. MYP Parents Bulletin: This document shares latest news and agenda of the school during mid-year reports period. Teachers Meeting: Decisions made in these meetings are recorded, these meeting are held periodically. Report cards: MEB report cards which reveal detailed information about academic performance, attitude and behaviors of students are given at the end of academic year. MEB (National Ministry of Education) report cards are created on k12 and e-okul systems and shared with students and parents. MYP report cards which reflect MYP achievement levels and development of ATL skills are given at the end of the year. MYP report cards are created on the system developed by the school; and shared with students and parents. References: M. Fuat, Turgut, ve Yaşar Baykul. Eğitimde Ölçme ve Değerlendirme. Ankara:2012, Pegem Akademi MEB Özel Eğitim ve Rehberlik Hizmetleri Genel Müdürlüğü Özel Eğitim Hizmetleri Yönetmeliği. http://orgm.meb.gov.tr/meb_iys_dosyalar/2012_10/10111226_ozel_egiti m_hizmetleri_yonetmeligi_son.pdf 01.11.2015 7