At International School Bangkok, students continually receive clear and detailed feedback on their progress. At the start of the school year, the classroom teacher will provide a course statement summarizing the focus for assessment, evaluation and the basis for determining grades. Students will have an opportunity to demonstrate their learning through a range of assessment and evaluation strategies including, but not limited to, written assignments, oral presentations, tests and formal examinations. In many subjects a formal examination session for students will be held either once or twice. Timely feedback on student learning will be reported at regular intervals on PowerSchool. Student achievement will be reported four times annually through two Parent-Teacher conference sessions and two formal written reports.
Definitions we use when discussing assessment, evaluation and reporting at ISB:
Assessment is the process of gathering information on student learning from a variety of sources to understand how well students are learning identified curriculum expectations.
Evaluation is the process of judging the quality of student work based on identified criteria and assigning a value or grade to represent the level of achievement relative to established benchmarks.
Diagnostic assessment is the process of gathering evidence of student learning prior to commencing instruction. This information is useful for planning instruction and in particular for individualizing program delivery. It is not used to determine student achievement levels.
Formative assessment (assessment for learning) is the process of gathering information during the learning process. It involves constructive and specific feedback for students designed to improve learning. This evidence will have limited weight in the determination of final grades or levels of achievement.
Summative assessment (assessment of learning) may occur throughout a course. Summative assessment is designed to allow students to demonstrate achievement toward the expectations of a course. It forms the primary basis for establishing levels of achievement and report card grades.
Principles that guide our assessment, evaluation and reporting procedures:
The primary purpose of assessment and evaluation is to improve student learning. Assessment and evaluation strategies must be varied in nature and allow students to demonstrate the full range of their learning. The assessment of curriculum expectations and performance standards is separated from the assessment of habits, attitudes and responsibility. Evaluation is used to determine attainment levels, future class placement, and ultimately provide university admissions offices with information.
The Habits and Attitudes to Learning (HAL) Rubric identifies many of the dispositions and approaches to learning that students need to develop if they are to cultivate a growth mindset and become independent lifelong learners. Students will be assessed using this rubric at regular intervals throughout the semester. HAL scores are included in the semester reports but not on college transcripts.
Key commitments we make as the High School Faculty and Administration:
- Assessment involves diagnostic assessment, formative assessment and summative assessment.
- Learning expectations and criteria for assessment are communicated to students in advance.
- Students are provided with opportunities to learn how to assess their own work and to set goals for improvement.
- Students are provided with exemplars and models to assist them so they can set their own learning targets.
- Teachers provide students with ongoing and descriptive feedback on their learning to help them establish goals and strategies for improvement.
- Teachers work collaboratively to determine achievement levels and establish exemplars. Teachers regularly moderate student work to determine achievement levels and to establish how closely a student’s performance meets standards.
- Determination of grading levels for formal reporting purposes should primarily reflect student performance on summative tasks.
- Informal reporting of student achievement occurs throughout the academic year; formal reporting of student achievement occurs four times annually and includes both report cards and Parent Teacher conferences. Student involvement in the conference process is encouraged.
- Assessment and Grading within the International Baccalaureate Program follows the rubrics, weightings, standards and expectations of the specific IB subject documentation and examiner reports. Feedback is given against these standards and expectations using the IB 1-7 scale. For more information, please see ISB Grade Alignment brochure. Teachers use professional adjustment based on a body of evidence to determine academic achievement.
- As appropriate, assessment and evaluation practices accommodate the needs of EAL students and students with identified learning needs.
- Student habits and attitudes to learning (the HAL grade) are reported separately and not factored in with academic achievement grades. Student behaviors and habits that hinder learning are monitored and addressed in a timely manner.
- PowerSchool will be used to report student progress and achievement. PowerSchool will communicate as much learning data as is practicable but most feedback and instruction is provided to students directly.
Practices we use to support student learning and encourage student success:
- Formative assessment is an integral part of instruction. Practices related to formative assessment include the following:
- Giving students frequent descriptive feedback on formative tasks.
- Giving students feedback that aims to improve performance.
- Giving students feedback that provides encouragement and support for improvement.
- Occasionally providing levels or marks on formative assessments as a diagnostic tool and as an incentive for improvement.
- Occasionally using formative assessments to support the determination of achievement levels, particularly when this works in a student’s favor.
- Summative assessments are used as the basis for determining grades. Practices related to summative assessment include the following:
- Gathering a body of learning evidence at the end of a period of learning.
- Limiting the number of summative tasks (between four to eight) in a semester grading period.
- Cumulative end of semester examinations as appropriate.
- Practices related to the determination of individual achievement levels (grades) include the following:
- Relating them to criterion-referenced standards.
- Determining them using level descriptors specific to the subject.
- Assigning levels based on the most consistent performance related to expectations, with consideration given to their most recent performance.
- Allowing faculty to use their best professional judgment in determining levels of performance, taking into account the evidence and, where necessary, circumstances faced by individual students.
- Formative assessments do not contribute to the semester grade.
- Reporting of student achievement occurs formally four times each year:
- Two verbal reports at Parent-Teacher conferences in October and March.
- Two written reports in December and June.
- Habits and Attitudes to Learning (HAL) objectives are assessed and reported separately from the achievement of other learning expectations, unless they have been specifically articulated in the learning expectations of the course. Habits and Attitudes to Learning are assessed on a 1 to 7 scale and reported four times per semester on PowerSchool. HAL grades are included on semester report cards, but not on official ISB transcripts.
- The use of Broad Learning Categories (BLCs):
Teachers will ensure that student learning is assessed and evaluated in a balanced manner with respect to the subject specific Broad Learning Categories. Detailed criteria for each BLC will identify specific aspects of student performance, guiding teachers in their instruction, assessment and evaluation of student learning. Providing feedback against BLCs allows for more detailed learning conversations. All subject specific BLCs are linked here.
- EAL students and students with identified learning needs will receive support and accommodations based on their current testing results, IEPs if applicable and or the recommendations of their teachers.
- PowerSchool provides students and parents access to important learning evidence that will inform the learning process. PowerSchool is used to report formative and summative assessments, performance within each of the Broad Learning Categories, descriptive feedback and a student’s HAL grade. PowerSchool also records a student’s attendance and gives access to assessment rubrics.
Mandatory Study Hall (MSH)
Assignments are given to students to continue learning, assess and improve student understanding, measure attainment, and provide feedback for improvement. As such, it is important to the learning process that students complete the assignments assigned to them.
When a student does not complete work for class, the teacher will notify parents and assign the student to MSH. The student will attend MSH until the assignment is completed and submitted to the teacher. If not completed after two MSH sessions, the student will join detention until the assignment is completed.
Mandatory Study Hall meets after school from 2:30 to 3:30pm on all other days of the week. Teachers will inform the student of the location in the contact email.
When assigned, MSH is required and takes precedence over other after-school activities including sports (home and away), clubs, community service, and rehearsals. Given the spontaneous need for assignment to MSH, tutoring or outside lessons should not be scheduled at this time, as students will be required to
stay at school for MSH.