NPUA Yerevan
High school
National Polytechnic
University of Armenia
NPUA Yerevan High school
International Baccalaureate Diploma
Programme
Assessment Policy
© International
Baccalaureate Organization 2018
Yerevan 2023
NPUA YEREVAN HIGH SCHOOL
INTERNATIONAL BACCALAUREATE DIPLOMA PROGRAMME
Contents
1.
Philosophy ................................................................................................................................................. 3
2.
Objectives .................................................................................................................................................. 3
3. Principles ....................................................................................................................................................... 4
4. Assessment components .............................................................................................................................. 5
5.
Assessment forms and types .................................................................................................................... 6
6. Summative grading system .........................................................................................................................10
7. Recording and Reporting of Assessments ..................................................................................................11
8. Deadlines .....................................................................................................................................................11
9.
Academic Honesty ...................................................................................................................................11
10.
Access and Inclusion............................................................................................................................12
11.
Roles and responsibilities ...................................................................................................................14
12. Reference literature ..................................................................................................................................15
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1. Philosophy
Mission: Throughout education we nurture open-minded inquirers who strive to make the
world better.
Vision: Our vision is to empower students with the skills and knowledge to handle the
challenges in both local and global communities.
NPUA Yerevan High School is dedicated to nurturing the individual intellect, talents and
character of each student, promoting academic excellence, personal responsibility and
service to others. Following the International Baccalaureate (IB) Diploma Programme (DP)
assessment philosophy, we emphasize holistic education, emphasizing critical thinking,
communication, research and intercultural understanding. Our assessments follow the IB's
and legal ministry requirements, ensuring fairness, transparency and consistency.
2. Objectives
At NPUA Yerevan High School, our IB Assessment Policy is designed to ensure rigorous and
comprehensive evaluation of student learning in alignment with the International
Baccalaureate (IB) Diploma Programme (DP). The assessment objectives outlined below serve
as guiding principles in our approach to assessing student achievement and growth across a
wide range of subjects.
1. Subject Mastery: The assessment aims to measure students' depth of understanding,
knowledge and skills in each subject, as outlined by the IB curriculum and assessment
criteria. It evaluates their ability to demonstrate a comprehensive grasp of the subject
matter.
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2. Critical Thinking: The assessment seeks to promote students' critical thinking skills by
evaluating their ability to analyze, evaluate and synthesize information. It encourages
them to think critically, make connections and form well-supported judgments.
3. Research Skills: The assessment objectives include assessing students' proficiency in
conducting independent research. This involves identifying reliable sources, gathering
evidence and presenting findings effectively, allowing students to develop and
showcase their research skills.
4. Communication Skills: The assessment aims to evaluate students' proficiency in written
and oral communication. It considers aspects such as clarity, organization, coherence
and the appropriate use of subject-specific terminology, ensuring students can
effectively convey their ideas and arguments.
5. Application of Knowledge: The assessment objectives encourage students to apply their
subject knowledge and skills to real-world contexts. This includes problem-solving,
decision-making and demonstrating the transfer of learning beyond the classroom.
6. Inquiry-Based Learning: The assessment supports the development of students'
inquiry skills by evaluating their ability to ask meaningful questions, investigate
independently and engage in the process of inquiry. It nurtures their curiosity,
research capabilities and critical thinking abilities.
7. Creativity and Innovation: The assessment objectives encourage students to think
creatively, generate innovative solutions and demonstrate originality within the context
of each subject. It recognizes and rewards students' creative thinking abilities.
8. Reflective Thinking: The assessment supports students' reflective thinking by
evaluating their ability to reflect on their learning, set goals for improvement and
engage in metacognitive processes that enhance their understanding and growth.
3. Principles
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1. Validity: the level to which an assessment generates information that is both accurate
and meaningful concerning the knowledge and abilities of students.
2. Reliability: the dependability and consistency of assessment results, guaranteeing that
the same assessment given under comparable circumstances gives consistent results.
3. Fairness: ensuring that every student has an equal chance to demonstrate what they
have learned, accounting for their various needs and experiences and refraining from
bias or discrimination in assessment procedures.
4. Authenticity: assessments that are representative of tasks and barriers encountered in
the real world, allowing students to apply their learning in meaningful circumstances,
are the best way to evaluate a student's aptitude.
4. Assessment components
At NPUA Yerevan High School, a combination of formative assessments is utilized to evaluate
students' knowledge. Formative assessments occur twice per semester, specifically during the
8th and the last weeks of each semester. Passing examinations schedule is established by the
pedagogical council and is conducted at the end of each academic year, which is fixed and
included in the academic calendar of the school.
The assessment process is conducted in accordance with the standards specific to each
subject, as outlined by the IB. These standards, included in Appendix 1, provide clear
guidelines and criteria for assessing student performance, ensuring consistency and
alignment with IB requirements and state standards for general education and other
regulatory legal acts. Following these standards, ensure a comprehensive and accurate
evaluation of students' knowledge and skills across different subjects. The assessment tasks
and methods are designed to reflect specific learning outcomes and requirements of each
subject, providing a robust assessment of students' proficiency and understanding.
Formative assessment holds significant importance in evaluating students' progress at NPUA
Yerevan High school. The results of formative assessments are considered as a guiding factor
in assessing students' achievement. The knowledge and skills acquired by students in each
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subject are consolidated and assessed annually, resulting in a numerical unit as indicated in
Appendix 1. This annual assessment provides a comprehensive summary of students' overall
performance, considering their achievements across various subjects. Students' academic
growth is effectively tracked throughout the academic year, providing a quantifiable measure
of their proficiency and understanding in different areas of study.
Final external assessment, conducted by the IB organization, plays a crucial role in various
aspects, including written assignments and university admissions. The results of final external
assessments are considered for university admissions, in accordance with the requirements
set by the Ministry of Education, Science, Culture and Sports of the Republic of Armenia. By
incorporating the results of these final assessments, we ensure that our school aligns with the
university admission requirements and prepares students for higher education. This process
enables to assess students' readiness for university, meeting the standards set by external
governing bodies and increasing their chances of meeting the necessary criteria for entry
into higher education institutions.
For our students, summative assessment, which includes both internal and external forms of
assessment are implemented. Internal evaluation is conducted by specialists within the school,
following the guidelines and criteria provided by the IB. External evaluation, in the form of
joint or final exams, is primarily carried out by the IB organization. Students have the option
to pursue either the Armenian School Certificate or together with an IB diploma and
accordingly, external evaluation is conducted by the IB organizations to meet their specific
goals. This dual evaluation process ensures that students' knowledge and skills are assessed
based on both local and international standards, providing them with multiple pathways for
academic recognition and certification. Internal assessment is reviewed and approved by IB,
becoming a summative assessment to award IB diploma. Each subject has its own grading
summative system which is defined by IB.
5. Assessment forms and types
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NPUA Yerevan High school’s assessment practices incorporate a combination of formative
and summative assessment approaches.
•
Formative Assessment:
Formative assessment is an integral part of our teaching and learning process. It involves
ongoing feedback, monitoring and support to students as they progress through their studies.
Formative assessment activities aim to provide timely feedback that guides students' learning,
helps them identify areas for improvement and fosters their development of subject-specific
knowledge and skills. Teachers utilize a variety of formative assessment strategies, such as
class discussions, quizzes, peer assessments and individual feedback, to support students'
continuous growth and understanding.
In the context of formative assessment, the following components can be included:
1. Coursework: Assignments that allow students to deep into topics, showcasing their
research, analysis and communication skills.
2. Midterm Assessments: Assessments conducted within the school, such as oral
presentations, laboratory reports, portfolios, projects, or performances, providing
opportunities for students to demonstrate their knowledge, skills and understanding.
3. Mock Exams: These exams are conducted in the second semester of the second year
to prepare students for the IB exams. The content of the mock exams is closely related
to IB exams. Due to these exams teachers prepare students for the final examination.
4. Extended Essay: An independent research project enabling students to explore a topic
of their choice in-depth, demonstrating their research and analytical skills.
5. Group Projects and Presentations: Collaborative activities that foster teamwork,
communication and critical thinking, where students work together to solve complex
problems and present their findings.
6. Language Assessments: Assessments evaluating students' language proficiency,
receptive and productive skills (reading, writing, listening and speaking), as well as
intercultural understanding.
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Formative assessment precedes summative assessment, encompassing both verbal
descriptors aligned with the definition set for the given task and numerical units. This
comprehensive approach ensures that students receive ongoing feedback regarding their
progress, utilizing both qualitative and quantitative measures to assess their understanding
and proficiency. The clarity and specificity of feedback is enhanced by incorporating
numerical units in formative assessment, enabling students to track their growth and make
targeted improvements in their learning.
If a student fails to participate in the teacher assessment for a discreditable reason, they will
receive the minimum grade of "1". This policy ensures that students understand the
importance of active engagement and responsible participation in the assessment process,
promoting integrity and maintaining the standards of academic honesty within our school
community.
Formative assessment practices enable students to actively engage in their learning process,
receive timely feedback and make improvements along the way. Summative assessments
provide a comprehensive evaluation of students' overall achievement, allowing them to
demonstrate their knowledge and skills in a culminating assessment context.
Calculating the total diploma points involves summing the grades (1–7) earned in each of the
six subjects, and then adding between zero and three points from the core. This indicates
that the maximum score a student can earn is 45 points.
With this method, the final scores awarded to the candidate is both SL and HL subjects
equally. Six subjects multiplied by seven high grades, plus three core points, equal the
maximum 45 points.
•
Summative Assessment:
Summative assessment occurs at the end of a semester, or academic year and provides a
summary evaluation of students' overall achievement and understanding. It aims to measure
the extent to which students have met the learning outcomes and standards set for each
subject. Summative assessments may take the form of written examinations, coursework,
extended essays, group projects, presentations, or other predetermined assessment tasks.
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These assessments provide a formal evaluation of students' knowledge, critical thinking skills
and subject-specific competencies. A minimum of two comprehensive evaluations are
conducted each academic year. These evaluations serve as summative assessments, providing
a holistic summary of students' progress and achievement.
The teacher is responsible for providing the results of summative assessments within a week,
recording the numerical grades along with the date of assessment in the class register. If a
student is unable to complete a summative evaluation due to illness or other valid reasons,
they will have the opportunity to make up for it with thematic assignments on a date set for
completion before the subsequent thematic work (must be determined by the pedagogical
council and committee consisting of Head of school, programme coordinator, subject teacher,
Exam contact person). The teacher will determine the content of the make-up assignments
based on the information provided by the relevant study unit, ensuring that students have a
fair opportunity to demonstrate their understanding and skills.
If a student demonstrates disrespectful absence or fails to meet the deadline for a project
work, the minimum grade of "1" is assigned for the assessment. However, in the presence of
extenuating circumstances, a separate meeting is scheduled, involving the Head of school,
programme coordinator, Exam contact person, the teacher of the relevant subject and the
parent or guardian of the student. Following the meeting, at the discretion of the Head of
school, the student may have the opportunity to make up the missed written work, considering
the specific circumstances and ensuring fairness in the assessment process.
Consequences for academic misconduct may include an automatic zero for the assignment
or assessment, a grade reduction of up to 70% for the subject, loss of privileges (e.g., being
prohibited from representing the school in events or competitions), mandatory counseling
sessions, and parental involvement.
In the context of summative assessment, the following components can be included:
1. Written Examinations: Examinations administered at the end of each course, set and
moderated by the Pedagogical Council of the school, evaluating students' subject
knowledge, critical thinking abilities and application of concepts.
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2. Final Exams: Exams that provide a comprehensive evaluation of students' overall
achievement and understanding, typically held at the end of a semester and academic
year.
3. External Assessments: Assessments conducted by external entities, such as the IB
organization, Ministry of Education, Science, Culture and Sports of the Republic of
Armenia and the State Technical Committee, that contribute to the overall assessment
of students' achievement.
4. Graded Assignments: Assignments, projects, or essays that are assessed and graded
based on specific criteria, providing a summary evaluation of students' performance.
5. Standardized Assessments: Assessments that follow predetermined standards and
guidelines, allowing for consistent and comparative evaluation of students'
achievement.
6. Summative grading system
The DP summative grading system is based on a scale of 1 to 7, with additional points
available for the Extended Essay and Theory of Knowledge (TOK) components (1 to 3). Each
subject has its own grade description but for all subjects (except the cores) the grade 4
considered a “passing grade”. To qualify for the award of the IB Diploma a student must
receive a combined score of 24 points.
State Scale
Description
Numerical Grade
Letter Grade
GPA Equivalent
10
Excellent
7
A+
4.0
9
Excellent
6
A
4.0
7-8.99
Good
5
B
3.0
4-6.99
Satisfactory
4
C
2.0
0-3.99
Fail
3
D
1.0
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Fail
2
E
Below 1.0
Fail
1
F
0
7. Recording and Reporting of Assessments
The records of students grades and absences are saved in electronic register. Progress
reports for students are issued to both children and their parents at the conclusion of
the semester. These reports give an overview of the students academic progress for the
current year. The summaries serve as official records of each student's academic
development, outlining the grades earned in each subject throughout the course of the
semester.
8. Deadlines
The due dates for submitting assignments and tasks for both formative and summative
assessments are anticipated of students. Students are fully responsible for meeting these
deadlines and are aware that failure to do so could result in a lower final mark for the relevant
subject. Failure to meet these deadlines on a regular basis is viewed as a poor example of
academic behavior.
Continuous deadline violations may be considered as disciplinary actions based on the
decision made following a debate with the Head of School, program coordinator and
subject teacher.
9. Academic Honesty
At the start of each academic year, students are briefed on the components of the academic
integrity policy document. This policy emphasizes the inappropriate nature of utilizing
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transcripts, cheat codes, or other sources to falsely enhance one's performance. Any attempts
at plagiarizing or producing non-independent work diverge from the student's academic
profile, educational objectives and the principles of academic honesty and are considered
impermissible actions.
If a teacher suspects any form of academically dishonest behavior from a student, a detailed
report on the suspected activity is prepared. Instances of academic dishonesty, as identified
in the report, are then subject to disciplinary action by the school council, as outlined in the
"Academic Integrity Policy" document.
It is crucial that the principles of academic integrity are strictly upheld throughout the
educational process. Maintaining a fair and honest academic environment depends on such
commitment.
10.
Access and Inclusion
NPUA Yerevan High school is committed to ensuring that all students, including those with
learning differences or special educational needs, are given equal opportunities to
demonstrate their learning in assessments. Therefore, the school may adapt assessments to
accommodate the needs of such students, ensuring that these adaptations do not compromise
the integrity of the assessment.
1. Reasonable adjustments
Reasonable adjustments can be made to the assessment process for students with learning
differences or special educational needs. These might include additional time, rest periods,
the use of assistive technology, or modified papers. These accommodations are intended to
enable these students to demonstrate their learning without any disadvantage and will be
determined on a case-by-case basis in accordance with IB DP guidelines.
2. Examination procedures
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Special examination procedures may be established for inclusive students. Such procedures
will respect the candidate's usual method of working and ensure that the candidate is able to
access the examination and understand the questions. They may include :
 Modifications in the form of assessment work presentation (oral or written) (in the
nearest future).
 Allotment of additional time for assessments (if needed).
 Consideration of the assessment location or the student's position.
3. Confidentiality
All information related to a student's learning differences or special educational needs is
confidential and will only be shared with relevant staff members involved in the teaching and
assessment process.
4. Review
These regulations and the effectiveness of their implementation will be regularly reviewed to
ensure their continued alignment with the IB DP guidelines and the needs of our inclusive
students.
• To determine and evaluate the physical, mental and cognitive characteristics of our students
and to align their educational pathway with their abilities, we establish a medicalpsychological-pedagogical assessment team. This team, composed of qualified members,
undertakes the following responsibilities:
1. Prepare a comprehensive report outlining appropriate educational conditions for
students with special educational needs.
2. Offer counseling to parents or guardians of students with special educational needs.
3. Provide advice to school staff across pedagogy, healthcare and social components
about supporting the educational needs of these students and upholding their rights.
4. Maintain a confidential database of students with special educational needs, making it
accessible to school management in accordance with legal requirements.
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5. Parents or guardians of admitted students are given a questionnaire to evaluate their
child's psychological and physical condition. If deemed necessary, additional oral
interviews may be conducted with the parents or guardians.
6. Any information provided by parents or guardians and the findings from the
assessment conducted by our team of specialists are treated with the highest level of
confidentiality and are not subject to public disclosure.
11.
Roles and responsibilities
1. LEADERSHIP
The leadership team, which includes the Head of school, DP coordinator, Exam contact
person and other relevant administrators, is responsible for overseeing the DP programme's
overall implementation and assessment. They ensure compliance with IB DP guidelines and
school policies, coordinate staff training for the DP assessment procedures and facilitate
regular reviews of the assessment policies. They also communicate effectively with the school
community about the DP programme and its expectations.
2. SCHOOL
The school's responsibility includes providing an environment conducive to learning and
assessment. Teachers are expected to design and administer assessments aligned with IB DP
guidelines, providing clear expectations and criteria to the students. They also provide timely
and constructive feedback to help students improve their learning. The school is also
responsible for providing appropriate accommodations to inclusive students during the
assessment process and maintaining the integrity and confidentiality of the assessments.
3. STUDENTS
Students are expected to actively participate in their learning and assessments. They should
follow deadlines, maintain academic honesty and follow all examination rules and procedures.
Students are responsible for understanding the assessment criteria, seeking feedback for
improvement and utilizing all resources provided for their success. They should communicate
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any issues or concerns related to assessments promptly to their teachers or the DP
coordinator.
4. PARENTS
Parents play a supportive role in the IB Diploma Programme. They should be familiar with
the DP assessment policiy and expectations and encourage their children to comply with
them. Parents can help their children in managing their time, meeting deadlines and provide
a supportive environment for study at home. They should maintain regular communication
with the school about their child's progress and participate in parent-teacher meetings to
understand their child's performance and areas of improvement.
12. Reference literature
•
•
•
•
“Diploma Programme Assessment Procedures”, IBO, 2022
IB assessment principles and practices: A geode to assessment for examiners
“Assessment principles and practices—Quality assessments in a digital age”, IBO,
2019
“General regulations: Diploma Programme”, IBO, 2019
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