School Assessment Policy
Assessment in the IB at Ikast-Brande Gymnasium
Assessment in the IB DP at Ikast-Brande Gymnasium is guided by the overall principle of maximizing all students’ learning. We believe in assessment as learning that fosters student growth and reflection and encourages students to continue to develop as learners. We also believe in assessment for learning; i.e. assessment as a teaching tool that allows for differentiated instruction and the ability of teachers to meet the needs of all learners in the classroom.
We are guided by the following principles:
- Have different learning styles
- Perform differently in different learning settings
- Learn from self-assessment and peer assessment.
- Reflect on their own learning by recognizing own strengths and areas for improvement.
- Thrive in an environment of positive and constructive criticism.
- Design various types of assessments that take into consideration the different learning styles of students and put the student at the centre.
- Share the belief in ‘assessment for learning’. Assessment is the teacher’s tool to provide evidence-informed instruction on a daily basis to accurately meet the level and needs of each individual student.
- Assessment and instruction are integrated: teachers need to know their students to maximize learning for all.
- Assessment and instruction are planned in relation to the curriculum for all students, applying principles of Universal Design and Differentiated Instruction.
- Assessment is designed to help students and may lead to further learning support, if needed.
Why do we assess?
We assess according to three types of assessment:
Assessment for learning
- To give teachers information on student learning to be able to modify and differentiate teaching and learning activities.
- To set targets for where the student needs to go and how best to get there.
- Assess the effectiveness of the learning environment for each individual student.
Assessment as learning
- To support reflection among students on own learning. By monitoring own learning, students are able to use the feedback to make adjustments to their own understanding.
- Assessment feedback to students form ways for the student to link curriculum and assessment.
Assessment of learning
- Summative assessment confirms what students know, and demonstrates whether they have achieved the curriculum outcomes.
- Summative assessment informs curriculum review.
- help evaluate suitability of courses
How do we assess?
Assessment is based on the principle of student success for all, and is rooted in the IB learner profile and the IB criterion-based assessment practices.
To ensure a full range of assessment strategies, as described above, assessment includes:
- Diagnostic assessment to provide teachers with students’ readiness to learn and to identify prior knowledge.
- Formative assessment: classroom assessments of various types within the classroom, timely and descriptive feedback on assessment tasks, whether in class or at home
- Formative written work that draws on the IB criterion-based assessment, and prepares students for exam expectations.
- Summative assessment: designed to monitor student progress in relation to the final examinations in each subject.
- Summative IB internal assessment grades, moderated by an external IB examiner, given in each subject once throughout the course, upon completion of the internal assessment paper.
How do we grade?
In the IB, all grades are IB grades (1-7), and based on subject-specific IB criteria to indicate levels of achievement. At the end of each semester, students receive a summative grade, based on the IB 1 (low) – 7 (high) grading scale.
Summative grades are given in November, March, and May for pre-IB and year 1 Diploma students. In addition, summative subject tests are carried out in June and final test grades are given in late June.
For year 2 Diploma students, summative grades are given in November, predicted grades are given in March, and exams are held in May. Final grades are published in early July.