william t. dwyer high school

WILLIAM T. DWYER HIGH SCHOOL

IB Assessment Policy

School Profile William T. Dwyer High School (WTDHS) located in Palm Beach County, Florida is a four-year college preparatory high school for grades 9-12. WTDHS was established in 1991 and currently has six academy programs; Army JROTC, Construction, Culinary Arts, Early Childhood Teacher Education, Finance, and the International Baccalaureate. There are over 2320 students enrolled in WTDHS. Currently there are 196 9th and 10th grade students enrolled in WTDHS Pre-IB courses designed to provide foundational knowledge and skills for students that aspire to matriculate into the IB Program.

The International Baccalaureate Diploma Programme Students that are accepted into the WTDHS Pre-IB Program in grades 9 and 10 are eligible for IB diploma candidacy in grade 11. In addition to WTDHS Pre-IB Program, we encourage all students entering 11th grade to consider enrolling in the IB Diploma Programme. A minimum cumulative grade point average of 3.0 is required, after the first semester of the sophomore year, to enter the IB Diploma Programme.

IB juniors are registered, by the IB Coordinator, for the May exam session and may take a maximum of two standard level exams. Performance in each subject is graded on a scale of 7 (highest) to 1 (lowest). Each IB subject contains a diverse set of assessments combined to award a maximum grade of 7. Students will take a total of six exam subjects and satisfy the following requirements to receive an IB Diploma:

Diploma Requirements Criteria

3 SL & 3 HL exam subjects OR 2 SL & 4 HL exam subjects

- Minimum score of 24 points (overall) - Minimum of 12 points on 3 HL exams (Or the 3 highest HL scores of 4 exams) - Minimum of 9 points on 3 SL exams

* Theory of Knowledge course Prescribed title & oral presentation – Grade of A (highest) to E (lowest)

* Extended Essay 4000 - word research essay – Grade of A (highest) to E (lowest)

Creativity, Action and Service (CAS) 150 hours with documented evidence

* Students must receive a grade of at least D in either TOK or Extended Essay to receive the IB Diploma.

Assessment Philosophy Teachers of students in grades 9, and 10 provide focused instruction on state benchmarks designed to assist students to pass the state standardized exams (PBPA, FSA, USA) in Reading, Mathematics, Science and Writing. Teachers also use benchmarks for Advanced Placement (AP) subjects in these grades provided that students are enrolled in these classes to prepare for Advanced Placement exams in May. IB Teachers use international benchmarks to design instructional practices and multiple forms of formative assessment to maximize student success on IB assessments. All teachers assign homework and class work that are aligned with the state (PBPA, FSA, USA), national (AP) and international (IB) benchmarks. Summative assessments, i.e. unit tests and mock AP or IB exams give teachers data to assess student progress to that end. Quarter and semester grades are the result of completion of formative and summative assessments in the classroom that provide information on student attainment of skills and knowledge on IB topics.

Diploma Programme Assessment: At the end of the two-year programme, students’ success and performance are measured according to two models of assessment: Internal Assessment (IA) and External Assessment (EA). All courses contain elements of coursework measured by the teachers, which is called the Internal Assessment. Based on the internal assessment results, teachers send a predicted grade, which is revised by IBO experts in each subject area and taken into consideration to define the final grade. Examples of internal assessment include: ● oral exercises in language subjects ● projects ● reports ● class presentations ● lab work ● investigations Some assessment tasks are conducted in the school but marked externally by examiners. Some examples of external assessment include: ● Written tasks for languages (groups 1 and 2) ● TOK Essay ● The Extended Essay (EE) ● Written examinations Award of the Diploma:

Each subject is graded on a 1-7 scale, with 7 being the highest. These grades are also used as points (that is, 7 points for a grade 7, 6 points for a grade 6, and so on) in determining if the diploma can be awarded. To be awarded the IB Diploma, a student can get a maximum of 45 points, and a minimum of 24 points from the assessment of all subjects. Points are awarded as follows: 6 academic courses (with a possible 7 points for each) = 42 points possible TOK and Extended Essay bonus points = 3 points possible2 45 total points possible. 3 Additional Requirements To be awarded the IB Diploma, a candidate must meet the following additional requirements, as stated in Diploma Programme Assessment Procedures, pp. 27-28 ● CAS requirements have been met. CAS is not assessed but must be completed in order to pass the diploma. ● There is no “N” awarded for TOK, the EE or for a contributing subject. ● There is no grade E awarded for TOK and/or the EE. ● There is no grade 1 awarded in a subject/level. ● There are no more than two grade 2s awarded (HL or SL). ● There are no more than three grade 3s or below awarded (HL or SL). ● The candidate has gained 12 points or more on HL subjects. 1 Diploma Programme Assessment Procedures 2018, p. 26 2 TOK and the Extended Essay are graded A–E, with A being the highest grade. These two grades are then combined in the diploma points matrix to contribute between 0 and 3 points to the total. 3 Diploma Programme Assessment Procedures 2018, p. 27

The Use of DP Assessment Criteria Final semester exams are typically mock IB exams, or portions of mock exams based on previously released questions, which we purchase. The grading of mock IB exams is based on published IB rubrics and consideration is given for the time of the year the assessment is offered. This curve allows for an accurate prediction of scores on the annual IB Papers, which we administer in May of each year. At least three members of the IB teaching team are examiners

The Administration, Department Chairs, and IB Coordinator are responsible for communicating and implementing the assessment policy to school stakeholders. The assessment policy will be reviewed every two years to update and refine practices by the Administration, Department Chairs, and IB Coordinator. Understanding the Use of DP Criteria Each IB teacher has been trained at level 1 training and most have taken level 2 and 3 trainings in their respective fields in order to determine how the IB applies the prescribed assessment criteria to work submitted by the candidates. The scoring rubrics for any given assessment within the program is reviewed with each candidate student so that they have an understanding of the basis for each internally assessed assignment as well as practice assessments for the externally graded assessments. Students are provided Subject guides that detail the type and weight of each assessment as well as the elements that determine the scoring of each assignment. Students are informed of their achievement according to DP standards, but the actual grade assigned in the class may reflect the expectation of achievement as variable, dependent on the point in the course the assessment is distributed and completed – either for practice or for an actual in-class graded assessment.

Incorporating Local and State Assessment Requirements Each student in the state of Florida has additional graduation assessment requirements in addition to those required to obtain the IB diploma. These are successfully completing the following end of course exams (EOC) or achieving concordant scores on a specific national exam, the scores for which are determined annually by the state legislature:

Algebra I EOC or PERT exam

Florida Standards Assessment - reading portion or SAT/ACT concordant score

Geometry EOC

Biology EOC

United States History EOC The vast majority of students in the DP Programme will successfully complete these exams in their 9th or 10th grade year. The program requirement at Dwyer High School provides ample opportunity for obtaining the skills and knowledge necessary to successfully complete these state required tests. Any student who has not yet received the necessary score on a required exam will be given the opportunity to retake the exam in 11th, and if needed, 12th grade. The student graduates of Dwyer High School do not receive their final IB diploma scores until July 6th, following their high school graduation and the awarding of their high school diploma. This achievement is irrespective of qualifying results on the IB diploma.

Recording and Reporting DP Assessment Students in the IB Programme at Dwyer High School are registered on Managebac at the end of their 10th grade year. We utilize Managebac as a storage and uploading software program that allows greater interaction between teachers and core element advisors and students and allows us to track progress, participation, and compliance with IB and class guidelines with ease. Works that are to be uploaded to eCoursework can be stored here and uploaded by the student or the teacher. This provides an excellent record-keeping system for student work should it be necessary to re-send or verify submitted information. In addition, our school utilizes SIS – a software grading and informational system that stores grading, testing, and other historical data of students for access by their teachers. Parents and students are able to access the system on any given day and access the current course grade in the class, and access information regarding absences, school-related activities, and obtain a direct link to each teacher’s email so that they may write a question or comment upon seeing the grade for a completed assignment. All juniors and seniors are given instruction in their English class, by the IB Coordinator, on uploading their assessments to eCoursework that can be submitted by them. Students are given their pin codes, candidate IDs, and personal codes via a print-out of their testing subjects so they are able to access their IB diploma status and subject score reporting as it is released on July 6th each year. Teachers are able to assist in uploading any and all of the assessments completed by their students. Each teacher in the IB Programme has been given a 2 TB external hard drive on which to store information regarding IAs, including oral presentations, and all written assignments. Each teacher in Group 1 and 2 has a digital recording device for recording and uploading the IAs. These can either be recorded directly onto Managebac or transferred to Managebac for storage and easy retrieval.

Assessment Practices Grades Student progress reports are issued for parents and student midway through the quarter to indicate areas of strength, areas that require improvement and the current grade average. Teachers are required to notify parents when a student’s grade drops to “D” and/or a drop of two letter grades. Student report card grades are issued quarterly.

Student grades are based on a combination of test grades, homework assignments, and class work and not on a single project. Grades must be updated every two weeks on the electronic grading system (SIS) so that individual student’s progress reports can be checked by counselors and administration and used to advise parents during conferences.

IB Diploma Assessments Students complete internationally benchmarked criterion – referenced assessments, referred to as Papers, administered in a highly secured test environment in May. In most cases, an IB subject has 1-3 Papers. In addition, the scores from internal and external assessments assigned in the classroom are factored into the IB grade to achieve a maximum of 7. The IB Organization strongly mandates that students submit authentic and quality work products for consideration. Internal Assessment Internal assessments are mandatory assignments woven into classroom teaching that focus on skills more so than subject content. These assessments are graded by the classroom teacher and are subject to an IB rubric. The internal assessment scores are submitted to the IB examiners for moderation. For moderation, samples of internal assessments are submitted, by request, to IB examiners to assure standardization in grading practices from school to school. Examples of internal assessments include, but are not limited to, oral presentations, science lab reports, math portfolios, and major projects. Internal assessments serve as graded classroom assignments, as well as, assignments that contribute to the student’s IB grade. External Assessment External assessments are not graded by the classroom teacher and are administered in the May exam sessions. External assessments are administered off-campus at the Jupiter campus of Florida Atlantic University; this setting offers a quiet and non-disruptive testing environment, where there is limited hallway movement and ample space for students. The external assessments, or papers, are mailed within 24 hours, to designated IB examiners by the IB Coordinator. Examiners provide a grade and general feedback on international student performance. Examples of external assessments that are not considered papers are extended essays, World Literature papers, and Theory of Knowledge prescribed title essays.

Accessing Scores

Students may access their scores on July 6th after completing their exam(s) at: https://candidates.ibo.org/

IB Assessment – Recording and Reporting

FINAL GRADES AND DESCRIPTORS for the Diploma Programme

Grade DP Descriptor (Grades 11 & 12)

Grade 1 Very Poor

Produces work of very limited quality. Conveys many significant misunderstandings or lacks understanding of most concepts and contexts. Very rarely demonstrates critical or creative thinking. Very inflexible, rarely using knowledge or skills.

Grade 2 Poor

Produces work of limited quality. Expresses misunderstandings or significant gaps in understanding for many concepts and contexts. Infrequently demonstrates critical or creative thinking. Generally inflexible in the use of knowledge and skills, infrequently applying knowledge and skills.

Grade 3 Mediocre

Produces work of an acceptable quality. Communicates basic understanding of many concepts and contexts, with occasionally significant misunderstandings or gaps. Begins to demonstrate some basic critical and creative thinking. Is often inflexible in the use of knowledge and skills, requiring support even in familiar classroom situations.

Grade 4 Satisfactory

Produces good-quality work. Communicates basic understanding of most concepts and contexts with few misunderstandings and minor gaps. Often demonstrates basic critical and creative thinking. Uses knowledge and skills with some flexibility in familiar classroom situations, but requires support in unfamiliar situations.

Grade 5 Good

Produces generally high-quality work. Communicates secure understanding of concepts and contexts. Demonstrates critical and creative thinking, sometimes with sophistication. Uses knowledge and skills in familiar classroom and real- world situations and, with support, some unfamiliar real- world situations.

Grade 6 Very Good

Produces high-quality, occasionally innovative work. Communicates extensive understanding of concepts and contexts. Demonstrates critical and creative thinking, frequently with sophistication. Uses knowledge and skills in familiar and unfamiliar classroom and real-world situations, often with independence

Grade 7 Excellent

Produces high-quality, frequently innovative work. Communicates comprehensive, nuanced understanding of concepts and contexts. Consistently demonstrates sophisticated critical and creative thinking. Frequently transfers knowledge and skills with independence and expertise in a variety of complex classroom and real-world situations.

Approaches to Learning (CReSTS)

Communication, Research, Social, Thinking, Self-Management

EE- Exceeds Expectations

ME – Meets Expectations

AE – Approaching Expectations

BE – Below Expectations

Grade Descriptors for each DP subject (Grade 11 & 12) Complete policy on Grade descriptors can be found at: https://www.ibo.org/contentassets/0b0b7a097ca2498ea50a9e41d9e1d1cf/dp-grade-descriptors-en.pdf These descriptors apply to each of the following groups:

Group 1: Language and Literature

Group 2: Language Acquisition

Group 3: Individuals and Societies

Group 4: Sciences

Group 5: Mathematics

Group 6: Arts

TOK

Extended Essay

Collaboration

Communica- tion

Organization

Self- management

Reflection Information & Media Literacy

Critical & creative Thinking

Social Transfer

EE ME AE BE

EE ME AE BE

EE ME AE BE

EE ME AE BE

EE ME AE BE

EE ME AE BE

EE ME AE BE

EE ME AE BE

EE ME AE BE

Grade 7

Demonstrates excellent understanding and appreciation of the interplay between

form and content in 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).

*Demonstrates refined appreciation of literary style and a full engagement with the act

of transforming literature into performance; the personal qualities necessary to work

with others in a purposeful and effective manner.

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).

*Demonstrates clear appreciation of literary style and a solid engagement with the act

of transforming literature into performance; willingness to work with others in a

constructive manner.

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).

*Demonstrates an appreciation of literary style and an engagement with the act of

transforming literature into performance; recognisable involvement to work with others

in a cooperative manner.

Group 1 (studies in language and literature) grade

descriptors

Diploma Programme

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; only some 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.

*Demonstrates some appreciation of literary style and some commitment in the act of

transforming literature into performance; an acceptance of the need to work with

others.

Group 1 (studies in language and literature) grade descriptors

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.

*Demonstrates little appreciation of literary style and modest commitment to the act of

transforming literature into performance; little apparent attempt to work with others

effectively.

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.

*Demonstrates very little appreciation of literary style and little commitment to the act

of transforming literature into performance; sparse evidence of involvement in working

with others effectively.

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.

*Demonstrates very little appreciation of literary style and negligible involvement with

the act of transforming literature into performance; inability to work with others.

* Applies to literature and performance only


Language B (HL)

Grade 7

Students 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 understanding 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

Students 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

Students 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

Students 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

Group 2 (language acquisition) grade descriptors

Diploma Programme


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

Students 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 descriptors 5

Grade 2

Students speak hesitantly and generally unclearly; use a limited range of language often

incorrectly; handle ideas with difficulty 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

Students speak hesitantly and unclearly; use a very limited range of language mostly

incorrectly; handle ideas with great difficulty 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.


Grade descriptors 6

Language B (SL)

Grade 7

Students 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

Students 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

Students 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

Students 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; show some

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

attempt at expressing their ideas and organising their work.

Grade 3

Students speak hesitantly and generally unclearly; use a limited range of language often

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

limited understanding of the meaning and purpose of written texts; have difficulties with


Grade descriptors 7

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

Students speak hesitantly and unclearly; use a very limited range of language mostly

incorrectly; handle ideas with great difficulty 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 descriptors 8

Grade 1

Students speak very hesitantly and unclearly; use a very limited range of language

incorrectly; handle ideas unsuccessfully 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.


Grade descriptors 9

Language ab initio (SL)

Grade 7

Receptive skills: students respond clearly and effectively to all simple and most complex

information and ideas.

Interactive skills: students respond accurately, communicate effectively and

demonstrate comprehension; pronunciation and intonation always facilitate the

understanding of the message; students sustain participation and make good

independent contributions. The message is always clear.

Productive skills: students develop ideas well using an effective, logical structure; they

successfully use a range of simple and some complex cohesive devices; they use both

basic and complex grammatical structures accurately. However, they may make

occasional errors in complex structures; they use varied and effective vocabulary and

appropriate register; they demonstrate clear evidence of intercultural understanding

where required.

Grade 6

Receptive skills: students respond clearly to all simple and most complex information and ideas.

Interactive skills: students respond mostly accurately, communicate almost always

effectively and demonstrate comprehension; pronunciation and intonation almost

always facilitate the understanding of the message; students almost always sustain

participation and make independent contributions. The message is almost always clear.

Productive skills: students develop ideas well using a logical structure; they successfully

use a range of simple and some complex cohesive devices; they use both basic and

complex grammatical structures accurately. However, they may make several errors in

complex structures; they use varied vocabulary and appropriate register; they almost

always demonstrate clear evidence of intercultural understanding where required.

Grade 5

Receptive skills: students generally respond clearly to simple and some complex information and ideas.

Interactive skills: students respond accurately and generally demonstrate

comprehension; pronunciation and intonation often facilitate the understanding of the

message; students generally sustain participation and make some independent

contributions. The message is often clear.

Productive skills: students develop some ideas using a logical structure; they often use

a range of simple and some complex cohesive devices; they use basic grammatical

structures accurately. However, complex structures are rarely accurate; they use a

range of basic vocabulary and appropriate register; they often demonstrate evidence


Grade descriptors 1

0

of intercultural understanding where required.

Grade 4

Receptive skills: students respond clearly to most simple information and ideas.

Interactive skills: students respond accurately and demonstrate comprehension in

simple exchanges; pronunciation and intonation usually facilitate the understanding of

the message; students sustain participation in simple exchanges. The message is usually

clear.

Productive skills: students develop basic ideas using a logical structure; they use a range

of simple cohesive devices successfully; they use most basic grammatical structures

accurately; they use basic vocabulary and appropriate register successfully; they usually

demonstrate evidence of intercultural understanding where required.


Grade descriptors 1

1

Grade 3

Receptive skills: students sometimes respond clearly to simple information.

Interactive skills: students sometimes respond accurately and sometimes demonstrate

comprehension in simple exchanges; pronunciation and intonation sometimes facilitate

the understanding of the message; students sometimes sustain participation in simple

exchanges. The message is sometimes clear.

Productive skills: students sometimes develop basic ideas; they sometimes use simple

cohesive devices successfully; they sometimes use basic grammatical structures

accurately; they sometimes use basic vocabulary and appropriate register successfully;

they sometimes demonstrate evidence of intercultural understanding where required.

Grade 2

Receptive skills: students rarely respond clearly to simple information.

Interactive skills: students rarely respond accurately or demonstrate comprehension;

pronunciation and intonation rarely facilitate the understanding of the message;

students rarely sustain participation in simple exchanges. The message is rarely clear.

Productive skills: students rarely develop basic ideas; they rarely use simple cohesive

devices; they rarely use simple grammatical structures accurately; they rarely use basic

vocabulary or appropriate register successfully; they rarely demonstrate evidence of

intercultural understanding where required.

Grade 1

Receptive skills: students very rarely respond clearly to simple information.

Interactive skills: students very rarely respond accurately or demonstrate

comprehension; pronunciation and intonation very rarely facilitate the understanding of

the message; students very rarely sustain participation in simple exchanges. The

message is very rarely clear.

Productive skills: students very rarely develop ideas; they very rarely use simple cohesive

devices; they very rarely use basic grammatical structures accurately; they very rarely

use basic vocabulary or appropriate register successfully; they very rarely demonstrate

evidence of intercultural understanding where required.

Group 3 (individuals and societies) grade descriptors

Grade descriptors 10

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.


Group 4 (sciences) grade descriptors

Grade 7

Displays comprehensive knowledge of factual information in the syllabus 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/or

qualitative data thoroughly. Constructs detailed explanations of complex phenomena

and makes appropriate predictions. Solves most quantitative and/or qualitative

problems proficiently. Communicates logically and concisely using appropriate

terminology and conventions. Shows insight or originality.

Demonstrates personal skills, perseverance and responsibility in a wide variety of

investigative activities in a very consistent manner. Works very well within a team and

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

impact. Displays competence in a wide range of investigative techniques, pays

considerable attention to safety, and is fully capable of working independently.

Grade 6

Displays very broad knowledge of factual information in the syllabus and a thorough

understanding of concepts and principles. Selects and applies relevant information,

concepts and principles in most contexts. Analyses and evaluates quantitative and/or

qualitative data with a high level of competence. Constructs explanations of complex

phenomena and makes appropriate predictions. Solves basic or familiar problems and

most new or difficult quantitative and/or qualitative problems. Communicates

effectively using appropriate terminology and conventions. Shows occasional insight or

originality.

Demonstrates personal skills, perseverance and responsibility in a wide variety of

investigative activities in a very consistent manner. Works well within a team and

approaches investigations in an ethical manner, paying due attention to environmental

impact. Displays competence in a wide range of investigative techniques, pays due

attention to safety and is generally capable of working independently.

Grade 5

Displays broad knowledge of factual information in the syllabus. Shows sound

understanding of most concepts and principles and applies them in some contexts.

Analyses and evaluates quantitative and/or 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.

Demonstrates personal skills, perseverance and responsibility in a variety of

investigative activities in a fairly consistent manner. Generally works well within a team

and approaches investigations in an ethical manner, paying attention to environmental

impact. Displays competence in a range of investigative techniques, pays attention to

safety and is sometimes capable of working independently.

Grade 4

Displays reasonable knowledge of factual information in the syllabus, though possibly

with some gaps. Shows adequate comprehension 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 deal with new or difficult situations. Communicates adequately

although responses may lack clarity and include some repetitive or irrelevant material.



Demonstrates personal skills, perseverance and responsibility in a variety of investigative

activities, although displays some inconsistency. Works within a team and generally

approaches investigations in an ethical manner, with some attention to environmental

impact. Displays competence in a range of investigative techniques, pays some

attention to safety although requires some close supervision.

Grade 3

Displays limited knowledge of factual information in the syllabus. Shows a partial

comprehension of basic concepts and principles and a weak ability to apply them. Shows

some ability to manipulate data and solve basic or routine problems. Communicates

with a possible lack of clarity and uses some repetitive or irrelevant material.

Demonstrates personal skills, perseverance and responsibility in some investigative

activities in an inconsistent manner. Works within a team and sometimes approaches

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

Displays competence in some investigative techniques, occasionally pays attention to

safety, and requires close supervision.

Grade 2

Displays little recall of factual information in the syllabus. Shows weak comprehension

of basic concepts and principles with 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.

Rarely demonstrates personal skills, perseverance or responsibility in investigative

activities. Works within a team occasionally but makes little or no contribution.

Occasionally approaches investigations in an ethical manner, but shows very little

awareness of the environmental impact. Displays competence in a very limited range of

investigative techniques, showing little awareness of safety factors and needing

continual and close supervision.

Grade 1

Recalls fragments of factual information in the syllabus and shows very little

understanding of any concepts or principles.

Rarely demonstrates personal skills, perseverance or responsibility in investigative

activities. Does not work within a team. Rarely approaches investigations in an ethical

manner, or shows an awareness of the environmental impact. Displays very little

competence in investigative techniques, generally pays no attention to safety and

requires constant supervision.


Group 5 (mathematics) grade descriptors

Grade 7

Demonstrates a thorough knowledge and understanding of the syllabus; successfully

applies mathematical principles 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 reasonableness 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

proficiently.

Grade 6

Demonstrates a broad knowledge and understanding of the syllabus; successfully

applies mathematical principles 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 reasonableness

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 proficiently.

Grade 5

Demonstrates a good knowledge and understanding of the syllabus; successfully

applies mathematical principles in performing routine tasks; successfully carries out

mathematical processes in a variety of contexts, and recognizes patterns and

structures; understands the significance of results and draws some conclusions;

successfully uses problem-solving techniques in routine situations; communicates

mathematics effectively using suitable notation and terminology; demonstrates an

awareness of the links between different areas of the course; uses technology

appropriately.

Grade 4

Demonstrates a satisfactory knowledge of the syllabus; applies mathematical principles

in performing some routine tasks; successfully carries out mathematical processes in

straightforward contexts; shows some ability to recognize patterns and structures; uses

problem-solving techniques in routine situations; has limited understanding of the



significance of results and attempts to draw some conclusions; communicates

mathematics adequately, using some appropriate techniques, notation and

terminology; uses technology satisfactorily.

Grade 3

Demonstrates partial knowledge of the syllabus and limited understanding of

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

mathematical processes in straightforward contexts; communicates some mathematics,

using appropriate techniques, notation or terminology; uses technology to a limited

extent.



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; uses technology inadequately.

Grade 1

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

use mathematical processes, even when attempting routine tasks; is unable to make

effective use of technology.


Group 6 (arts) grade descriptors

Grade 7

Demonstrates in-depth and comprehensive knowledge and understanding of the media

used with precise use of terminology to communicate this understanding.

Highly effective use of research, investigation and technical skills.

In-depth understanding of artistic intention and engagement with the artistic process

demonstrated in consistent development of ideas, creativity and critical reflection.

Grade 6

Demonstrates detailed knowledge and understanding of the media used with

appropriate and consistent use of terminology to communicate this understanding.

Effective use of research, investigation and technical skills.

Understanding of artistic intention and engagement with the artistic process

demonstrated in development of ideas, creativity and critical reflection.

Grade 5

Demonstrates sound knowledge and understanding of the media used, with

appropriate use of terminology to communicate this understanding.

Research, investigation and technical skills are evident and sometimes well developed.

Evidence of understanding of artistic intention and the artistic process and

development of ideas, creativity and critical reflection.

Grade 4

Demonstrates secure knowledge and understanding of the media used, with

appropriate use of terminology to communicate this understanding.

Research and/or investigation skills are evident but not well developed.

Some understanding of artistic intention and the artistic process, that is,

understanding of the work of others, the student’s own work and the connections

between these.

Some evidence, through the student’s own work, of understanding of the artistic

process. Technical skills are evident but not necessarily well developed.

There is some evidence of development of ideas and some evidence of creativity and critical



reflection.

Grade 3

Demonstrates basic knowledge and understanding of the media used with some use of

terminology to communicate this understanding.



There is evidence of research and/or investigation but this remains undeveloped.

Partial understanding of artistic intention, that is, understanding of the work of others

and the student’s own work.

Evidence in the student’s own work of limited artistic process and

technical skills. Creativity and critical reflection emerge occasionally in

the work.

Grade 2

Demonstrates little knowledge and understanding of the media used with limited use

of terminology. There is evidence of superficial research and/or investigation.

The student’s own work demonstrates very limited artistic process, technical skills,

creativity and critical reflection.

Grade 1

Demonstrates very little knowledge and understanding of the media used, with

inadequate use of terminology.

Irrelevant research and/or investigation.

The student’s own work demonstrates almost no artistic process, technical skills,

creativity or critical reflection.



Extended essay grade descriptors

Grade A

Demonstrates sharp focus and good contextualization of the topic through very good

knowledge and understanding; a high level of organization and an effective ability to

assemble evidence/data/information in an intelligent and academic way facilitating

analysis and evaluation, supported throughout by excellent communication, using

language appropriate to the subject; clear insight and understanding leading to evidence

of independent thinking; consistent, persuasive and effective argument.

Grade B

Demonstrates focus and contextualization of the topic through good knowledge and

understanding; clear organization and structure and an ability to assemble

evidence/data/information in an intelligent and academic way facilitating analysis and

evaluation, supported throughout by good communication using language appropriate

to the subject; some evidence of independent thought; some persuasive and effective

argument.

Grade C

Demonstrates a satisfactory focus and partial contextualization of the topic through

satisfactory knowledge and understanding; some degree of organization and structure

and some ability to assemble relevant evidence/data/information, supported

throughout by satisfactory communication, generally using language appropriate to the

subject; work that is largely descriptive and with limited argument/analysis/ evaluation.

Grade D

Demonstrates limited focus and contextualization of the topic which shows limited

knowledge and understanding; limited organization and structure and a limited

ability to assemble evidence/data/ information, hindered by unsatisfactory

communication which generally does not use language appropriate to the subject; work

that is largely descriptive with little evidence of argument.

Grade E

Demonstrates a lack of focus and lack of contextualization of the topic which shows

minimal knowledge and understanding; minimal organization and structure and an

inability to assemble appropriate evidence/ data/information, hindered by unclear

Diploma Programme core grade descriptors

Diploma Programme



communication which does not use language appropriate to the subject; work that is

ineffectively descriptive or irrelevant to the topic; no evidence of argument.

Theory of knowledge grade descriptors

Grade A

Pertinent knowledge issues are explored thoroughly and linked

effectively to areas of knowledge and/ or ways of knowing. There is

strong evidence of a personal exploration of knowledge issues,

including consideration of different perspectives. Arguments are clearly

developed and well supported by effective concrete examples;

counterclaims and implications are explored.

Grade B

Pertinent knowledge issues are explained and linked to areas of

knowledge and/or ways of knowing. There is some evidence of a

personal exploration of knowledge issues, including consideration of

different perspectives. Arguments are partially developed and

supported by effective concrete examples; counterclaims are explored

and some implications identified.

Grade C

Some pertinent knowledge issues are described and linked to areas of

knowledge and/or ways of knowing. There is limited evidence of a

personal exploration of knowledge issues; some different perspectives

are described but not explored. Arguments are developed to a limited

extent and supported by examples; counterclaims are identified.

Grade D

Some pertinent knowledge issues are identified with only superficial

links to areas of knowledge and/or ways of knowing. There is simplistic

personal exploration of knowledge issues and minimal reference to

different perspectives. Arguments are not developed and not supported

by effective examples.

Grade E

Demonstrates little or no evidence of knowledge issues.

The “best-fit” approach

The best-fit approach relies on teachers using criterion-related assessment practices effectively. When assessing a student’s work, teachers should assess each descriptor strand individually (starting with level 0) until they reach a descriptor that describes an achievement level that the work being assessed has not attained. The work is therefore best described by the preceding descriptor. Once this has been completed for each descriptor strand being assessed, an overall picture of the student’s achievement will emerge.

Where it is not clearly evident which overall level descriptor should be awarded, teachers must use their judgment to select the level descriptor that best matches the student’s work overall. The “best-fit” approach allows teachers to select the achievement level that best describes the piece of work being assessed. It is important to remember when doing so that a student does not have to achieve against all of the individual descriptor strands in a band level to be awarded an overall level in that band.

If the work is a strong example of achievement in a band, the teacher

should give it the higher achievement level in the band. If the work

is a weak example of achievement in that band, the teacher should

give it the lower achievement level in the band.

Only the piece of work being assessed may be scored. The teacher

cannot adjust the achievement level a piece work has demonstrated

because a piece of work was submitted late or for any reasons not

addressed by the actual descriptor in the rubric.

Cheating and Plagiarism Policy: IB assessments The IBO Handbook of Procedures states that “the candidates are responsible for ensuring that the final version of any work is authentic. Candidates themselves must bear the consequences if they submit any work for assessment that is not their own, regardless of whether the plagiarism was deliberate or a careless act. The same principle applies to collusion.” Level Two: Violations are severe and will be handled by the teacher, the IB Coordinator, and the Principal. Level two violations include (but are not limited to):

Taking information from another source that is not properly attributed to use in an IB internal or external assessment.

Working with other students on an IB internal or external assessment that was meant to be done by an individual

Duplication of work; to present the same work for different IB assessment components and/or IB diploma requirements

Taking any part of a test to use or to give to another student

Any student that performs a level two violation will receive the following consequences: 1) the student will receive a zero on the IB assessment, 2) the incident will be documented in the student’s discipline file as well as in the student’s permanent electronic discipline file, 3) parents and student will be required to come in for a conference and sign a final behavior contract with possible exit to the home school.

Level two IB internal or external assessment violations also include the following consequences: Students that have not signed a statement of authenticity on the cover sheet for a submitted assessment will be subject to a school investigation and the matter will be reported to the IBO final award committee. Students that have signed a statement of authenticity on the cover sheet for the submitted assessment will be subject to level two violation consequences for plagiarism 1) the IBO will be informed about the students conduct as an alleged act of malpractice, 2) the IB Coordinator will submit relevant documentation and the student can submit documentation to propose a defense, 3) the IBO will deliberate on the student’s actions at the final award committee meeting to determine whether a grade will be awarded in the respective subject area.

Student Responsibilities

1. Maintain cumulative grade point average of 3.0 each semester. 2. Strive to achieve characteristics indicated on the IB learner profile. 3. Meet deadlines for classroom assignments, initial and final drafts for IB

assessments, and arrive on time for all terminal IB exams, without excuse. 4. Follow deadlines as outlined on the IB assessment calendar. 5. Maintain mentorship relationship for extended essay and CAS requirements. 6. Develop study skills to maximize potential for student success. 7. Arrange meetings and attend tutorial sessions with classroom teachers to gain

personalized feedback on academic progress and undeveloped skill set. 8. Apply effort on formative and summative assessments. 9. Be independent thinkers, global problem solvers, time managers, and prudent

planners.

Teacher Responsibilities 1. Follow deadlines as indicated on the IB assessment calendar. 2. Submit appropriate documentation to the IB Coordinator by prescribed

deadlines, i.e. verification reports, data collection forms, IA samples. Teacher Responsibilities continued:

1. Maintain appropriate communication on student progress with IB Coordinator and Administration to adequately monitor student progress.

2. Communicate with students and parents frequently on student academic progress.

3. Focus on the assessment of student learning outcomes more so than covering subject content.

4. Analyze assessment data to identify patterns of student performance and needs. 5. Work in interdisciplinary, vertical and horizontal teams to design and assess

instructional strategies and common assessments. 6. Use a variety of instructional and assessment strategies to demonstrate

awareness of learning style diversity. 7. Provide timely written and verbal descriptive feedback on student assignments

and assessments. 8. Assign meaningful assessments.

IB Coordinator Responsibilities 1. Distribute student assessment data from the Educational Data Warehouse

(EDW), IB exams, etc. to subject teachers. 2. Offer training in interpreting IB summary data to teachers. 3. Arrange IB teacher articulation meetings to plan and reflect on teaching and

assessment strategies, in relation to, program improvement and school goals. 4. Observe and encourage teacher observations to promote unity within IB

curriculum practices.

School Administration 1. Inspire an atmosphere of assessment of learning and assessment for learning. 2. Arrange policy review meetings with subject teachers to cultivate a culture of

dialogue on IB school operations. 3. Coordinate teachers for training in IB assessment practices. 4. Supervise IB registration and testing conditions. 5. Arrange IB student forum meetings to review program goals and policies. 6. Analyze whole school data. 7. Monitor student progress on IB assessments and classroom performance. 8. Monitor teacher instructional strategies, grading practices and assessment

strategies.

Communication to all Stakeholders

The Assessment Policy will be placed on the school webpage under the category “International Baccalaureate Policies” and hard copies of these policies will be distributed to all IB teachers and support staff, and to any who request one by writing to the DP coordinator at [email protected] .

william t. dwyer high school

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