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 NC Essential 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
students’ 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 student’s MYP Criterion score. All
assignments are considered components of assessment and therefore, are vital to the learning
process.
Revised July 2015
Each subject area has specific criterion rubrics that progress in complexity
from Level 1 (6th grade) to Level 3 (8th grade). The following chart provides
family-friendly language to aid discussions regarding students’ level of performance.
MYP Score
0
1-2
3-4
5-6
7-8
Descriptor
Non-Scoreable
Limited Success
Developing
Proficient
Superior
Quarterly Grade:
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 0-100 score for reporting on the students’ final report cards. Teachers will
reflect on students’ 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.
Revised July 2015
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.
COURSE END CONVERSION TO NC GRADE
MYP
Boundary
NC Grade
0
50
1
2
3
4
5
6
7
8
9
10
11
12
13
14
15
16
51
53
54
55
57
58
59
60
63
66
68
69
71
72
73
74
17
18
19
20
21
22
23
24
75
76
78
80
83
85
88
90
25
26
27
28
29
30
31
32
93
94
95
96
97
98
99
100
Evidence Indicator
Student…
Does not provide evidence OR
Does not meet Criterion Standards described below
Student…
● Performs work in familiar situations with guidance. (Transfer)
● Memorizes and recalls information and states facts.
(Critical Judgment)
● Solves simple problems with guidance.
(Problem Solving)
Student…
● Performs work in familiar situations without guidance. (Transfer)
● Describes information in own words.
(Critical Judgment)
● Solves simple problems without guidance.
(Problem Solving)
Student…
● Performs work in a variety of familiar situations without guidance.
(Transfer)
● Explains ideas and includes examples or evidence.
(Critical Judgment)
● Solves complex problems without guidance.
(Problem Solving)
Student…
● Performs work in a variety of familiar and unfamiliar situations
with no guidance.
(Transfer)
● 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.
(Critical Judgment)
● Solves a variety of complex problems without guidance. (Problem
Solving)
Revised July 2015
Late or Missing Assignments
Students MUST complete all assignments. If an assignment is not submitted by the deadline,
the student is marked accordingly in the comments section of the progress report or report
card.
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
incomplete, it creates challenges for students, teachers and classmates. To that end, we have
crafted a new homework policy for this year.
Students that repeatedly are not turning in assignments for two or more classes will be placed
on an Academic Contract. This will be reviewed every 4.5 weeks for 7th and 8th graders.
Students on an Academic Contract will be unable to miss class to attend field trips or other
school sponsored activities.
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.
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
Revised July 2015
•
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
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:
and one-day suspension
Action for Further
alternate assignment & resubmission, parent contact,
Offense:
and extended suspension or removal from Mount
Mourne, an IBO World School
Revised July 2015
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.
Revised July 2015