Assessment Policy

The mission of Association International School is to foster in students a lifelong commitment to intellectual exploration, individual growth, social responsibility, and Christ-likeness by inspiring and supporting them to strive for academic and personal excellence within an ethical framework that places the highest value on honor and respect for others. We value intellectual curiosity, and are committed to the education of our students through the development of empathy, ethical behavior, integrity, discipline and service, based on a firm foundation of Christian values. We emphasize a strong academic program, creative problem solving, cooperation and group interaction, an appreciation of culture and beauty, and healthy emotional and physical growth as well as the preparation of our students for the rigors of college/university. Association International School will mold intelligent and compassionate learners, leaders, and ambassadors of Christ for the glory of God.

AIS is founded on a firm foundation of Christian values and beliefs. However, we do respect other religions and beliefs. AIS encourages all student and staff members to recognize and be tolerant of each other’s views. The curricula of the school provides understanding and mutual respect among students regarding all religious beliefs and practices. We do not require students to be Christian in order to attend AIS; we are a rigorous school that teaches critical thinking, respect for other cultures, and ideals, and service to others. However, being a Christ-centered school, it is understood all students and faculty will honor daily devotions, chapels, and Christian holidays.

Non-denominational Christian Organization
AIS does not hold affiliation with nor receive funding from any Christian denomination. It is the goal of AIS to find common ground with all facets of Christianity, focusing on upholding what we feel to be the core tenets of the Bible. These can be found in our Statement of Faith, and it is our hope that these create a spirit of unity, service, and transparency among our student body, our faculty, and us, as an institution.

Statement of Faith
We believe the following as the core of that faith in which we find unity as a diverse Christian community:

• God is creator of the world and of all humankind
• Each person is responsible to God for the stewardship of the world and of human life
• All people have separated themselves from God through sin and this separation can only be healed through the reconciling work of Jesus Christ as Savior and Lord
• The possibility of pleasing God depends upon each person’s acceptance of Jesus Christ as Savior, and upon receiving and being obedient to the indwelling of the Holy Spirit of God
• The full revelation of God’s will to humanity is found in the sixty-six books of the Bible

As A Christian school, we DO NOT expect:

• that all applying students profess Christianity
• that current students must make a decision to become Christian

As a Christian school, we DO expect:

• members of our community to be respectful of all others and their beliefs
• members attend all events and gatherings and be respectful during times of Christian observances
• members to actively contribute to the overall atmosphere of peace, unity, and acceptance

As a Christian school, we HOPE:

• all feel loved, accepted, and welcome in our school
• all would come to know the love of God through His Son Jesus Christ
• all would be an encouragement to each other to explore and grow in faith
• all would learn to live selflessly and serve others

If a student feels led to embrace Christianity, we ask that they respond in their own way to become a Christ follower. Such decisions should not be made out of undue influence, to please people, or make a favorable impression. Academic preference is never given or withheld on the basis of professed faith or religious practice.

Assessment Standards and Practices
The following is taken from the IB document “Assessment Standards and Practices”(2010) and reflects our beliefs as a school.

1. DP assessment should support the curricular and philosophical goals of the programme, through the encouragement of good classroom practice and appropriate student learning.
2. The published subject grade results of DP assessment must have a sufficiently high level of reliability, appropriate to a University entrance qualification.
3. DP assessment must reflect the international-mindedness of the programme wherever possible, explore and acknowledge multiple perspectives.
4. DP assessment must make appropriate allowances for students working in their second language as stipulated in our language policy.
5. DP assessment should reflect higher-order cognitive skills (synthesis, reflection, evaluation, critical thinking) as well as the more fundamental cognitive skills (knowledge, understanding
and application).
6. Assessment for each subject must include a suitable range of tasks and instruments/components that ensure all objectives for the subject are assessed.
7. The principal means of assessing student achievement and determining subject grades should be the professional judgment of teachers supported by statistical information.
8. In addition, we will assess students bearing any special educational needs they have in mind. Modifications such as extra time or the use of a computer will be allowed following an assessment by the Learning Resources Centre.

This document will refer to the following assessment terms and definitions as published by the IB in its document Diploma Programme Assessment Principles and Practices (2004, updated  2010).

Test —a collection of many short-answer questions (either selected-response/multiple-choice questions or questions requiring only a few words in response) that students must answer under controlled conditions in a set time. Often marked (or graded) automatically.
Examination —a collection of one or more tasks of various types (short-answer, extended-answer, problem-solving or analytical questions; sometimes practical or oral tasks) that students must respond to under controlled, isolated conditions in a set time. Generally marked/graded by examiner .
Assessment —a term used to cover all the various methods by which student achievement can be evaluated. Assessment instruments may include tests, examinations, extended practical work, projects, portfolios and oral work, some carried out over a prolonged period and sometimes marked by the student’s teacher. Summative assessments are given at the end of a teaching course or unit for the purpose of determining the level of achievement of a student. A variety of methods such as portfolios, projects, written assignments, presentations and tests to assess students. There is a rubric for assessment and grades are recorded into Rediker Gradebook assessment software used by Association International School.

Formative assessment is used on a daily basis and is aimed at identifying the learning needs of students and forming part of the learning process itself. A variety of methods, such as portfolios, projects, written assignments, presentations and tests are used. In the context of the Diploma Programme (DP), the term formal assessment is preferred to describe all those assessment instruments that are used to contribute to the final qualification. Some of these instruments can be used formatively during the course of study as well as summatively towards the end of it. It should be noted that although these two functions are apparently quite distinct, the same assessment instruments can often be used for either purpose. The two approaches should interact and be mutually supportive. Formal assessment of the DP includes some multiple-choice tests for a few subjects and examination papers for most subjects, intended to be taken at the end of the two-year course, and a variety of other tasks (essays, research essays, written assignments, oral interviews, scientific and mathematical investigations, fieldwork projects and artistic performances) spread over different subjects and completed by students at various times under various conditions during their course.

Criterion-referenced tests and assessments are designed to measure student performance against a fixed set of predetermined criteria or learning standards—i.e., concise, written descriptions of what students are expected to know and be able to do at a specific stage of their education (

Student Assessment
The work of the students is assessed against the stated goals of the IGCSE and IB DP courses. The goals and standards of the DP procedures are measured in specific ways such as: analyzing and presenting information; evaluating and constructing arguments; solving problems creatively. The performance of the students is measured both in terms of academic skills such as
? retaining knowledge
? understanding key concepts
? applying standard methods.

International mindedness and intercultural skills are also developed and maintained through choice of teaching and assessment materials.

IBDP Formal Assessments
External Assessment
These are compulsory IB Diploma Programme, criterion referenced assessments completed during and at the end of the course. These are neither set nor scored by the teacher and are sent directly to the IB for assessment. Association International School will offer IB exams for the May examination session. These are in the form of examinations and also other coursework. They include:

? essays
? structured problems
? short-response questions
? data-response questions
? text-response questions
? case-study questions
? multiple-choice questions

Internal assessment
Teacher assessment is also used by the IB in most courses. This includes:

? oral work in languages
? fieldwork in geography
? laboratory work in the sciences
? investigations in mathematics
? artistic performances.

Subject group courses
Higher level and standard level courses
AIS offer subjects from all the IB Subject groups.
We offer the following:
Subjects Groups Subjects offered at AIS
Group 1 Studies in Language and Literature Language and Literature
Group 2 Language Acquisition French
Group 3 Individuals and Society History
Group 4 Sciences Physics
Computer Science
Group 5 Mathematics Mathematics Higher Level
Mathematics Standard Level
Group 6 The Arts Visual Arts

All IB DP courses at Association are offered at higher level (HL) and standard level (SL) and in the Spanish and French, also ab initio. The same number of points are graded for both HL and SL courses. HL and SL differ in scope but are assessed against the same grade descriptors, with HL candidates expected to demonstrate the various elements of the grade descriptors across a greater body of knowledge, understanding and skills. Each subject has its unique forms of assessment under the IB and the teachers try to mimic it as far as possible.

Assessment of the DP core
These are core courses that all IBDP students must take. They are assessed differently from the subject groupings. The Theory of Knowledge course is assessed through a 1600 word essay and
an oral presentation. The Extended Essay is a 4000 word essay assessed externally. Students will be supervised during this process. During the course, students will be assessed using the
A-E grades. The Theory of Knowledge (TOK) and Extended Essay (EE) components are awarded individual
grades and, collectively, can contribute up to 3 additional points towards the overall Diploma score. See the following matrix:

Creativity, Activity, Service – the remaining element in the DP core – does not contribute to the points total but authenticated participation is a requirement for the award of the diploma. In
order to meet the requirements of the CAS program students must demonstrate how they have successfully met the 7 learning outcomes:
1. Identify your own strengths and develop areas for personal growth
2. Demonstrate that you have undertaken challenges and developed new skills in the process
3. Demonstrate how to initiate and plan a CAS experience
4. Show commitment to and perseverance in your CAS experiences
5. Demonstrate the skills and recognize the benefits of working collaboratively
6. Demonstrate engagement with issues of global significance
7. Recognize and consider the ethics of choices and actions

The CAS Coordinator will assess the students through a variety of methods including interviews, length of activity, and outcomes . Students will be encouraged to write a reflection at the end of
each activity and compulsorily at the end of the course. CAS will be graded PASS/FAIL during the course.

AIS Assessment
Internal Assessment , along with other given work and internal examinations are the means of assessing students here at AIS . Semester marks are 60% exam and 40% coursework. The coursework mark is averaged from weighted categories: homework/tests/classwork/projects. In addition, as a college Board accredited school, all students, including IB Diploma and Diploma Programme Courses students have the opportunity to take AP and US SAT exams University entrance during their time in the school.

Internal Examinations
IB students will be provided with formal assessment feedback using the 1-7 grade scale with one being the lowest grade and 7 the highest. Generally, 4 is considered a pass mark.

Assessment Reports
There is a full end of semester report every semester. There are also mid semester progress reports that go out every 9 weeks. In the first quarter (mid semester) students will be awarded a grade of either satisfactory or unsatisfactory in all subjects. These grades will be based on class work and other non-examination assessment. Subsequent progress reports will be graded using the IB point scale system with the exception of CAS. Teachers will also use relevant IB assessment objectives, grade descriptors and rubrics where possible. This is to help students to understand IB grading right from the onset. Thus, every assessed task should, where possible, be graded using that 1-7 grade point scale or contribute to such. Extended Essay and Theory of Knowledge are graded A-E with A being the highest. CAS will also be assessed from the beginning of the course according to the learning outcomes. CAS attracts a PASS/FAIL mark. Assessment will be reported via Parent Portal and also as a hard copy generated from our electronic grade book, Rediker Gradebook. Parents will be notified if a student’s work is of concern and where necessary, a parent teacher conference will be arranged. Parents can also ask for a meeting to discuss their ward’s progress. Examinations are marked and converted into a hundred percent which will then be translated to its equivalent on the grade scale.

Percentage Mark Equivalent Grade
80  –  1007
68   796
55   –  675
45   –  544
35   –  443
25   –  342
0    –  241

In the DP, students receive grades ranging from 7 to 1, with 7 being highest, roughly translating as:
7 Excellent
6 Very good
5 Good
4 Satisfactory
3 Mediocre
2 Poor
1 Very poor

Students receive a grade for each DP course attempted. The final score of the student is made up of the combined scores for each subject (a maximum of 42) and points from the core (a maximum of 3). The highest possible points therefore is 45.

Awarding The IB Diploma
The IB Diploma will be awarded to a candidate provided all the following requirements have been met.
a. CAS requirements have been met.
b. The candidate’s total points are 24 or more.
c. There is no “N” awarded for theory of knowledge, the extended essay or for a contributing subject.
d. There is no grade E awarded for theory of knowledge and/or the extended essay.
e. There is no grade 1 awarded in a subject/level.
f. There are no more than two grade 2s awarded (HL or SL).
g. There are no more than three grade 3s or below awarded (HL or SL).
h. The candidate has gained 12 points or more on HL subjects (for candidates who register for four HL subjects, the three highest grades count).
i. The candidate has gained 9 points or more on SL subjects (candidates who register for two SL subjects must gain at least 5 points at SL).
j. The candidate has not received a penalty for academic misconduct from the Final Award Committee.

A maximum of three examination sessions is allowed in which to satisfy the requirements for the award of the IB Diploma. The examination sessions need not be consecutive. Taken from Appendix Article 13 (IBO General Regulations).

Inclusive Assessment
We use different formative assessments to determine individual student strengths to improve subsequent teaching such that it caters for all students. Teachers are aware of students’ assessment requirements for each course and these will be followed. Different modifications, such as extended testing time, a reader, a scribe, computer use and translation will be adhered to in class and during internal testing, for students who require it based on expert advice and the determination of the LRC coordinator. Additionally, these reliefs will be sought for these students during external examinations. For more information on this, read our Inclusion Policy.

Admission Assessment
For details of our admission process, please seen the AIS Admissions policy. The school will do its best to consider students who apply to join us after the IB Diploma programme has started if they were already pursuing a similar course and if internal assessments have not already been done.

Homework is assigned throughout the school. Its purpose is to reinforce learning and for students to do research. Projects also count as homework and all homework will be graded and will count towards a student’s semester grade. Please refer to the homework policy for details.
IB Diploma Requirements
Diploma Requirements at AIS
A Diploma student needs to offer the following.
3 Standard Level and 3 Higher Level Subjects
4 higher levels and 2 standard levels at least one subject each from groups 1 to 5.
Group 6 optional.
Comprises both internal and external assessment.
Grades 1-7 (max 42)
Theory of Knowledge Essay on Prescribed title (1600 words) and Oral Presentation graded A to E
A maximum of 3
marks possible from
TOK and CAS.
Extended Essay 4000 word essay
graded from A to E
Creativity, Activity and Service 18 months of documented Activity, Creativity
and Service. Internally assessed, externally
Graded Pass or Fail
Assessment Responsibilities and Rights
Students should comply with the standards of both AIS and the IB DP
They should have the opportunity to understand and evaluate their assessment progress.
Students are considered as lifelong and self-responsible learners. Students should ensure they
understand and follow the requirements of their internal and external assignments as well as
the goals and standards of their coursework, bearing academic honesty in mind.
Teachers are responsible for facilitating students’ learning and communicating the assessment
standards and goals of the course to both students and the parents. They must understand the
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importance of continuous and formative assessment. They are responsible for giving clear,
precise and updated instructions of the assessments standards of their course, ensuring students
are clear on how to make the highest marks on a given task . They are responsible for grading
given tasks using criteria provided by Cambridge and the IB. After assessment, teachers are to
explain to students their strengths and weaknesses based on the assessment criteria and goals of
the course and give practical advice on how to improve.
Progress Reports are given at the end of the 1st quarter and 3rd quarter. Report Cards are given
at the end of each semester (2nd quarter and 4th quarter).
DP Coordinator
The Diploma program coordinator is responsible for explaining the philosophy and standards of
the IB DP curriculum to teachers, students and parents. The coordinator is responsible for
evaluating the students’ progress together with the teachers. The coordinator provides all
necessary materials and tools in order to achieve the goals of the IB DP program.
This policy will be reviewed yearly in September.
Policy Committee
This policy was put together by
1. The IB Coordinator
2. The Head of School
3. Academic Heads of Department (6)
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? Understanding IB Assessment assessed online at
? General Regulations IBO 2014
? IB Assessment information taken from
? IB Assessment Standards and Practices, IBO(2010)
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