IB Middle Years Programme
Assessment Policy Discovery Canyon Campus
Reviewed December 2014 Next Review December 2018
Discovery Canyon Assessment Policy Introduction This document outlines the philosophy, policy, and procedures regarding assessment of student learning and achievement at Discovery Canyon Campus. The assessment policy serves as a guideline for our students, families, and staff. This policy shall be reviewed annually as new ideas are developed and assessment practices are evaluated. Philosophy on assessment Academy School District 20 IB schools believe that assessment and learning engagements are integral tools used to educate every student to become a lifelong learner. Through inquiry-based instruction, students are provided feedback on their understanding of IB concepts and contexts. In addition, essential objectives drive well-written assessments, which then guide instruction. The assessment tasks, strategies, and tools may be collaboratively designed by teachers and students. Objective-driven assessments allow teachers to provide rich feedback and give students the opportunity for reflection. We recognize both summative and formative assessments as being integral to the teaching and learning process. Assessments contribute to each individual student’s understanding and growth within the inquiry-based curriculum. At Discovery Canyon Campus, we recognize that good assessment is focused on developmentally appropriate, enduring, and essential content and skills. Good assessment is a valid indicator of what students know and are able to do, and is authentic to the learning experience. Additionally, good assessment is often conducted with multiple experiences over time, to increase reliability. Purpose and Types of Assessment Different types of assessments have different purposes and provide different information. Pre-assessments are diagnostic in determining students’ readiness regarding learning objectives. Analysis of pre-assessment results shapes teachers’ lesson plans and informs them on how they might differentiate learning for each student. Formative assessments are done regularly during instruction and are used to assess students’ progress. Results of formative assessments allow teachers to provide meaningful feedback to students, as well as determine what further actions are needed to promote student growth. Summative assessments are given at the end of the learning and reflect the essential and enduring knowledge that students have achieved. Most of the curriculum and assessments are created collaboratively by a team of teachers who teach the course, so all students can meet the same standards and learning objectives. In order for students to demonstrate understanding and mastery of learning objectives, formative and summative assessments may come in a variety of formats. These may include portfolios, projects, discussions, Socratic seminars, research papers, performance assessments, oral questioning, laboratory practicums, reports or essays, or an assortment of tests and quizzes. Rubrics are frequently used to focus learning and for assessing and reporting student achievement objectively and measurably. Rubrics are also used for student self-assessment, as well as to establish learning goals over the course of instruction. Additionally, students are encouraged to choose their own means of demonstrating mastery to their teachers, and to reflect upon their learning progress. All assessments will be administered in English with the exception of Language Acquisition courses. Please refer to the DCC Language Policy.
Standards and Objectives Learning objectives come from a variety of sources: Colorado Academic Standards, Common Core State Standards, College Board, International Baccalaureate Organization (IBO), Project Lead the Way, and Academy District 20. In addition to classroom assessments, students are required to take a number of standardized assessments given to different grade levels over the course of the year. In the MYP, assessment is closely aligned with the written and taught curriculum. Each strand from the MYP subject area has a corresponding strand in the assessment criteria for this subject group.
Below is an example of an MYP criterion rubric illustrating this alignment and the increasingly complex demands for student performance at higher achievement levels.
Teachers in the Middle Years Programme receive training to use rubrics provided by the IBO in subject areas for years 1,3, and 5 with special provisions/modifications for years 2 and 4. Each of the four criteria are assessed at least two times per school year. Below are several important notes about IB rubric scores: * IB rubric scores DO NOT directly correlate with traditional percentage/letter grades. IB grades are based on a rubric designed for a specific assessment or assignment. For example, a student may receive a traditional score of 82% on an assignment, and a 6 out of 10 for the IB rubric score. * At DCC, the IB rubric score IS NOT calculated in a student’s quarter grade – the IB rubric grade DOES NOT impact the traditional quarter letter grade posted in Infinite Campus. * The IB rubric score provides one way to look at student achievement and not every assignment earns an IB rubric score. Typically, larger projects and assessments are ones that may be assigned an IB rubric score. In order to share IB rubric scores with parents/guardians and students, IB rubric scores are visible in the Infinite Campus Parent Portal. Although the IB rubric scores are visible, they will not be calculated in the overall quarter grade. Again, not every assignment, project, or assessment will be assigned an IB rubric score.
Below is the view of the grade screen in the Infinite Campus Parent Portal for a fictitious student, with some notes on how to interpret various elements on the screen. In the example, an IB rubric score of 6 out of 10 is listed for the “Egypt Unit Project” (not calculated in the quarter grade) and a traditional score of 64% is listed for the “Egypt Unit Project” (is calculated in the quarter grade).
Section containing IB rubric scores. Scores in this section are not used in grade calculation.
This line shows the IB rubric score for the “Egypt Unit Project.” In order to view the IB rubric used for the project, click on the “IB Grade – Egypt Unit Project” title.
These totals are always zero because IB rubric scores do not calculate in the quarter grade.
This section contains traditional scores that are included in the quarter grade calculation.
Accommodations Discovery Canyon Campus recognizes that some students with disabilities require educational plans and accommodations to meet standards and learning objectives in the classroom. For these students, educational teams are assembled to thoughtfully determine and document appropriate accommodations needed to access instruction and assessment. These accommodations begin in the classroom and are utilized on assessments if they have proven to be successful (and are permitted). They are not given to students to provide an educational advantage, used to reduce learning expectations, or replace instruction of the standards. All decisions are made and documented in a formal educational plan according to applicable district, state, and federal guidelines. Please see the DCC IBMYP Inclusion/SEN Policy. Grading and Reporting
For most assignments, teachers give students a traditional score based on the total points earned, the points are recorded in Infinite Campus, and the points contribute to the overall letter grade that a student is receiving in a class. For some specific assignments, students are given two scores for their work – one traditional point score that is recorded in Infinite Campus and a second score based upon the IB level of achievement attained. IB levels of achievement are outlined in a rubric that describes each level, and rubric scores range from 1 to 8. Below is an example of an IB assessment rubric. IB grades are determined through the criterion-referenced rubrics established by the IBO’s standards and practices in each content area. Multiple components are assessed to specific criterion and are then combined to determine the final grade. All MYP teachers at Discovery Canyon Campus receive training in the IB standards and practices within their content area. Teachers learn about their subject area criteria, how to use the criteria for instruction and assessment, and how to communicate the criteria to their students. A variety of professional development opportunities support teachers in their use of the assessment criteria, including the Online Curriculum Centre, collaboration with other subject area teachers around the state, and classroom observation feedback to inform instructional decisions. Teachers also regularly collaborate with colleagues in the district that teach in the same subject areas. Discovery Canyon Campus believes that the education of each student is a responsibility shared by students, families, and schools. Therefore, timely and meaningful feedback to students and parents is imperative to the learning process. Student progress is communicated not only during class time, but through personal contact with families and through Infinite Campus via the online Parent Portal. Access to current grades is available at any time, and formal parent-teacher conferences are scheduled at the end of the first and third quarters. Additional information may be posted on ALEC, Sharepoint, and ManageBac.
Homework Homework is an extension of the classroom and a critical component leading to mastery of the standards and learning objectives and is expected to be completed. Homework is used to encourage student self-discipline, independence, and responsibility, while increasing academic achievement, promoting lifelong learning and allowing for expansion of the curriculum. The type of homework assigned depends on the purposes and age of the student. There are four types of homework: practice, preparation, extension and creativity. Practice Homework: Practice homework provides students with the needed review and reinforcement necessary to learn a previously taught lesson. Examples of practice homework include: solving a series of problems after studying specific mathematics concepts, writing a reaction paper after studying a specific period of history or reviewing foreign language vocabulary after being introduced to new words. Preparation Homework: Preparation homework helps students prepare for the next class session and/or preparing for an exam. Examples of preparation homework include: reading an assignment and writing questions for class discussion, viewing Khan Academy videos or reviewing notes and materials to study for an exam. Extension Homework: Extension homework guides students as they expand upon concepts taught in class. Examples of extension homework include: rewriting a story in Modern English and in modern context after reading a piece of literature written in another century, or reading a book and reporting to the class. Creative Homework: Creative homework includes analysis, synthesis and evaluation. This type of homework is inventive and resourceful, since students develop their own ideas related to a class topic and share those ideas with the class. Examples of creative homework include: create a political cartoon that addresses a topic being covered, construct a miniature castle, plan a trip to China, develop a log of experiences or map the excursion, build a balsam bridge that supports at least twenty pounds. Resources Academy District 20. Mission and Belief Statements. Colorado Springs, CO: Academy District 20. Discovery Canyon Campus. Student Handbook 14-15. Colorado Springs, CO: Discovery Canyon Campus. International Baccalaureate Organization. (2010). Guidelines for developing a school assessment policy in the Diploma Programme. Cardiff, Wales: International Baccalaureate Organization. Patrick Henry High School. Patrick Henry High School Assessment Policy. Minneapolis, MN: Patrick Henry High School. Popham, W. J. (2006). Assessment for educational leaders. Boston, MA: Pearson Education Inc. Wormeli, R. (2006). Fair isn’t always equal: Assessing & grading in the differentiated classroom. Portland, ME: Stenhouse Publishers.
