General Assessment Policy
The International School of Älmhult
What is assessment?
Assessment is the gathering and analysis of information about student performance. It identifies what
students know, understand, can do and feel at different stages in the learning process. (IBO January
2001)
At the International School of Älmhult assessment is integral to all teaching and learning. It
provides a framework within which educational objectives are set and students’ progress is
continuously encouraged and monitored. Furthermore, it helps the school as a community of
learners to strengthen learning across the curriculum.
Our assessment principles
Using the principles and processes of assessment, we aim to:
• monitor progress and support learning;
• recognize the achievements of pupils;
• guide future planning, teaching and curriculum development;
• inform parents of pupil achievement;
• provide information to ensure continuity when the pupil changes school or year group;
• comply with the IB curriculum requirements;
Types of assessment:
Formative: Ongoing assessment for learning is carried out by teachers, both formally and
informally, during a unit of work. The results of formative assessments help teachers and
students to set learning targets and adapt teaching materials, methods and procedures.
Summative: Assessment of learning takes place at the end of a unit of work (e.g. unit of
enquiry). It aids teachers tracking pupils’ progress and ensuring that learning standards and
learning objectives are met.
Diagnostic: All assessments can provide diagnostic evidence. This type of assessment can be
carried out at any time throughout the school year when an evaluation of the pupil’s
strengths and weaknesses is needed in order to meet learning targets.
Self-assessment and peer assessment: Assessment as learning allows pupils to reflect on what
they have learnt and how they have learnt it. It encourages and support pupils to become
responsible for their own learning.
Assessment procedures
Teachers decide and develop different assessment procedures to track and record pupil’s
progress. The school requires that certain standardised forms are used for tracking this
progress and these are kept on file at school. The following are examples of assessment
methods and procedures used:
Assessment strategies
Assessment Tools
Observations
Anecdotal records
Selected responses (tests, journals, essays,
self-reflection worksheets)
Rubrics
Process-focused assessments (essays,
debates, presentations)
Continuum
Performance assessments (role-plays,
presentations, projects, debates)
Checklist
Open-ended tasks
Exemplars
Portfolios (PYP) and Assessment Binders (MYP)
Portfolios/Assessment Binders can be used as a tool for assessment and reporting
purposes. The portfolio is used to show the development of knowledge, conceptual
understanding, transdisciplinary skills, attitudes and the attributes of the learner
profile over a period of time. In PYP, the teacher and students will use the portfolios
during conferences. In MYP, the Assessment Binders are sent home prior to a
conference for review by student and parent together.
Criterion-referenced assessment
Pupils’ work is assessed against defined assessment criteria drawn from the IB assessment
guidelines. Procedures for assessment and assessment criteria are shared with both pupils
and parents as an aid to the learning process. It is important for pupils to know what is
expected from them before any given task.
The exhibition
In the final year of the PYP, students participate in a culminating project, the PYP exhibition.
It is a transdisciplinary inquiry as well as a summative assessment activity that is a
celebration as students move from the PYP into the middle years programme.
Conferences
The purpose of conferences is to share information between teachers, students and parents.
These conferences may take a formal or informal structure. The school uses the following
structures, all of which engage the students themselves in reflection:
 Development talk; Students are given feedback so they can reflect on their work and
further refine and develop their skills. These conferences are held once in the
Autumn and once in the Spring in order to support and encourage the student's
learning and teacher planning.
 Student-led; The students are responsible for leading the conference, and also to take
responsibility for their learning by sharing the process with their parents. (This is a
partial follow up of the 1st Development Talk by touching on progress towards the
stated goals)
Reporting
Reports provide information of pupil’s progress and promote a good communication
between school and parents. A written report for each pupil from PYP 1 to MYP 1 is sent to
the parents once a year stating if the pupil has met the curriculum goals for the year. The
written comments are preceded by the development talks in the Autumn and Spring
allowing parents and teachers to further discuss the pupil’s learning development.
MYP 2-5 students receive a report card at the end of each term with the grades they have
achieved in each subject. The report cards are preceded by the development talks in the
Autumn and Spring allowing parents and teachers to further discuss the pupil’s learning
development.
Support for Learning
EAL students
There is an initial language skills assessment – diagnostic assessment - for new EAL
students. This helps teachers better evaluate and respond to students language needs. This
assessment is carried out informally, by the class teacher and the support for learning
teacher, during the first two weeks of school.
The overall student’s language progress is assessed and recorded based on the development
of the different language skills: reading, writing, speaking and listening. The assessment
criteria is drawn from the IB language assessment rubrics and the Qualifications and
Curriculum Development Agency (UK)
EAL students and students with other learning needs
Once the learning needs of a student have been identified, ongoing assessment is carried out
by class/subject teacher and support for learning teacher. Student’s progress is recorded,
reviewed and reported every six weeks until learning targets have been achieved.
*See also the MYP specific Assessment Policy