december 2017 reviewed december 2018 - m-eis.com

The Egyptian International School In El-Marag

Assessment policy December 2017

Reviewed August 2021


“The Egyptian international school” Vision statement

The Egyptian International School In El-Marag provides a new model to be followed by

the Egyptian governmental schools. In addition to offering an educational system that

keeps pace with our modern era and which is based on using modern technology and

improved teaching methodology.

“The Egyptian international school” mission statement

The objective of The Egyptian International School In El-Marag is to provide an of The

objective of The Egyptian International School In El-Marag is to provide an outstanding

education that seeks to nurture a new generation open to the world while maintaining

his cultural identity and mother tongue and developing noble values and respect for

other cultures. Our aim is to develop personal traits in students that can influence the

society and meet the challenges of the modern world through the creation of a climate

of lifelong learning shared by the school community and the family. Upstanding

education that seeks to nurture a new generation open to the world while maintaining

his cultural identity and mother tongue and developing noble values and respect for

other cultures. Our aim is to develop personal traits in students that can influence the

society and meet the challenges of the modern world through the creation of a climate

of lifelong learning shared by the school community and the family.


The philosophy of assessment of The Egyptian International

School in El-Marag

Integrated assessment:

Assessment enriches all IB programs, and while all assessments look different in each

program, all IB assessments are diverse and fit for purpose.

Assessment is an integral part of the objectives of the IB programs, which is to support

students in a thoughtful and effective manner by acquiring subject-specific knowledge

and skills, understanding concepts, and developing learning styles.

Assessment is also a means of measurement that is used continuously and

comprehensively to achieve the educational and learning goals of the school, bearing in

mind that assessment is a constructive and motivating element for success, challenge

and improvement of skills.

From this we can consider the following:

- Assessment is an ongoing process of analyzing, reflecting, and acting on evidence of

student learning in order to enrich education.

- Assessment includes teachers and students who collaborate to monitor, document,

measure, report, and modify learning.

- Students actively participate in assessment and reflection on their learning and work

on feedback and suggestions from peers and teachers to reinforce next steps of learning.

- Promoting a culture of assessment involves developing the capacity for assessment

among all members of the learning community.

- Learning objectives and success criteria are built collaboratively and clearly

communicated.

- Learning outcomes and learning process are evaluated.

- Evaluation design forward and backward.


However, individual differences must be taken into account, and the assessment policy

must be consistent with the International Baccalaureate Programs as well as the PYP,

MYP, and DP assessment criteria.

Whereas in the PYP written reports are relied upon as comprehensive records of

students and parents about students’ progress, however, it should not be ignored that the

effectiveness of the reporting process lies in that reports should clearly indicate the

strengths and improvements in which students participate by providing Data (through

self-assessment) is a useful tool for student development.

This is evident through the various evaluation papers, as well as the certificate forms

that the school preferred to have the appropriate reporting form, so that:

- The characteristics of the learner must be addressed.

- Units must be transcendental and subject-specific education covered.

- All teachers involved in the student progression process should have the opportunity

to add their comments.

- All essential program elements must be included.

In addition, in the MYP, the objectives of the subject group are aligned with the

evaluation criteria. Each criterion contains eight potential achievement levels (1-8),

divided into four ranges that are generally finite (1-2); suitable (3-4); large (5-6); And

excellent performance (7-8). Each team has its own unique description that teachers use

to make "best fit" judgments about students' progress and achievements.

Students’ progress and achievement.

As for the diploma program:

- The first draft of the extended article must be completed.

- All internal deadlines for TOK / CAS / written assignments / internal assessments

must be met.

- Final external exam scores

• Final exam scores are awarded by IBO upon completion of final exams.

• Results are released to learners in early July and can be accessed on the IB website

using a pin given to each learner.


• The International Baccalaureate Diploma or Diploma Course Certificate, as

applicable, is awarded by the International Baccalaureate.

The committee responsible for “assessment policy” Consisting

of:

- PYP Teachers.

- MYP Teachers.

- DP Teachers.

- Librarian.

- Pedagogical leadership.

- The coordinators of “PYP, MYP and DP”

Reviewed by: Advisors from Oasis International Schools.

Yearly reviewing

Will be reviewed in August each year by the same committee.

This document has been posted on the school website to be

available to everyone in Arabic and English.


Aims of assessment

Making sure that the school vision and mission are being achieved.

Develop real life skills.

Making sure that the educational and learning objectives, set before in the

strategic plan, have been achieved.

Assessing the previous knowledge of the learners.

Assessing the individual differentiation between learners.

Identifying the effect of the acquired experience, individual or social, on the

learners' characteristics.

Making sure that the learners have acquired the learner’s profile attributes.

Develop higher mental skills.

Develop new and creative ideas and responses.

Focus on processes and product in the learning process.

Development of multiple skills within an integrated project.

Using multiple assessment strategies and tools to measure the various aspects of

the learner's personality.

Collecting data that shows the degree to which learners have achieved learning

outcomes.

Enhance the student's ability to self-assess.

Making sure that the learners have fully understood and applied the assessment

criteria.

Knowing to what extent are the curriculums applied and the disciplinary themes

through the global context and interdisciplinary themes.

For parents to communicate consistent, timely feedback and opportunity for

conversation.

To allow parents and teachers to work together as advocates of learners' learning.

To provide transparency of the curriculum.


What do we assess?

Assessing previous and acquired knowledge of the learners.

Improving and developing the learners' characteristics and how far they benefit

from “the attitudes” of the IB programme.

Assessing to what extent the learners have acquired new “concepts” through the

global context and how they use them within the unit of inquiry.

Assessing the ability of learners to research, analyze and organize their thoughts

to help them to progress.

Assessing how far the learners understand the subject information.

Assessing the learners' ability to work in groups and to work individually, and

how far they can communicate with others.

The skills the learners acquired through the unit of inquiry.

How far the learners know about the problems of the society, and associating

them through the global context on a worldwide level then we can assess how far

they feel responsible and how ready they are to take part in and to present

solutions.

The importance of evaluation

First: For the learner:

1. It is an incentive for some learners to learn and use their abilities to raise their

level of achievement.

2. Evaluation helps the learner identify his strengths and weaknesses.

Second: For the teacher:

1. Evaluation is a means of diagnosing the strengths and weaknesses in the

educational activities or the teaching aids that he used.

2. Evaluation is a means of identifying learners' levels and strengths and

weaknesses, which helps guide them.

3. Evaluation Science helps to identify the social and psychological problems of

learners.


Third: With regard to curriculum development:

1. It provides the information and provisions necessary for the development

process to be based on sound foundations.

2. Increases the effectiveness of curriculum implementation.

3. It helps to make decisions related to curricula on realistic bases and correct

information.

Fourth: For the school:

1. It helps the school to review its objectives and the adequacy of the curricula to

achieve these objectives.

2. The school helps in dividing students into appropriate groups, whether in

classrooms or in activity groups.

3. Helps the school compare its achievement and performance with the

achievement and performance of other schools on the same system.

4. It helps in identifying people with special cases, such as those who suffer from

health, psychological or social problems, or those who lack some abilities or

talents in certain aspects, and thus work to take care of them.

5. It provides information on the extent of the school's impact on the local

environment and society and the extent to which the school and its curriculum are

linked to the labor market.

6. It provides the school with indicators indicating the extent to which it has

benefited from the resources and capabilities of the environment and society.

Fifth: For the community:

1. It provides information about the curricula and the school. This may lead to the

development of the community’s interest in education and curricula, and

invoking their contribution in opinion and thought or by material means may lead

to improving or developing curricula.

2. Provides evidence and information on curricula for parents' councils, whose

decisions have an impact on the educational process.


Principles of Assessment:

Tasks will be designed to appeal to a variety of learning styles.

Assessments will be differentiated to account for learners' diverse needs.

Assessment tasks will be rigorous, involving critical and creative thinking skills.

Assessment tasks will encourage transfer of skills, interdisciplinary learning, and

real-world contexts.

Assessment tasks will include clear, consistent use of command terms.

Learners with identified learning needs will receive treatment based on their

learning plans.

All work submitted for assessment must be the learners' own work.

Learners will receive timely and meaningful feedback on their performance on

assessment tasks.

There is a balance between formative (ongoing throughout the unit) and

summative (end of unit) assessment.

Characteristics of an effective evaluation:

Very effective evaluation shares some key characteristics

(adapted from Clark, 2012)

- Real: Supports making connections with the real world to enhance student

engagement.

- Clear and specific: This includes desired learning objectives, success criteria,

and the process students use to learn.

- Diversified: Uses a wider range of fit-for-purpose tools and strategies to build

an integrated picture of student learning.

- Developmental: focuses on the individual progress of the student rather than on

evaluating his performance in comparison to others.

- Collaborative: Involves teachers and students in assessment development and

the assessment process.


- Interactive: Assessment involves ongoing and iterative conversations about

learning


Types of assessment

prior assessment formative assessment summative assessment

To measure the previous

knowledge of the

learners.

It is a continuous

assessment that includes

all the assignments and

tasks done by the learners,

all the features gained, and

all the tests, and to what

extend they were

following the rules and

doing the required

activities.

It is at the end of the unit.

It assesses the final task

done by the learners either

individually or in a group.

The summative

assessment could be a

painting, a research paper,

a play, a power point

presentation or a song.

The aim is to identify the

previous experience and

knowledge of the

learners in order to

design a formative

structure of knowledge

that suits them.

The aim is to follow the

progress of the learners

and to measure their

ability to achieve the

learning goal.

It aims at making sure that

the learners have learned

all the skills, have

understood all the

concepts and have

achieved all the objectives

and attitudes required.


The procedures to be followed by teacher after the assessment:

To talk to the learners about their achievement and to draw their attention to their

weakness and strength points.

The teacher should use encouraging and motivating words while talking to the

learners about the result of the assessment.

During the “level meeting” The teachers should discuss the results of learners'

assessment.

To compare the new assessment results with the previous ones.

To inform the educational coordinator and the school social worker when

observing any sudden change in the learners' level.

The teacher must keep a copy of the assessment sheets and a mark register.

To send a copy to the parents to keep them informed about their son or daughter.

The teacher should design assessments to be carried out in groups, and then to be

carried out individually to be sure that each learner has managed to achieve the

objective.

To provide many formative assessments during the unit for the weak learners

who couldn’t achieve the target.

Contacting parents:

Parents should know the different types of assessments and their objectives.

Parent should be a constructive and helpful element to the school.

Teachers should pay attention to the parents’ observation about their sons or

daughters at home as it is a useful indicator.

Parents must be informed about the results of the assessments through reports

that are to be sent through the school site.

The level of the learners must be mentioned in detail. The weakness points, the

strength points and the future plan of the teacher to handle this must be clarified

as well.


Emergency situations:

In case of absence:

In case of absence due to sickness excuse and after showing the legal papers, the

learners may go for another assessment on condition that, it must be different but

it is to achieve the same objective.

The school should show understanding to the following absence excuses:

Taking part in sports competitions after informing the school.

Social and family circumstances.

In case there is no accepted absence excuse, it will be registered in the learners'

report “absent for no excuse.”

In case the learners gets sick during the assessment:

A learner can go for the assessment again in case he becomes sick or ill during the

assessment and that after consulting the school doctor.

Integrity and discipline:

The result of the assessment will be cancelled for a learner in case he doesn’t follow the

“academic honesty”; such as if he tries to cheat either orally or through a written way or

through modern communication means. A committee formed of teachers and the school

administration will be formed to discuss the situation and to set the appropriate reaction

that helps change that wrong behavior.

The exhibition displays all the skills and concepts that the learners have acquired

throughout the primary stage. It’s a must that the learners work in groups, thus

enhancing that the learner has acquired the feature, “communicator”, in addition to

making sure that the learner has acquired self- confidence and the ability to present a

subject in front of audience.


Primary years program

The four dimensions of evaluation

The evaluation provides evidence to enrich learning and teaching. The

PYP has four dimensions:

Monitor, document, measure and report learning. Each of these aspects has

its own function, but all aim to provide evidence to enrich learning and

teaching. Although the proportions of the four aspects are not equal, they

each have their own importance and value. The PYP chooses to focus on

monitoring and documenting learning because of the importance of these

two aspects in providing the learner with feedback and practical

suggestions.

- Learning Monitoring: Learning Monitoring aims to check learning

progress against personal learning goals and success criteria.

- Documenting learning: Documenting learning is collecting evidence of

learning. Documentation can be physical or digital, and can be displayed or

recorded in a variety of media formats. Documentation reveals insights

about learning and provides opportunities to reconnect with learning

objectives and success criteria.

- Learning Measurement: Learning measurement aims to identify what

the student has learned at a specific “time point”, in which the school can

apply government standardized tests, in order to measure the performance

of its students.

- Learning analysis: Teachers use several data points to assess students'

progress. The goal is to organize, aggregate, and separate data to capture

information to support evidence-based decision-making. The PYP supports

collaborative data analysis of individual learners, groups of students, and

across the school to identify patterns and trends in student learning. The

outcome of this analysis informs and guides decisions about learning and

teaching.


- Learning Reporting: Learning reporting enriches the learning

community by describing student learning progress and achievement,

identifies areas for growth, and contributes to increasing program

effectiveness. Communication may be the most general aspect of the

assessment and, therefore, needs special consideration in order to provide

clear and useful information to students and parents. If the school awards

and sends grades or any other indicators of achievement, it should ensure

that these processes are open, transparent, and understandable to all

stakeholders.

a. Oral report:

1. Meetings:

The purpose of meetings is to deal with information between teachers, students and

parents. The school must determine the function of the meetings in order to develop its

format. This may include setting goals and these meetings may take a formal or

informal form.

Types of meetings:

Between teacher and student:

It is designed to provide feedback and feedback to students so that they can reflect on

their work and further develop and refine their skills. It is important that these

individual meetings take place frequently in order to support and encourage student

learning and teacher planning.

Between the teacher and parents:

It is designed to give parents information about the student's development progress and

needs and about the school's program. Teachers should take this opportunity to gather

information about the student's background, answer parents' questions, address their

concerns, and help define their role in the learning process. Parents should take this

opportunity In order to provide the teacher with information about the cultural context

of student learning.


Student-run meetings (student conference):

Students run meetings in which the student and parents participate.

The student is responsible for running the meeting as well as taking responsibility for

their own learning process through the participation of their parents in the process. This

may involve the student demonstrating their understanding through a variety of

different learning situations and there may be several meetings that take place At the

same time.

The meeting includes the student’s discussion and reflection on examples of their work

that they have chosen to share with their parents in advance. These models are pre-

selected with guidance and assistance from the teacher, and they may be models taken

from the student’s learner file. During the meeting, the student identifies strengths and

areas of improvement, and this meeting enables parents to take an insight on the quality

of the work he does.

Meetings between teacher, students and parents:

Students, Parents, and Teacher participate in these tripartite meetings During the

meeting, students discuss their learning and understanding process with their parents

and teacher as they are responsible for supporting the student through this process.

b. Written report:

Written reports are comprehensive records of students and parents on student progress,

which clearly indicate strengths and improvements in which the student is involved

through providing data (through self-assessment). The written report is a useful tool for

student development.

There are features of this report:

- The international learner profile must be addressed.

- Modules Trans disciplinary themes and education must be included.

- All teachers involved in the student progression process should have the opportunity

to add their comments.

- All program Elements of the PYP framework must be included.


The learners pass to the next stage after passing all final and ongoing evaluations,

according to the teacher's comment on the learners' achievement of the objectives of the

course.

If there are any learner weaknesses, an action plan is developed in summer or early next

year.

In case the learner hasn’t passed or hasn’t been able to achieve the educational and

learning objectives, the learner stays in the same grade and doesn’t join the next grade,

but that only happens after the school takes the following measures:

To hold a meeting in presence of all the teachers of the specified grade and

the school administration and to discuss the learners' educational level. If

the learner can’t achieve his objectives in the first certificate, an evaluation

program is to be made by the teacher, the parents, the school

administration and the school social worker.

If the learner repeats the mistake in the second certificate; a second

meeting and a new plan is to be made by the teachers and the parents and

under the supervision of the school administration.

In case there was no progress in the third and the last certificate, the

teachers and the parents would gather for a third time to set a special

program that goes with the school policy and takes into consideration the

conditions of “international baccalaureate” expectations.

The primary years program exhibition:

During the last year of the PYP students participate in a capstone project called the

P.Y.E the learners make the exhibition according to the trans- disciplinary theme which

they have chosen. The learners' project should include all the five elements that

the learners have gained:

(Knowledge, Concepts, Skills, Attitudes, and Action) It is a Tran's disciplinary research

carried out in a spirit of personal and collective responsibility in addition to being a

final assessment activity and also a celebration of the student's transition from the PYP

to the Middle Years Program.

The primary years program exhibition has a number of basic purposes, including

the following:


- The student participates in an in-depth research collaboratively.

- Provides students with the opportunity to demonstrate independence and responsibility

for their own learning.

- To give the student the opportunity to explore multiple points of view.

- To integrate the student and apply what they have learned in previous years, and to

reflect on their journey through the stages of the PYP.

- Provides a real process for assessing student understanding.

- Show how students can do work as a result of their learning.

- Unites students, teachers, parents, and other members of the school community in a

collaborative experience that integrates the core elements of the PYP.

- In addition to making sure that the learner has acquired self- confidence and the ability

to present a subject in front of audience.

- To celebrate the transition of learners from the PYP to the Middle Years Program.

Since the exhibition is the culminating experience of the PYP, it reflects the main

features of the program, and therefore it must include a carefully planned and standard

evaluation.


Practices in Using MYP Criteria and Determining Achievement

Levels

“The criteria for each subject group represent the use of knowledge, understanding and

skills that must be taught. They encompass the factual, conceptual, procedural and

metacognitive dimensions of knowledge.”

MYP Criteria for All Subject Areas

To determine a learner's achievement level, teachers use a criterion related approach.

This means that learner performance is measured against prespecified assessment

criteria based on the aims and objectives of each subject area. It is not norm referenced,

where learners are compared to each other; nor is it criterion referenced, where learners

must master all strands of a specific criteria at lower achievement levels before they can

be considered to have achieved the next level. Teachers must gather sufficient evidence

from a range of assessment tasks to enable them to make a professional and informed

judgement guided by criteria that are public and transparent to determine a learner's

achievement level. In order to do this, teachers analyze the recent scores on criterion

tasks and determine the most consistent pattern of scores.

"MYP from Principles into Practice 2014"

Process for Standardization of Assessment Scoring

Grade level and subject area teams gather samples of learner work on a variety of

assessments and compare scores in order to standardize scoring on such assessments.

Additionally, teachers collaborate to design summative assessments and assessment

options that are utilized in schools across the programme. This process of

standardization of assessment tools and scoring is ongoing among MYP teachers. The

process of standardization is revisited by MYP Coordinators at least once a year.


Common Practices for Recording and Reporting

Learners are assessed using the Middle Years Programme Subject Criteria.

Criteria from all eight required subjects are assessed multiple times during the school

year.

Reported MYP scores are based on more than one assessment task.

Teachers employing standards based grading use MYP Criteria for all assessments

during the year.

Teachers use the Year I, 3, or 5 rubric appropriate to learners' year in the programme.

MYP 3 teachers use the Year III rubric consistently. MYP 5 teachers use the Year 5

rubric consistently.

MYP scores are awarded according to how well the learner has demonstrated mastery

of the published criteria, using the subject area teacher’s professional judgment along

with learner's evidence.

Final scores are not determined by averaging summative performance scores over the

year; using single pieces of work to determine final grades; or determining MYP grades

by combining homework, classwork, and test grades.

Rubrics are designed by the IB and made tasks pacific by the teacher (possibly

collaboratively with learners) as the evaluation tool for formative and summative

assessments and are created before the unit is taught (possibly modified based on

student input).

They provide learners with the criteria before the assessment task is assigned and

contain specific descriptors.

Rubrics are intended to provide the learners with feedback when annotated by

instructor.


The steps that the teacher must follow before designing an

assessment.

The assessment should include (some or all) of the objectives targeted by MYP

subjects guide.

The assessment should include the MYP assessment criteria.

The assessment should reflect the learners understanding for the statement of

inquiry.

To pay attention to the “ATL, Concepts and the international learner profile”.

To inform the learners about the aim of the assessment.

To determine and mention the “type of assessment” and its features in the

assessment sheet.

Not to set a fixed date for the assessment so that it doesn’t turn into a usual

ordinary work.

To deal with the assessment in a reasonable way, and not exaggerate in talking

about its importance.

Establishing the fact that: assessment is important for learners, and it is a tool for

construction and development.

Passing a grade

Through summing the cumulative points and marks that the learner has got throughout

the school year, which is a real indicator that expresses how far the learner could

achieve the preset objectives, he moves to the next grade.

In case the learner hasn’t passed or hasn’t been able to achieve the educational and

learning objectives, the learner stays in the same grade and doesn’t join the next grade.

But that only happens after the school take the following measures:

To hold a meeting in presence of all the teacher of the specified grade and the

school administration and to discuss the learner's educational level. If the

learner's mark was no more than three marks over seven in the first certificate, an

evaluation programme is to be made by the teacher, the parents, the school

administration and the school social worker.

If the learner got the same low mark in the second certificate, a second meeting

and a new plan is to be made by the teachers and the parents and under the

supervision of the school administration.


In case there was no progress in the third and the last certificate, the teachers and

the parents would gather for a third time to set a special programme that goes

with the school policy and takes into consideration the conditions of

“international baccalaureate” expectations.

Personal project

The philosophy of the personal project assessment should be suitable for the

philosophy of the existing baccalaureate in the guide for personal projects and

society service. Projects are assessed according to the sequence of the assessment

steps (assessing the inquiry planner, self-assessment, formative assessment and

summative assessment) in the light of the criteria set for projects. The school

community should be aware of the schedule assigned for carrying out the project,

the assessment criteria and the results of the formative and summative

assessments as well.

Supporting the school with a principal for personal projects and organizing

communication channels between him, the other staff and the learners.

Supplying different information resources and supporting funds.

Standardization of the MYP Personal Project

Objective:

To make sure that the learner has got the best mark that suits his performance in the

personal project.

Procedures:

1. Establishing a Standardization of the assessment committee formed from a group

of teachers not including the teacher who supervised the personal project.

2. Reviewing all the learners' personal projects by the committee.

3. Providing assessment criteria for the identified tasks without viewing the

assessment given by the project supervisor.

4. Comparing between the committee’s assessment and the that of the original one

given by the project supervisor.


5. If there a kind of disagreement between the mark given by both the committee and

that of the project supervisor, the mark that fits the learner's performance is going to

be taken into account after discussing the issue with the teacher.

6. This mark is going to be registered in the learner's bulletin.

Standardization of the assessment plan

Objective:

To make sure that the learner has got the best mark that suits his Performance.

Procedures:


of teachers of the same subject not including the teacher who corrected the

assessment.

2. Choosing a random sample from the learners' corrected sheets.

3. Providing a correction sample including the assessment criteria and tasks

specification without viewing the mark of the corrected assessment for the learners.

4. Comparing between the committee mark and the original mark given by the

intended subject teacher.


that of the teacher, the mark that fits the learner's performance is going to be taken

into account after discussing the issue with the teacher.

6. This mark is going to be registered in the learner's bulletin.


Diploma Programme

Philosophy of Assessment

Assessment in the IB Diploma Programme should serve the dual purposes of

supporting each learner's growth and achievement of their individual potential and

providing a useful measurement against course criterion to provide a clear indication of

learners' individual level of attainment of each course objective. To this end, both

formative and summative assessments utilizing the course assessment tools are required

multiple times throughout the course.

"IB Diploma Programme Assessment Policy"

The Diploma Program (DP) is a two-year program culminating in external examinations

at the end of the 12th

grade. IB assessment criteria are followed from the beginning of

the course.

Learners take courses from each of the six subject groups (1-Language & Literature, 2-

Second Language, 3-Individuals and Societies, 4-Sciences, 5-Mathematics for each

course)

Learners receive grades ranging from 7 to 1, with 7 being the highest. A learner's final

Diploma result score is out of 45 points of which 42 are made up of the combined

scores for each of the six subjects. The remaining three points come from the successful

completion of the DP Core: Theory of Knowledge (TOK), Extended Essay.

The diploma is awarded to learners who gain at least 24 points, subject to certain

minimum levels of performance including successful completion of the three essential

elements of the DP core.

Examinations are held three times during 11th grade in December and March the

final exam in May to prepare for the official external IB examinations held in 12th

grade. In the second year of the DP learners have two exams in December and March.


During the DP program, there is an external and an internal assessment. To prepare the

students for these assessments, the school will set specimen exams as follows:

summative formative

trial exams similar to “external

assessment”:

year one

1. November exam

2. March exam

3. June exam

year two

4. December exam

oral exercises in:

language subjects

projects

learner's portfolios

reports

class presentations

practical laboratory work

mathematical investigations

artistic performances.


11th

Grade Summative

November exam:

covers the work for the first semester and resemble the IB exams as closely as

possible. It allows learners to experience and become familiar with the expectations of

the IB examinations.

March exam:

Covers the Second semester’s work and resemble the IB exams as closely as possible. It

allows learners to experience and become familiar with the expectations of the IB

examinations.

Final exam:

The June exams cover the whole year’s work and resemble the IB exams as closely as

possible.

Promotion from 11th

grade to 12th grade

Diploma students in 11th grade must get 4 or above in HL subjects, 3 or above in

SL subjects, and a total of 24 points in order to be promoted to 12th grade.

A learner not getting a grade of 4 in an HL subject may drop to SL in the same

subject, provided that the learner has a total 3 HL and 3 SL subjects at the end.

If a learner gets a failing grade in up to two subjects, a parent-subject teacher-IB

Coordinator meeting will be called to discuss the best approach for learner's

success. In any case he/she must re-take that exam in early August, prior to the

start of the new academic year.


12th

Grade

Predicted Grades for Universities

In 12th grade, teachers are required to provide the College Counselor with

Predicted Grades for university application purposes. This may happen at

different times, depending on the location of the university being applied to.

These grades are based on the 11th grade exam results and the teacher’s overall

evaluation on learners' performance in 11th grade.

Predicted grades are realistically optimistic and should in no way compromise the

professionalism of the teacher or the credibility of the school.

Learners are not allowed permission to know their predicted grades.

Core requirements

Learners must study six subjects, plus the three core subjects—EE, TOK and

CAS. They must accumulate no fewer than 24 points from assessment in these

subjects, in addition to grade stipulations.

They must meet all of the additional requirements.

They must meet all of the requirements within a maximum of three examination

sessions.

Candidates who successfully meet these conditions will be awarded the diploma.

Candidates who take the diploma in multiple languages may be eligible for a

bilingual diploma.


Groupe 1

HL

Weighting Assessment component

20% Individual oral (15 minutes): Supported by an

extract from one work written originally in

the language studied and one from a work

studied in translation, students will offer a

prepared response of 10 minutes, followed by

5 minutes of questions by the teacher.

Internal

assessment

35% Paper 1: Guided literary analysis (2 hours 15

minutes) External

assessment

80%

25% Paper 2 Comparative essay (1 hour 45

minutes)

20% Higher level (HL) essay

SL


30%

Individual oral (15 minutes)

Supported by an extract from one work

written originally in the language studied and

one from a work studied in translation,

students will offer a prepared response of 15

minute

Internal

assessment

35%

Paper 1: Guided literary analysis (1 hour 15

minutes)

External

assessment

70% 35% Paper 2 Comparative essay (1 hour 45

minutes)


Studies in language and literature

Grade 7 Demonstrates excellent understanding and appreciation of the interplay between form

and contenting regard to the question or task; responses that may be convincing,

detailed, independent in analysis, synthesis and evaluation; highly developed levels of

expression, both orally and in writing; very good degree of accuracy and clarity; very

good awareness of context and appreciation of the effect on the audience/reader; very

effective structure with relevant textual detail to support a critical engagement with the

thoughts and feelings expressed in the work(s).

Grade 6 Demonstrates very good understanding and appreciation of the interplay between form

and content in regard to the question or task; responses that are, mainly, convincing, as

well as detailed and independent to some degree, in analysis, synthesis and evaluation;

well-developed levels of expression, both orally and in writing; good degree of

accuracy and clarity; good awareness of context and appreciation of the effect on the

audience/reader; effective structure with relevant textual detail to support a critical

engagement with the thoughts and feelings expressed in the work(s).

Grade 5 Demonstrates good understanding and appreciation of the interplay between form and

content in regard to the question or task; responses that offer generally considered and

valid analysis, synthesis and/or evaluation; good levels of expression, both orally and in

writing; adequate degree of accuracy and clarity; awareness of context and appreciation

of the effect on the audience/reader; clear structure with relevant textual detail to

support an engagement with the thoughts and feelings expressed in the work(s).

Grade 4 Demonstrates adequate knowledge and understanding of the question or task; responses

that are generally valid in analysis and/or synthesis; satisfactory powers of expression,

both orally and in writing; few lapses in accuracy and clarity; some awareness of

context and appreciation of the effect on the audience/reader; a basic structure within

which the thoughts and feelings of the work(s) are explored.

Grade 3 Demonstrates some knowledge and some understanding of the question or task;

responses that are only sometimes valid and/or appropriately detailed; some appropriate

powers of expression, both orally and in writing; lapses in accuracy and clarity; limited


awareness of context and appreciation of the effect on the audience/reader; some

evidence of a structure within which the thoughts and feelings of the work(s) are

explored.

Grade 2 Demonstrates superficial knowledge and understanding of the question or task;

responses that are of generally limited validity; limited powers of expression, both

orally and in writing; significant lapses in accuracy and clarity; little awareness of

context and appreciation of the effect on the audience / reader; rudimentary structure

within which the thoughts and feelings of the work(s) are explored.

Grade 1 Demonstrates very rudimentary knowledge and understanding of the question or task;

responses that are of very limited validity; very limited powers of expression, both

orally and in writing; widespread lapses in accuracy and clarity; no awareness of

context and appreciation of the effect on the audience/reader; very rudimentary

structure within which the thoughts and feelings of the work(s) are explored.

Groupe 2

HL

Assessment component Weighting

Internal

assessment

Individual oral assessment: A conversation with the

teacher, based on an extract from one of the literary

works studied in class, followed by discussion based

on one or more of the themes from the syllabus.

25%

External

assessment

(3 hours

30 minutes)

75%

Paper 1 (1 hour 30 minutes) Productive skills

writing, one writing task of 450 - 600 words from a

choice of three, each from a different theme,

choosing a text type from among those listed in the

examination instruction.

25%

Paper 2 (2 hours) Receptive skills separate sections

for listening and reading.

Listening comprehension (1 hour)

Reading comprehension (1 hour)

Comprehension exercises on three audio passages

and three written texts, drawn from all five themes.

50%


SL


Internal

assessment

Individual oral assessment A conversation with the

teacher, based on a visual stimulus, followed by

discussion based on an additional theme.

25%

External

assessment

(3 hours)

75%

Paper 1 (1 hour 15 minutes) Productive skills

writing, one writing task of 250 - 400 words from a

choice of three, each from a different theme,

choosing a text type from among those listed in the

examination instructions.

25%

Paper 2 (1 hour 45 minutes) Receptive skills separate

sections for listening and reading Listening

comprehension (45 minutes) Reading

comprehension (1 hour), Comprehension exercises

on three audio passages and three written texts,

drawn from all five themes.

50%

Language B (HL)

Grade 7 Learners speak with clarity and fluency; use a richly varied and idiomatic range of

language very accurately; handle ideas effectively and skillfully with active and

complex interaction; demonstrate a thorough understandings of the meaning and

purpose of written texts; have little difficulty with the most difficult questions;

recognize almost all the subtleties of specific language usage; write detailed and

expressive texts demonstrating an excellent command of vocabulary and complex

structures with a consistently high level of grammatical accuracy; demonstrate clarity of

thought in the organization of their work and an ability to engage, convince and

influence the audience.

Grade 6 Learners speak clearly, fluently and naturally; use a varied and idiomatic range of

language accurately; handle ideas effectively with active and full interaction;

demonstrate a very good understanding of the meaning and purpose of written texts;

have little difficulty with more difficult questions; recognize most of the subtleties of

specific language usage; write detailed texts demonstrating a very good command of

vocabulary and complex structures with a very good level of grammatical accuracy;


adapt their writing appropriately to suit the intended audience and purpose; express

their ideas and organize their work coherently and convincingly.

Grade 5 Learners speak mostly clearly and fluently; use a varied range of language mostly

accurately; handle ideas mostly effectively with generally full interaction; demonstrate

a good understanding of the meaning and purpose of written texts; have some

difficulties with more difficult questions; recognize some subtleties of specific language

usage; write fairly detailed texts demonstrating a good command of vocabulary with a

good level of grammatical accuracy; show a reasonable ability to adapt their writing to

suit the intended audience and purpose; express their ideas and organize their work

coherently.

Grade 4 Learners speak generally clearly; use a basic range of language correctly; handle ideas

adequately with full interaction at times; demonstrate an adequate understanding of the

meaning and purpose of written texts; have some difficulties with almost all difficult

questions and some average questions; recognize a few subtleties of specific language

usage; write texts demonstrating an adequate command of vocabulary with an adequate

level of grammatical accuracy; show some ability to adapt their writing to suit the

intended audience and purpose; express their ideas and organize their work

appropriately.

Grade 3 Learners speak hesitantly and at times unclearly; use a simple range of language

correctly at times; handle ideas with some difficulty with fairly limited interaction;

demonstrate some understanding of the meaning and purpose of written texts; have

difficulties with questions of average difficulty; write texts demonstrating a basic

command of vocabulary and some awareness of grammatical structure; produce an

identifiable text type; make some attempt at expressing their ideas and organizing their

work.

Grade 2 Learners speak hesitantly and generally unclearly; use a limited range of language often

incorrectly; handle ideas with difficulty and with restricted interaction; demonstrate a

fairly limited understanding of the meaning and purpose of written texts; have

difficulties with some easy questions; write texts demonstrating a fairly limited

command of vocabulary and little awareness of grammatical structure; produce an

identifiable text type with limited success; make some attempt at basic organization;

content is rarely convincing.


Grade 1 Learners speak hesitantly and unclearly; use a very limited range of language mostly

incorrectly; handle ideas with great difficulty and with very restricted interaction;

demonstrate a limited understanding of the meaning and purpose of written texts; have

difficulties even with easiest questions; write texts demonstrating a limited command of

vocabulary and little awareness of grammatical structure; produce a barely identifiable

text type; lack organization to an extent that content is unconvincing.

Language B (SL)

Grade 7 Learners speak clearly, fluently and naturally; use a varied and idiomatic range of

language accurately; handle ideas effectively with active and full interaction;

demonstrate a very good understanding of the meaning and purpose of written texts;

have little difficulty with more difficult questions; write detailed texts demonstrating a

very good command of vocabulary and complex structures with a very good level of

grammatical accuracy; adapt their writing effectively to suit the intended audience and

purpose; express their ideas and organize their work coherently and convincingly.

Grade 6 Learners speak mostly clearly and fluently; use a varied range of language mostly

accurately; handle ideas mostly effectively, with generally full interaction; demonstrate

a good understanding of the meaning and purpose of written texts; have some

difficulties with more difficult questions; write fairly detailed texts demonstrating a

good command of vocabulary with a good level of grammatical accuracy; adapt their

writing appropriately to suit the intended audience and purpose; express their ideas and

organize their work coherently.

Grade 5 Learners speak generally clearly; use a basic range of language correctly; handle ideas

adequately with full interaction at times; demonstrate an adequate understanding of the

meaning and purpose of written texts; have some difficulties with almost all difficult

questions and some average questions; write texts demonstrating an adequate command

of vocabulary with an adequate level of grammatical accuracy; show a reasonable

ability to adapt their writing to suit the intended audience and purpose; express their

ideas and organize their work appropriately.


Grade 4 Learners speak hesitantly and at times unclearly; use a simple range of language

correctly at times; handle ideas with some difficulty and with fairly limited interaction;

demonstrate some understanding of the meaning and purpose of written texts; have

difficulties with questions of average difficulty; write texts demonstrating a basic

command of vocabulary and some awareness of grammatical structure; show some

ability to adapt their writing to suit the intended audience and purpose; make some

attempt at expressing their ideas and organizing their work.

Grade 3 Learners speak hesitantly and generally unclearly; use a limited range of language,

often incorrectly; handle ideas with difficulty and with restricted interaction;

demonstrate a fairly limited understanding of the meaning and purpose of written texts;

have difficulties with some easy questions; write texts demonstrating a fairly limited

command of vocabulary and little awareness of grammatical structure; produce an

identifiable text type; make some attempt at basic organization; content is rarely

convincing.

Grade 2 Learners speak hesitantly and unclearly; use a very limited range of language mostly

incorrectly; handle ideas with great difficulty and with very restricted interaction;

demonstrate a limited understanding of the meaning and purpose of written texts; have

difficulties even with easiest questions; write texts demonstrating a limited command of

vocabulary and little awareness of grammatical structure; produce an identifiable text

type with limited success; lack organization to an extent that content is unconvincing.

Grade 1 Learners speak very hesitantly and unclearly; use a very limited range of language

incorrectly; handle ideas unsuccessfully and with very restricted interaction;

demonstrate a very limited understanding of the meaning and purpose of written texts;

have difficulties with almost all questions; write texts demonstrating a very limited

command of vocabulary and very little awareness of grammatical structure; produce a

barely identifiable text type; lack organization to an extent that content is confusing


Groupe 3

HL


80%

20%

25%

35%

External assessment (5 hours)

Paper 1 (1 hour)

Source-based paper based on the five prescribed subjects.

Choose one prescribed subject from a choice of five.

Answer four structured questions. (24 marks)

Paper 2 (1 hour 30 minutes)

Essay paper based on the 12 world history topics.

Answer two essay questions on two different topics. (30 marks)

Paper 3 (2 hours 30 minutes)

Separate papers for each of the four regional options.

For the selected region, answer three essay questions. (45 marks)

20% Internal assessment (20 hours)

This component is internally assessed by the teacher and

externally moderated by the IB at the end of the course

Historical investigation

Students are required to complete a historical investigation into a

topic of their choice.(25 marks)

SL

75%

30%

45%

External assessment (2 hours 30 minutes)

Paper 1 (1 hour) Source-based paper based on the five prescribed

subjects.

Choose one prescribed subject from a choice of five.

Answer four structured questions. (24 marks)

Paper 2 (1 hour 30 minutes)

Essay paper based on the 12 world history topics.

Answer two essay questions on two different topics. (30 marks)

25% Internal assessment (20 hours) This component is internally

assessed by the teacher and externally moderated by the IB at the

end of the course.

Historical investigation

Students are required to complete a historical investigation into a

topic of their choice. (25 marks)


Grade 7 Demonstrates conceptual awareness, insight, and knowledge and understanding which are evident in

the skills of critical thinking; a high level of ability to provide answers which are fully

developed, structured in a logical and coherent manner and illustrated with appropriate

examples; a precise use of terminology which is specific to the subject; familiarity with

the literature of the subject; the ability to analyse and evaluate evidence and to

synthesize knowledge and concepts; awareness of alternative points of view and

subjective and ideological biases, and the ability to come to reasonable, albeit tentative,

conclusions; consistent evidence of critical reflective thinking; a high level of

proficiency in analysing and evaluating data or problem solving.

Grade 6 Demonstrates detailed knowledge and understanding; answers which are coherent,

logically structured and well developed; consistent use of appropriate terminology; an

ability to analyse, evaluate and synthesize knowledge and concepts; knowledge of

relevant research, theories and issues, and awareness of different perspectives and

contexts from which these have been developed; consistent evidence of critical

thinking; an ability to analyse and evaluate data or to solve problems competently.

Grade 5 Demonstrates a sound knowledge and understanding of the subject using subject-

specific terminology; answers which are logically structured and coherent but not fully

developed; an ability to provide competent answers with some attempt to integrate

knowledge and concepts; a tendency to be more descriptive than evaluative (although

some ability is demonstrated to present and develop contrasting points of view); some

evidence of critical thinking; an ability to analyse and evaluate data or to solve

problems.

Grade 4 Demonstrates a secure knowledge and understanding of the subject going beyond the

mere citing of isolated, fragmentary, irrelevant or “common sense” points; some ability

to structure answers but with insufficient clarity and possibly some repetition; an ability

to express knowledge and understanding in terminology specific to the subject; some

understanding of the way facts or ideas may be related and embodied in principles and

concepts; some ability to develop ideas and substantiate assertions; use of knowledge

and understanding which is more descriptive than analytical; some ability to

compensate for gaps in knowledge and understanding through rudimentary application

or evaluation of that knowledge; an ability to interpret data or to solve problems and

some ability to engage in analysis and evaluation.


Grade 3 Demonstrates some knowledge and understanding of the subject; a basic sense of structure that is

not sustained throughout the answers; a basic use of terminology appropriate to the

subject; some ability to establish links between facts or ideas; some ability to

comprehend data or to solve problems.

Grade 2 Demonstrates a limited knowledge and understanding of the subject; some sense of

structure in the answers; a limited use of terminology appropriate to the subject; a

limited ability to establish links between facts or ideas; a basic ability to comprehend

data or to solve problems.

Grade 1 Demonstrates: very limited knowledge and understanding of the subject; almost no

organizational structure in the answers; inappropriate or inadequate use of terminology;

a limited ability to comprehend data or to solve problems.

Groupe 4

HL


Internal

assessment

Duration: 10 hours Investigation report:

The write-up should be "between 6 and 12 pages

long

20%

External

assessment

Paper 1 Duration: 1 hour

Marks: 40 multiple-choice questions on core and

AHL, about 15 of which are common with SL.

20%

Paper 2 Duration: 2¼ hours

Marks: 95 Short-answer and extended-response

questions on the core and AHL material.

36%

Paper 3 Duration: 1¼ hours

Marks: 45 This paper will have questions on core,

AHL and option material.

Section A: one data-based question and several

short-answer questions on experimental work.

Section B: short-answer and extended-response

questions from one option.

24%

SL



Internal

assessment

Duration: 10 hours Investigation report:

The write-up should be "between 6 and 12 pages

long

20%

External

assessment

Paper 1 Duration: ¾ hour Marks: 30

30 multiple-choice questions on core, about 15 of

which are common with HL. 20%

Paper 2 Duration: 1¼ hours Marks: 50

Short-answer and extended-response questions on

core material.

40%

Paper 3 Duration: 1 hour Marks: 35

This paper will have questions on core and SL option

material.

Section A: one data-based question and several short-

answer questions on experimental work.

Section B: short-answer and extended-response

questions from one option.

20%

Grade 7 Displays comprehensive subject knowledge and a thorough command of concepts and

principles.

Selects and applies relevant information, concepts and principles in a wide variety of

contexts. Analyses and evaluates quantitative and qualitative data thoroughly.

Constructs detailed explanations of complex phenomena and makes appropriate

predictions. Evidences great proficiency in solving problems, including those that are

challenging or unfamiliar. Communicates logically and concisely using appropriate

terminology and conventions. Shows insight or originality.

Approaches investigations in an ethical manner, paying full attention to environmental

impact and safety where applicable. Investigations demonstrate insight and

independence to design and complete innovative practical work with highly competent

investigative and analytical techniques, with innovative and effective conclusions to

resolve authentic problems.


Grade 6 Displays very broad subject knowledge and a thorough understanding of concepts and

principles. Selects and applies relevant information, concepts and principles in most

contexts. Analyses and evaluates quantitative and qualitative data with a high level of

competence. Constructs explanations of complex phenomena and makes appropriate

predictions. Solves basic or routine problems and evidences competency in solving

those that are challenging or unfamiliar. Communicates effectively using appropriate

terminology and conventions. Shows occasional insight or originality.

Approaches to investigations in an ethical manner, paying significant attention to

environmental impact and safety where applicable. Investigations demonstrate some

innovative thinking and independence to design and complete practical work with

competent investigative and analytical techniques, with highly competent and

reasonable conclusions to resolve authentic problems.

Grade 5 Displays broad subject knowledge and shows sound understanding of most concepts

and principles, and applies them in some contexts. Analyses and evaluates quantitative

and qualitative data competently. Constructs explanations of simple phenomena. Solves

most basic or familiar problems and some new or difficult quantitative and/or

qualitative problems. Communicates clearly with little or no irrelevant material.

Approaches investigations in an ethical manner, paying attention to environmental

impact and safety where applicable. Investigations demonstrate appropriate

investigative and analytical techniques with relevant and pertinent conclusions to

resolving authentic problems.

Grade 4 Displays reasonable subject knowledge (though possibly with some gaps) and shows

adequate understanding of most basic concepts and principles, but with limited ability

to apply them. Demonstrates some analysis or evaluation of quantitative or qualitative

data. Solves some basic or routine problems but shows limited ability to solve

challenging or unfamiliar problems. Communicates adequately, although responses may

lack clarity and include some repetitive or irrelevant material. Generally approaches

investigations in an ethical manner, with some attention to environmental impact and

safety where applicable. Investigations demonstrate an ability to complete fairly routine

practical work with some appropriate investigative and analytical techniques, and with

some conclusions relevant to the problem under study.


Grade 3 Displays limited subject knowledge and shows a partial understanding of basic concepts

and principles, and weak ability to apply them. Shows some ability to manipulate data

and solve basic or routine problems. Communicates with a lack of clarity and some

repetitive or irrelevant material. Sometimes approaches investigations in an ethical

manner, with some attention to environmental impact and safety where applicable.

Investigations demonstrate an ability to complete a basic investigation with simple

analytical techniques, and with some partial conclusions of some relevance to study.

Grade 2 Displays little subject knowledge and shows weak understanding of basic concepts and

principles, and little evidence of application. Exhibits minimal ability to manipulate

data and little or no ability to solve problems. Offers responses which are often

incomplete or irrelevant. Occasionally approaches investigations in an ethical manner,

but shows very limited awareness of environmental impact and safety. Investigations

demonstrate an ability to undertake basic investigative work requiring considerable

guidance and instruction, and attempts at conclusions that are largely

incorrect/irrelevant.

Grade 1 Fragmentary subject knowledge and shows very little understanding of any concepts or

principles. Rarely demonstrates personal skills, perseverance or responsibility in

investigative activities. Rarely approaches investigations in an ethical manner, or shows

an awareness of environmental impact and safety. Investigations demonstrate an ability

to undertake very basic practical work with complete dependence on supervised

instruction, with attempts at conclusions are either absent or completely

incorrect/irrelevant.


Groupe 5

HL


Internal

assessment Written examination papers or the exploration, or both 20%

External

assessment

External assessment (5 hours)

Paper 1 (120 minutes) Technology required. (110

marks) Compulsory short-response questions based on

the syllabus.

80%

30%

Paper 2 (120 minutes) Technology required. (110

marks) Compulsory extended-response questions

based on the syllabus.

30%

Paper 3 (60 minutes) Technology required. (55 marks)

Two compulsory extended response problem-solving

questions.

20 %

SL


Internal

assessment Written examination papers or the exploration, or both 20%

External

assessment

External assessment (3 hours) Paper 1 (90 minutes)

Technology required. (80 marks)

Compulsory short-response questions based on the

syllabus. (80 marks)

80%

40%

Paper 2 (90 minutes) Technology required. (80 marks)

Compulsory extended-response questions based on the

syllabus. (80 marks)

40%


Grade 7 Demonstrates a thorough knowledge and comprehensive understanding of the syllabus;

successfully

constructs and applies mathematical arguments at a sophisticated level in a wide variety

of contexts;

successfully uses problem solving techniques in challenging situations; recognizes

patterns and structures, makes generalizations and justifies conclusions; understands

and explains the significance and validity of results, and draws full and relevant

conclusions; communicates mathematics in a clear, effective and concise manner, using

correct techniques, notation and terminology; demonstrates the ability to integrate

knowledge, understanding and skills from different areas of the course; uses technology

correctly in challenging situations, makes efficient use of calculator’s functionality

when required.

Grade 6 Demonstrates a broad knowledge and comprehensive understanding of the syllabus;

successfully constructs and applies mathematical arguments in a variety of contexts;

uses problem solving techniques in challenging situations; recognizes patterns and

structures, and makes some generalizations; understands and explains the significance

and validity of results, and draws relevant conclusions; communicates mathematics in a

clear and effective manner, using correct techniques, notation and terminology;

demonstrates some ability to integrate knowledge, understanding and skills from

different areas of the course; uses technology correctly in routine situations, makes

efficient use of calculator’s functionality when required.

Grade 5 Demonstrates a broad knowledge and good understanding of the syllabus; applies

mathematical

arguments in performing routine tasks; successfully uses problem solving techniques in

routine situations; successfully carries out mathematical processes in a variety of

contexts, and recognizes patterns and structures; understands the significance of results

and draws some conclusions; communicates mathematics effectively, using appropriate

techniques, notation and terminology; demonstrates an awareness of the links between

different areas of the course; makes use of calculator’s functionality when required (this

use may occasionally be inefficient).


Grade 4 Demonstrates a satisfactory knowledge of the syllabus; applies mathematical arguments in

performing some routine tasks; uses problem solving techniques in routine situations;

successfully carries out mathematical processes in straightforward contexts; shows

some ability to recognize patterns and structures; has limited understanding of the

significance of results and attempts to draw some conclusions; communicates

mathematics adequately, using some appropriate techniques, notation and terminology;

makes some use of calculator’s functionality, but perhaps not always when required

(this use may occasionally be inefficient ).

Grade 3 Demonstrates partial knowledge of the syllabus and limited understanding of

mathematical arguments in performing some routine tasks; attempts to carry out

mathematical processes in straightforward contexts; makes an attempt to use problem

solving techniques in routine situations; communicates some mathematics, using some

appropriate techniques, notation or terminology; occasionally uses calculator’s

functionality, but often inefficiently, does not always use it when required and may use

an inefficient analytic approach.

Grade 2 Demonstrates limited knowledge of the syllabus; attempts to carry out mathematical

processes at a basic level; communicates some mathematics, but often uses

inappropriate techniques, notation or terminology; unable to use calculator correctly

when required, questions exclusively requiring the use of the GDC are generally not

attempted.

Grade 1 Demonstrates minimal knowledge of the syllabus; demonstrates little or no ability to

use mathematical processes, even when attempting routine tasks; communicates only

minimal mathematics and consistently uses inappropriate techniques, notation or

terminology; is unable to make effective use of technology.


Final Exam Registrations

All 12th grade learners are evaluated in October prior to registering them for the

final IB examination held in May. In order to be registered for the IB Diploma,

learners must have:

The first draft of the Extended Essay must be completed.

All internal deadlines for TOK/CAS/Written assignments/Internal

Assessments must be met.

Final External Examination Grades

The final exam grades are awarded by the IBO upon completion of the final

exams.

The results are released to learners in early July and may be accessed on the IB

website using a pin that is given to each learner.

The IB Diploma or Certificate for Diploma Course, as the case may be, is

awarded by the IB.

In case a learner gets a lower grade than expected, the learner may make an

appeal for a reevaluation.

Learners may opt to re-take exams in November/the next May in order to

improve results.


Standardization of the assessment plan in diploma program

Objective:

To make sure that the learner has got the best mark that suits his Performance.

Procedures:


of teachers of the same subject not including the teacher who corrected the

assessment.

2. Choosing a random sample from the learners’ corrected sheets.

3. Providing a correction sample including the assessment criteria and tasks

specification without viewing the mark of the corrected assessment for the learner.

4. Comparing between the committee mark and the original mark given by the

intended subject teacher.


that of the teacher, the mark that fits the learner’s performance is going to be taken

into account after discussing the issue with the teacher.

6. This mark is going to be registered in the learner’s bulletin.

References

Assessment principles and practices—Quality assessments in a digital age

https://resources.ibo.org/ib/?c=7fa7e54c

https://resources.ibo.org/data/learning-and-teaching

MYP Principle into practices

https://resources.ibo.org/ib/topic/Assessment/works/edu_AssessPaP?c=3725616a

https://resources.ibo.org/ib/?c=7fa7e54c

december 2017 reviewed december 2018 - m-eis.com

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