Stanton College Preparatory School



Stanton College Preparatory School

ASSESSMENT POLICY

Purposes of Assessment

Assessment serves four major purposes:

1. to measure student achievement of basic and advanced curriculum standards,

2. to provide information to staff to improve instructional practices and to meet student needs,

3. to provide information to students in order to better understand the mechanisms of learning, and

4. to evaluate and to monitor the effectiveness of district curriculum and instructional programs.

Quality Assessments

In order to meet the above purposes, the goal is to create and implement high quality assessments that are designed to be both valid and reliable. All assessments will have clear purposes and will incorporate a variety of assessment methods to evaluate accurately students' knowledge and skills. These methods will include both written responses and performance-based measures such as observations, performances, portfolios, and oral communication.

International Baccalaureate (IB) and Advanced Placement (AP) courses have required formal assessment components. Informal assessments are designed throughout all coursework at Stanton to prepare student for these high stakes examinations in order to maximize student potential and achievement.

Methods of Assessment

A variety of different methods are used to measure student achievement. At various times throughout the year students are assessed in both formative and summative ways to measure individual performance against stated objectives for each subject. In accordance with federal and state regulations, assessment will also include standardized norm-referenced tests and standardized criterion-referenced tests. Norm-referenced tests will be used to ascertain student mastery of basic skills. Criterion-referenced tests will be used to determine student mastery of higher level skills and applications.

Assessment Methods are sensitive to the needs of students and may be varied based on specific requirements as outlined in the inclusive access arrangements policy and the language policy.

Responsibilities

Responsibilities of Students

▪ Analyze both formal and informal assessment results to monitor their academic growth.

▪ Participate in different opportunities that demonstrate learning.

▪ Be able to explain their own work.

▪ Understand and follow the Stanton Integrity Code.

▪ Identify challenges and goals to drive academic and personal growth.

▪ Use data to investigate assumptions about their own learning.

 

Responsibilities of Teachers

▪ Analyze assessment data to identify patterns of student performance and needs.

▪ Providing ongoing constructive, timely feedback to students and parents.

▪ Use assessments to inform and improve instruction.

▪ Engage in self-reflection on their own practice in order to enhance their effectiveness in the classroom.

▪ Use assessments that are meaningful and reliable.

▪ Be aware that assessment instruments can be culturally, socially, or specifically biased and use multiple assessment strategies to more thoroughly evaluate student progress (e.g., projects, portfolios, etc.).

▪ Seek input from different resources on ways of developing informal assessment strategies.

▪ Provides common assessments that are used a minimum of once a semester in order to reflect on subject wide results.

▪ Uses DCPS’ Focus Information System to share assessment results with students and parents in a timely manner and as required by grade reporting set by Stanton’s Curriculum Office.

 

Responsibilities of the School Administration

▪ Support staff in using multiple assessment strategies.

▪ Assist staff with understanding the formal assessment requirements of their courses, if needed.

▪ Provide student-related data in a timely manner.

▪ Provide time for teachers to plan and reflect.

▪ Provide training on data interpretation and use.

▪ Provide training for new teachers regarding school assessment philosophy.

▪ Set specific achievement goals for the school and communicate goals to the faculty.

▪ Use performance on school-wide and individual goals to plan for future years.

▪ Monitor effectiveness of assessment policy and create action plan for adjustments and changes as needed.

Academic Review Committee (ARC)

The Academic Review Committee (ARC) is responsible for the review of student data throughout the school year and monitors progress of students. The purpose of ARC is to address reasons for student underachievement, to identify students who are facing short term academic difficulty, and to establish a plan for successful completion of student academic requirements. Additionally, ARC monitors student graduation requirements to ensure that all students are on track for graduation according to Duval County Public Schools Student Progression. All students may be required to attend ARC committee meetings, which includes students in both the International Baccalaureate (IB) and Advanced Placement (AP) tracks.

The Academic Review Committee meets weekly during school leadership meetings. ARC is composed of all four administrators, the IB diploma coordinator, the chair of the school counseling department, the gifted coordinator, the student activities director, the athletic director, the testing coordinator, and the dean of students. Teachers may be incorporated into ARC committee review as necessary. The student resource officer (SRO) may be incorporated into ARC committee review if students require specific needs that the SRO or school police will be involved with. ARC committee meetings are recorded in Duval County Public Schools FOCUS portal for parents, students, and school staff to reference notes and next steps per ARC meetings.

ARC monitors student assessment data and long term grades, however, teachers are encouraged to proactively submit students to the Academic Review Committee by emailing the Principal or their grade level administrator. Students may be sent to ARC for a variety of reasons, for instance long term underachievement or sudden changes in academic behavior or grades.

Types of Assessment

Formative Assessment

Formative assessment is an ongoing collection of information that occurs throughout the day/unit/term that enables teachers to track, support and guide students' continuous progress and improvement towards achievement of the expectations. It is this ongoing assessment that determines what the student knows and is able to do and can apply, and points to the next steps for teaching and learning.

In nearly all subjects at least some of the assessment is carried out internally by classroom teachers, who mark individual pieces of work produced as part of a course of study.

Examples include:

▪ oral presentations

▪ writing portfolios

▪ class presentations

▪ practical laboratory work

▪ mathematical investigations

▪ artistic performances

Summative Assessments

Summative assessment occurs at the end of the semester and at the end of the year. It provides students with opportunities to demonstrate their achievement of the learning addressed during that semester or year.

Examples include:

▪ essays

▪ structured problems

▪ short-response questions

▪ data-response questions

▪ text-response questions

▪ case-study questions

▪ multiple-choice questions

Monitoring of Student Assessments

Students are expected to uphold the highest standards of academic integrity. Assessments at Stanton are aligned with the Stanton academic honesty policy and violations of academic integrity standards are followed up as appropriate. Electronic assessments are submitted to (Turn It In) for the evaluation of plagiarism. Teachers are provided accounts for the website and given access to review all student submitted work. The use of Turn It In is also one of the methods of authenticating student work for internal and external assessments though the IB Program, including the Extended Essay.

Features of Assessment in the International Baccalaureate Diploma Program

At Stanton, we offer the International Baccalaureate (IB) Diploma Program in addition to the AP/Honors Program. The IB Diploma Program goals provide students with:

▪ a broad and balanced, yet academically demanding, program of study

▪ the development of critical-thinking and reflective skills

▪ the development of research skills

▪ the development of independent learning skills

▪ the development of intercultural understanding

▪ a globally recognized university entrance qualification.

Assessment at Stanton upholds principles as outlined by the International Baccalaureate Organization (IBO) and as such are communicated students within the first week of each course start date. Formal Assessment in the IB program includes the assessed work that contributes to a student’s overall score in a course. Formal Assessment for most IB courses includes a combination of Internal Assessment- assignments marked by a teacher and moderated by IB examiners, and External Assessment- assignments sent to IB examiners for marking. Assessment tasks at the school level are designed to support and encourage good classroom teaching and learning in the context of the IB’s formal assessment tasks. In addition to academic skills, Diploma Program assessment practices encourages an international outlook and intercultural skills where appropriate. Formal Assessment for all IB courses includes assessment types in addition to the May Examination Session papers.

Assessment practices in the IB:

• Bases assessed criteria on the evaluation of course aims and objectives

• Emphasizes criterion-related assessment

• Distinguishes between formal IB assessment and the process of supporting student development through informal assessment

• Values student’s most accurate demonstration of knowledge rather than an average of attainment grades over a period of time

• Includes formal assessment that focuses on the whole course rather than segments of the course or units taught during classroom instruction

• Encourages students to recall, adapt, and apply skills to new contexts and content, when appropriate

• Is appropriate for the widest possible range of students and is responsive to students who require inclusive access arrangements

Standardized Assessment by IB teachers:

Standardization of assessment procedures is required when multiple teachers are responsible for the work of students across the same course. The most significant aspect of standardized assessment practice occurs through the marking of Internal Assessments. Teacher collaboration is essential in this process to guarantee that students are not receiving an unfair advantage or disadvantage due to marking and scoring practices. Teachers are required to use common planning time to communicate the nature of their Internal Assessment task, marking criteria, student achievement levels, and general observations. Standardization may occur in practical terms with group – marking as well as other methods.

Standardization is required in the following courses:

Language A: Literature HL

Spanish B SL

French B SL

Contemporary History SL and HL

Philosophy SL and HL

Mathematics SL

Teachers are required to submit marks for Internal Assessments to the IB Diploma Coordinator only after the standardization of exam marks has been completed. Internal Assessment marks will not be accepted if teachers have not completed standardization.

Scoring IB Exam Components

Each IB subject is assessed on a scale of 1-7 with a score of 4 considered a “passing grade”. This score is calculated based on a combination of internal and external assessments throughout the 11th and 12th grade years. Each Internal and External Assessment component is additionally marked and scored on a scale of 1-7, allowing teachers and students to evaluate achievement on individual components of their exam. The grading scale represents the following achievement descriptors:

|Formal Score |Descriptor of Work |

|7 |Excellent |

|6 |Very Good |

|5 |Good |

|4 |Satisfactory |

|3 |Mediocre |

|2 |Poor |

|1 |Very Poor |

Conversion of IB Assessments

The Diploma Coordinator provides a table for subject area teachers to review the published subject guides and grade boundary documents in order to establish a scaling factor for class grades. School assessments receive scores on a 0-100 scale, while IB assessments receive scores on a 1-7 scale. Teachers who record IB assessments on a 1-7 scale are required to convert the marks received into a 0-100 grade per district requirements. Teachers are reminded that the percentage of marks earned does not translate directly to achievement levels, for example, earning 50% of marks on an IB assessment is a passing grade while earning a score of 50% would not. Teachers are encouraged to consult the grade boundary conversions when assigning while remaining considerate of the expectations of the class and assessment models.

An example is provided below:

Biology Internal Assessment Grade Procedures

|Marks Range |IB Formal Score |Descriptor of Work |% of Marks Earned |Suggested Conversion |

|0-3 |1 |Very Poor/Incomplete |0- 12.5% |F |

|4-6 |2 |Poor/Incomplete |16- 25% |D (60-69) |

|7-10 |3 |Mediocre/Average |29%- 42% |C (70-75) |

|11-13 |4 |Satisfactory/Average |45% - 54% |C/B (75-85) |

|14-16 |5 |Good |58% - 66% |B (85-90) |

|17-19 |6 |Very Good |71%- 80% |A (90-95) |

|20-24 |7 |Excellent |83% - 100% |A (95-100) |

Predicted Grades

The Predicted Grade is the teacher’s prediction of the grade the candidate is expected to achieve in the subject based on all of the evidence of the candidate’s work and the teacher’s knowledge for the IB standards. Predicted Grades may be based on components of the formal course grade that have already been submitted, both internally and externally assessed. Predicted Grades are a requirement of each IB course and instructors must provide the final Predicted Grades to the Diploma Coordinator in advance of established deadlines, approximately the first week of April each school year.

Predicted Grades may be used:

• by the International Baccalaureate Organization (IBO) in grade award meetings when considering a subject’s grade distributions and the performance of individual candidates

• by the IBO as a basis for review of student work if the awarded grade varies significantly from the predicted grade

• by Stanton faculty and staff as an evaluation tool monitoring comprehension of the requirements and standards by course

• by universities as an evaluation tool in determining the suitability of an applicant and as a basis for making admissions decisions

Earning an IB Diploma

Assessment in the Diploma Program is centered around sound practices, while the structure of assessments are based on the Diploma Program model, ultimately resulting in the awarding of the IB Diploma. Diploma Program students follow six courses at either higher level or standard level. The grades awarded for each course range from 1 (lowest) to 7 (highest). Students can also be awarded up to three additional points for their combined results on Theory of Knowledge and the Extended Essay. Therefore, the highest total that a Diploma Program student can be awarded is 45 points.The diploma is awarded to students who gain at least 24 points, subject to certain minimum levels of performance across the whole diploma and to satisfactory participation in Creativity, Activity, and Service (CAS). Those students who do not satisfy the entire set of requirements for an IB Diploma or who elect to take fewer than six subjects are awarded a certificate for examinations completed.

Scores are determined based on a combination of both internal and external assessment. Internal assessments normally contribute between 20 and 30 percent of the students’ total mark. External assessments then complete the rest of the mark. There are a number of other externally assessed pieces of work, for example, theory of knowledge essays, extended essays, and world literature assignments. These are completed by students over an extended period under teacher supervision instead of examination conditions, and are then marked by external examiners. Student results are determined by performance against set standards, not by each student’s position in the overall rank order.

IB Examiners

The IB uses about 5,000 examiners worldwide. They ensure that student work, both internal and external, is assessed fairly and consistently.

▪ Many IB examiners are experienced Diploma Program teachers.

▪ Examiners receive detailed instructions on how to mark the work sent to them.

▪ Examiners send a sample of their marking to a more senior examiner for checking.

▪ Each subject has a group of senior examiners who prepare examination questions, set the standard for marking and determine the marks needed for the award of each subject grade.

▪ There is a chief examiner for each subject, usually an academic from higher education, with international authority in their field.

Revision of Assessment Policy

Changes to the assessment policy may occur due to Federal, State, or District requirements, updates to the requirements of the International Baccalaureate or Advanced Placement programs, specific course adjustments, and specific changes required by the school.

Revision to the assessment policy can be suggested by faculty members though presentation to the faculty forum. Revision suggestions are brought forth based on observable school needs. Revision suggestions at faculty forum are addressed and brought to the school leadership team for implementation or further review.

Communicating Assessment Policy to Stakeholders

Stanton College Preparatory School’s Assessment Policy is communicated to students, parents, teachers, and school staff members as follows:

• Policy is posted on Stanton College Preparatory School’s website, available in the Policies page as well as included in the IB Program Policy page

• Policy is available upon request from Administrative team or IB Coordinator

• Annual Opening of School Meeting to review school policies with faculty and staff

• Opening of School Assembly to address school policies with students

Changes to the Assessment Policy will be communicated to students, parents, teachers, and school staff members as follows:

• Staff will be informed of changes in school Assessment Policy at the Opening of School Meetings during teacher planning.

• Assessment implications will be reviewed in August Faculty Meeting to evaluate potential impact of student assessment for the school year.

• Quarterly IB Parent & Community Meetings will discuss policy changes and implications for parents and students

• Updates to assessment policy will be included in Annual Parent Update Letter (mailed to all students over the summer months)

• Annual Opening of School assemblies with each grade level will review details and expectations of all students based on Assessment Policy changes.

Stanton College Preparatory School referenced the following works in creation of the assessment policy:

Diploma Program Assessment Procedures, International Baccalaureate (September 2019)

Assessment principles and practices – Quality assessments in a digital age (August 2019)

Guidelines for developing a school assessment policy in the Diploma Program (IBO, 2010)

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