Assessment Policy

IELEV HIGH SCHOOL ASSESSMENT POLICY

Philosophy

Assessment is an indispensable part of teaching and learning at İELEV High School, considering the content of the institution’s vision and mission statements. Complying with the National Ministry of Education regulations, it is at the standard defined by IBO and aims to raise lifelong learners who internalize IB Learner Profiles and are equipped with the necessary skills and abilities to be world citizens. As a result, assessment is approached to reflect the philosophy and objectives of IB-DP.  Necessary amendments are made depending on the regulations and procedures that take place in both IBO and National Ministry of Education.

Purpose

Assessment in İELEV High School aims to diagnose the strengths of students and their areas that need to be improved. Accordingly, it leads further and detailed planning of the teachers to improve the students to reach further standards and objectives set forth by the National Ministry of Education and IBO.      

Principles

• Assessment is based on learning outcomes and objectives published by the National Ministry of Education and IBO. Teachers make these objectives and outcomes clear to all students and parents at the beginning of each academic year.
• Assessment should be transparent and fair. In addition, it should be used to meet the aims of the program and assist each student to enhance the learning abilities to achieve the specified learning outcomes and objectives.
• Throughout the assessment process, all teachers agree that students have different backgrounds, different learning styles and needs.
• Assessment process is criterion-referenced, which means all assessment is carried out with the pre-determined standardized criteria which are shared with the students in advance.
• Assessment is both formative (used to measure students’ knowledge and understanding and to monitor students’ learning on a regular basis; and necessary adjustments are made accordingly) and summative (given at the end of a teaching unit or concept for the purpose of evaluating to what extent students could achieve the intended outcomes and objectives).
• A variety of appropriate and relevant assessment tools and tasks align with the learning outcomes and objectives in the scope and sequence documents such as assignments, presentations, projects, portfolios, quizzes, investigations, and examinations are used in the assessment process.
• Students are given immediate and continuous feedback on their level of achievement to enable them to improve their learning and understanding.
• All students are encouraged to participate in the assessment process with self-assessment and peer-assessment opportunities.
• Documents and records regarding assessment are kept and shared with the parents and students on a regular basis via appropriate and suitable media.
• Assessment process and its principles mentioned above are in line with the principles and procedures of Academic Honesty of İELEV High School.

Responsibilities of Teachers in the Assessment Process

All the teachers at İELEV High School have the following responsibilities in the assessment process. They should:

• follow the changes that take place in the assessment procedures in IBO and the National Ministry of Education,
• introduce the mark schemes of past IB exams during each course both in and outside class performances,
• plan and design assessment tasks considering the learning outcomes in the scope and sequence documentation,
• keep an accurate record of all assessment process of their students,
• give immediate oral and/or written feedback regularly that will encourage students to improve themselves,
• create opportunities for the students to be involved in self and peer assessment activities,
• respect and be aware of the different learning styles in assessment,
• cooperate and coordinate with the colleagues to develop a variety of common assessment tools and tasks considering the different learning styles, backgrounds and needs of the students,
• analyse and compare the assessment data with other teachers to improve students' strengths and weaknesses and ways for improving different assessment tasks,
• make new planning and adjustment in their teaching strategies depending on the data provided by the analysis of the assessment results,
• prepare students to the international standardized tests such as Cambridge University KET, PET, FCE exams, IELTS and TOEFL in English and DSD1 and DSD2 exams in German,
• follow IB-DP published exams and mark schemes and guide students accordingly in assessment,
• inform the related parties about the results of the assessment and the feedback given to their students.

Responsibilities of Students in the Assessment Process

All the students at İELEV High School have the following responsibilities in the assessment process. They should:

• be able to think and work independently in assessment,
• recognize the deadlines of any given written/on-line assessment task and the exam schedules without any exception and extension,
• make sure that they are adhered to Academic Honesty Policy in all assessment process,
• adjust themselves for improvement taking the feedback given by their teachers and assessment results into consideration,
• require personalized feedback from their subject teachers,

Responsibilities of Parents in the Assessment Process

All the parents at İELEV High School have the following responsibilities in the assessment process. They should:

• provide students with the ideal learning and studying environment,
• cooperate with the school staff to fulfil the requirements of the assessment process.

Recording and Sharing of Assessment Results

• All the results of assessment tasks are kept by the related school staff in written and on-line format.
• Regular parent-teachers conferences are held twice an academic year to inform parents about the assessment results and progress of students. There are also face-to-face meetings held with the parents on weekly basis.
• Students receive a report card at the end of each semester; that is four in total.
• The marking in the National Ministry of Education is different from the GIB marking system. Therefore, they are not converted into GIB grades and grading system of the assessment results in the report cards is regulated by the National Ministry of Education. In addition, students also receive GIB report cards in grades 11 and 12 considering the grade boundaries of IBO subject guidebooks.