Assessment Policy International Baccalaureate Diploma Programme Rio Mesa High School Last revised August 2014

Introduction and Purpose In accordance with the International Baccalaureate Organization, the purpose of this document is to: • • • • •

Articulate the beliefs about assessment within the International Baccalaureate Diploma Programme of Rio Mesa High School Explain the purpose of assessment within the International Baccalaureate Programme of Rio Mesa High School Describe who is assessed within the International Baccalaureate Programme of Rio Mesa High School Describe how Rio Mesa High School’s International Baccalaureate Programme communicates and reports results Provide examples of various state required assessments, system-wide required assessments, classroom assessments, and IB Programme internal and external assessments

This document draws its authority from IBO Handbook of Procedures for the Diploma Program (2015), Oxnard Union High School District Board Policy, Programme Standards and Practices (2010), The Diploma Programme from Principles into Practice (2009), and Guidelines for Developing a School Assessment Policy in the Diploma Programme (2010).

Program Philosophy: Assessment of students is an essential component in evaluating our degree of success in attaining our instructional mission which is to challenge all students to become life-long learners and active participants in the global community. Rio Mesa High School’s International Baccalaureate Diploma Programme believes that a variety of assessments are necessary to provide an accurate and holistic measure of student achievement. These assessments fall into four categories: •

placement assessment: determines students’ specific knowledge or proficiency in a subject for the purpose of assignment to appropriate courses or classes  

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diagnostic assessment: measures students’ understanding in a particular subject area and/or measures skills base for the purpose of directing instructional practices with whole groups and/or individuals

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formative assessment: provides ongoing feedback regarding students’ learning that can be used by instructors to improve their teaching and by students to improve their learning. This type of assessment is usually low-stakes, low point value, and allows instructors to address issues immediately

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summative assessment: evaluates student learning at the end of an instructional unit by comparing it against some standard or benchmark. Summative assessments are often high stakes, which means that they have a high point value

What Rio Mesa High School IB Believes About Assessment: • Assessment is integral to evaluating our attainment of the goals, objectives, and standards within the Rio Mesa High School IB programme. • Assessment should be a regular part of classroom instruction. • Assessment is a regular and ongoing part of the classroom instruction in order to provide feedback by which the teacher can, if indicated, modify instruction to better meet learning objectives. • Teachers have the central role in using assessment to support continuous learning and to evaluate student achievement. • Students must have the opportunity to learn the skills and content on which they are assessed.

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Classroom assessment should provide students with experiences and skills needed to successfully demonstrate their achievement on Smarter Balanced assessments, IB exams, and on all standardized tests. No single piece of assessment information should be sufficient evidence of a student’s level of performance in regard to IB standards. A variety of assessment tools should be used, including multiple choice, short answers, and essay tests; performance assessments using written and visual products and oral presentations; and portfolios that reflect a collection of student work over a period of time. A variety of people should assess student performance, including teachers, peers, and the student.

Why Do We Assess? • Assessment can address the full range of curriculum goals as set forth by the International Baccalaureate Organization. • Assessment can promote student self-assessment. • Assessment can promote continuous progress of developing skills. • Assessment communicates to students, parents, staff, and the community what is valued in curriculum and learning. • Results can be used to evaluate, improve, and strengthen programs. • Results can be used to identify areas of need so that resources can be targeted appropriately for individual students and for programs. • Assessment information used in instructional planning provides a basis for refining instructional practice. Who Is Assessed? • All students participate in assessment activities. • All students with learning support needs have the right to participate in assessment programs. Decisions about participation are outlined in a student’s Individual Education Plan (IEP) and accommodations and access are provided in accordance with a student’s IEP. • English language learners, special education students, and students with 504 accommodation plans should participate appropriately in assessment. Interpretation of their results should take into account the language proficiency and learning support requirements of the students and the impact these would have on their ability to understand the task and to demonstrate their achievement. Communicating and Reporting Results It is the responsibility of the school to furnish parents/guardians full and complete information about the development and progress of their child. Informing and involving parents/guardians concerning student progress is an ongoing process that can be accomplished in various ways: •

Assessment results should provide usable information and these results should be communicated regularly and clearly to students, parents, and staff in order to promote understanding of a

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student’s achievement. This is primarily achieved through the Student Online Information System – My VUE. Report cards, conferences, Back-to-School nights, email communiqué, electronic gradebook access via My VUE and other opportunities are used in providing information to students, parents, and staff. Results and progress need to be communicated in a timely fashion to influence instruction.

Oxnard Union High School District Report Cards • •

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Teachers are responsible for electronically maintaining and archiving grade books in order to meet grade reporting deadlines. Report cards are issued four times a year on a nine-week basis. Report cards are mailed home and are available on the Student Information System, My VUE immediately after being posted by instructors. An interim progress report will be issued to all students in the middle of each grading period at approximately four and one-half weeks. Rio Mesa High School teachers are required to issue each student an interim progress report grade using the electronic grade reporting program Synergy. Progress reports are required for all courses every grading period. Teachers may contact parents between interim progress reports and report cards to indicate unsatisfactory performance, risk of failure, or work below the ability level of the pupil. This may be done via phone call or electronic correspondence. Grades for achievement shall be reported each marking period as follows: A+ or A or A- : Advanced Performance with respect to the mastery of the content standards for the course B+ or B or B-: Proficient Performance with respect to the mastery of the content standards for the course C+ or C or C-: Basic Performance with respect to the mastery of the content standards for the course D+ or D or D-: Below Basic Performance with respect to the mastery of the content standards for the course F: Far Below Basic Performance with respect to the mastery of the content standards for the course FA: Failure Grades Due to Absences

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The Oxnard Union High School District board authorizes teachers to assign failing grades to students whose unexcused absences equal or exceed the maximum number as set by the Board. (EC §49067).

A. There is to be a reasonable opportunity for the student or student’s parent/guardian to explain the absences. B. There is to be a method for identification in the student’s record for failing grades assigned to the student on the basis of excessive, unexcused absences. C. The Board is to specify the maximum number of unexcused absences a student may have before the teacher may give a failing grade due to excessive absences. Effective 1996-97, this maximum number is set at eight (8) unexcused absences per semester. D. Teachers who intend to withhold class credit for excessive, unexcused absences shall so inform the class and parents/guardians at the beginning of each semester. E. If a student misses class and does not subsequently turn in homework, take a test, or fulfill other class requirements which the student missed, the teacher may lower the student’s grade for nonperformance.

INCOMPLETE GRADES Grades at the end of each semester should be final grades. Teachers should strive to have few incomplete grades. However, incomplete grades may be given when students have an extended absence at the end of a semester or during final exam periods. In those instances, a grade will be established within two weeks of the beginning of the following semester. An incomplete grade not satisfied within two weeks will be changed to an “F” grade. •

In addition to achievement, work habits and citizenship may evaluated and noted in the report card comments. Some examples of evaluative statements are as follows: -Conscientious effort -Works below ability -Frequently tardy to class -Superior effort -Shows improvement

Academic Recognition Student grade point average is based upon a 4.0 grading scale: “A” = 4 points “B” = 3 points “C” = 2 points “D” = 1 point “F” = 0 points For establishing grade point average for scholarship applications, college admissions, and other purposes, a five point scale will be used on those courses approved by the University of California for honors and Advanced Placement/International Baccalaureate credit:

“A” = 5 points “B” = 4 points “C” = 3 points “D” = 1 point “F” = 0 points

“Plus” (+) and “minus” (-) grades do not affect grade point averages calculated using the four-point scale, nor do they affect grade point averages derived on the five-point scale.

Communicating the Results of International Baccalaureate Exams IB results are available at https://candidates.ibo.org from 1200 hours GMT sometime during the first week of July. In late May, Rio Mesa’s IB coordinator provides all those registered for IB exams a document containing the unique alphanumeric username and personal identification number (PIN) needed to access IB exam scores. IB scores are not mailed home. IB students are responsible for accessing results from the above website using the username and PIN code provided by the IB coordinator. If a student should misplace his or her username and/or PIN code, it is the student’s responsibility to contact the IB coordinator for assistance. The IBO will not discuss results with candidates, their legal guardian(s) or representative(s). If a student has an issue regarding his or her results, he or she must contact the IB coordinator for assistance. At the present time, IB exam scores are not included on official Rio Mesa High School transcripts. IB students must formally request that exam results be sent to a specific college or university. In late May, Rio Mesa’s IB coordinator provides all seniors who have registered for IB exams a form entitled “Request for Results.” Seniors must correctly complete the aforementioned form and return it to the IB coordinator by the advertised deadline. The IB coordinator will then electronically submit all requests. The IBO sends exam scores to the designated institutions in electronic or paper format.

Awarding of the IB Diploma by the International Baccalaureate Organization As mentioned above, IB students must access exam scores at https://candidates.ibo.org. This same site provides diploma candidates with confirmation regarding achievement of the IB diploma. In order to achieve the IB Diploma, a candidate must fulfill certain requirements. A candidate must earn at least 24 points from their combined grades in six subjects, along with their grades for *Theory of Knowledge (ToK) and the *Extended Essay (EE). A score of 30 or above is considered good. Scores of 35 or higher are excellent. A perfect diploma score is 45. Students must not score a 1 or 2 in any Higher Level subject. Students must also complete the Creativity, Action, and Service (CAS) requirements. However, there are certain conditions a candidate must meet even if all of the aforementioned requirements are met.

These conditions are delineated in the IB document entitled General Regulations: Diploma Programme. This document can be accessed at: http://www.riomesahigh.us/departments/academics/international-baccalaureate/

*Below is the scoring matrix for Theory of Knowledge and Extended Essay.

Types of Assessments The following sections describe the various assessments administered to students in the Rio Mesa High School International Baccalaureate Program. Some assessments are not given on our campus – we promote and encourage student participation in these outside assessments. State Required Assessments • California English Language Development Test (CELDT) • Smarter-Balanced Assessment Tests • California High School Exit Exam Other forms of Assessment • Foreign language diagnostic and placement tests • Advanced Placement Exams • PSAT • SAT • SAT Subject Tests • ACT • International Baccalaureate Exams

Classroom Assessments • Critique • Discussion • Lab report • Observations of behavior • Peer collaboration • Portfolio and project • Presentation • Written response • Teacher-generated tests • Publisher-generated tests • Questioning • Rubric • Student self-assessment • Homework **

**According to Oxnard Union High School District Board Policy 6154 : Homework shall refer to those assignments to be prepared by the student outside of the school. Homework is broadly defined as student learning activities conducted outside of school hours under the guidance of a professional educator, although typically not under the direct supervision of a professional educator. Homework should be an extension of learning opportunities, not a displacement of or substitute for classroom instruction. Homework need not be exclusively "paper and pencil" activities; it can include a wide variety of student learning activities related to the curriculum under study. The assignment of homework, then, shall be done according to these guidelines: 1. Homework should be a properly planned part of the curriculum, extending and reinforcing the learning experience of the school. 2. Homework should help develop the student's responsibility by providing an opportunity for the exercise of independent work and judgment. 3. Teachers may provide options and alternative ways for students to complete their homework assignments. 4. The number, frequency, and degree of difficulty of homework assignments must be based on the ability and needs of the student. 5. Worksheets and other types of short-term, skill-building, practice- and reinforcement-oriented assignments have a place, but should not be the only homework given. 6. As a valid educational tool, homework should be clearly assigned and the results carefully evaluated.**

International Baccalaureate Diploma Programme Internal and External Assessments – these are required IB assessments and are in addition to any teacher-generated assessments Language A: Language and Literature HL and SL • Internal Assessments o Individual Oral Presentation o Individual Oral Commentary • External Assessments o Written Examinations: Papers 1 and 2 o Written Tasks ( HL = 2, SL = 1) Language B: French or Spanish SL • Internal Assessments o Individual Oral Commentary • External Assessments o Written Examinations: Papers 1 and 2 o Written Assignment History HL: History of the Americas • Internal Assessments o Historical Investigation • External Assessments o Written Examinations: Papers 1, 2, and 3 Economics SL: • Internal Assessments o Portfolio of three commentaries • External Assessments o Written Examinations: Papers 1 and 2 Environmental Systems and Societies SL: • Internal Assessments o Experimental Investigation • External Assessments o Written Examinations: Papers 1 and 2 Chemistry HL and SL: • Internal Assessments o Group 4 project o Investigations, laboratory work or practical, and projects • External Assessments o Written Examinations: Papers 1, 2, and 3

Math Studies SL: • Internal Assessments o Portfolio or project • External Assessments o Written Examinations: Papers 1 and 2 Visual Arts HL and SL: • Internal Assessments o Investigation Workbook • External Assessments o Studio Work Theory of Knowledge (ToK): • Internal Assessments o Oral presentation • External Assessments o Prescribed essay Extended Essay (EE): • External Assessments o In-depth dissertation of approximately 3,800 – 4,000 words

Calendar of Major RMHS IB Diploma Programme Deadlines http://www.riomesahigh.us/departments/academics/international-baccalaureate/

Assessment Policy Review: This policy is updated every year to reflect the current school calendar as it pertains to deadlines and exam dates. This policy is evaluated every two years by the IB coordinator, one teacher from each DP group (1-6), the IB counselor, and the Associate Principal assigned to monitor the diploma programme at RMHS. It is the responsibility of the IB coordinator to ensure the success of the assessment policy review. The next review period is scheduled for September 2016. This policy can be downloaded electronically from the RMHS IB website at

http://www.riomesahigh.us/departments/academics/international-baccalaureate/