At Asker International School, it is important that teachers embody and model the Learner Profile to the students, colleagues, parents and the wider community. AIS therefore encourages teachers to be effective communicators, critical thinkers and principled lifelong learners who take on a shared responsibility when reviewing school policies and essential agreements. In alignment with our school vision, ‘Developing Global Citizens for the World of Tomorrow’, we ask teachers to be inquirers and risk takers when it comes to being curious about improving and implementing the policies. It is important that staff members remain open minded and caring while ensuring to see others' perspectives in a respectful and professional manner. By being knowledgeable of all the policies and essential agreements it helps teachers to have a balanced understanding of how AIS operates. By being reflective as an educator this helps our school community strive towards our vision.
Assessment Policy
(Date reviewed November 2023)
i) Philosophy
Assessment is the act of evaluating, appraising, and/or estimating the features, qualities, performances, and needs of individuals, programs, and institutions. The main goal of assessment is to demonstrate, support and enhance student learning. Every student has individual abilities, skills and knowledge. Assessment will be planned in advance to reflect the unit content. Assessment shall take a variety of forms and present students with continuous opportunities to demonstrate learning. Assessment shall also be used to influence the design of the curriculum and the progression of units. Students shall receive timely feedback throughout the assessment cycle and parents will be informed Assessment shall be reflected on by both the teacher and student.
ii) Purpose of Assessment
Formative assessment can be defined as diagnostic testing and is ongoing. The purpose of formative assessment is to monitor, document, measure and report on learning and to guide and influence teaching to ensure that learning is taking place. Formative assessment can include learning experiences, quizzes, worksheets, oral feedback, presentations and many other forms that are used to enrich the learning experience. Formative assessment is documented in unit plans and provides the teacher with the necessary information to help them scaffold support for students in the classroom.
Summative assessment/final learning tasks demonstrates a student’s learning and performance at a specific time. Summative assessment/final learning tasks can also be diagnostic and used to influence the formative assessment that takes place in the classroom. Summative assessment/final learning tasks take place for example at the end of a unit of learning.
In the PYP throughout the units of inquiry the students are working towards an end of unit piece of learning which captures their understanding of the lines of inquiry and key concepts explored.
In the MYP, all subjects assess four criteria, clarified in assessment rubrics, according to IB guidelines. Each strand within each criterion is assessed a minimum of twice a year.
iii) Parent Progress Meetings
Parents are entitled to a minimum of two parent–teacher conferences per academic year.
PYP
Homeroom teacher conference (Autumn)
Norwegian Teacher conference (Winter/Spring)
Parents can request a conference with the homeroom or subject teacher at a mutually agreed time.
Ongoing process reported through student’s digital portfolio on Seesaw
MYP
Twice yearly meetings with subject teachers.
Parents can request a conference with the homeroom or subject teacher at a mutually agreed time.
iv) Student Progress Meetings
Students are entitled to a minimum of two teacher–student meetings with their homeroom teacher per academic year.
PYP
Students meet their homeroom teacher in preparation for the student-led conference.
The reports are shared with the students ahead of time. Students work with the teacher to create "SMART" goals based on the written feedback in the report.
§ 3-7.Samtale om utvikling
Elevar har minst ein gong kvart halvår rett til ein samtale om deira utvikling i faga. Samtalen kan gjennomførast i samband med samtalen med foreldra etter § 4-2 og 4-3.
Elevar har òg rett til jamleg dialog med kontaktlærar om sosial utvikling og anna utvikling. Samtalen skal sjåast i samband med friskolelova § 1-1 og læreplanen skolen har fått godkjend etter friskolelova § 2-3.
§ 3-12.Halvårsvurdering i fag
Halvårsvurdering i fag er ein del av undervegsvurderinga. Den skal vise kompetansen eleven har i faget, og gi rettleiing om korleis han eller ho kan auke kompetansen sin. Elevar skal få halvårsvurdering utan karakter gjennom heile opplæringsløpet.
Frå 8. årstrinn skal elevar i tillegg ha halvårsvurdering med karakter. Halvårsvurdering med karakter skal vere skriftleg og gi uttrykk for den kompetansen eleven har nådd ut frå det som er forventa på tidspunktet for vurderinga. Vurderinga skal givast midt i opplæringsperioden, og ved slutten av opplæringsåret for fag som ikkje blir avslutta. I fag med fleire standpunktkarakterar gir læreplanane informasjon om talet på karakterar i halvårsvurderinga.
Faglærar gjennomfører halvårsvurderinga for elevar.
§ 4-2.Kontakt med heimen i grunnskolen
Skolen skal halde kontakt med foreldra gjennom opplæringsåret.
Skolen skal i starten av kvart opplæringsår halde eit foreldremøte der foreldra informerast om skolen, innhaldet i opplæringa, medverkinga til foreldra, rutinar og anna som er relevant for foreldra.
Foreldra har minst to gonger i året rett til ein planlagd og strukturert samtale med kontaktlæraren om korleis eleven arbeider dagleg, og eleven sin kompetanse i faga. I tillegg skal kontaktlæraren samtale med foreldra om den sosiale utviklinga og anna utvikling hos eleven. Samtalen skal klargjere korleis eleven, skolen og foreldra skal samarbeide for å leggje til rette for læringa og utviklinga til eleven. Eleven kan vere med i samtalen med foreldra. Når eleven har fylt 12 år, har han eller ho rett til å vere med i samtalen. Samtalen kan sjåast i samanheng med samtalen med eleven etter forskrifta § 3-7.
Foreldra skal få munnleg eller skriftleg:
varsling om eleven sitt fråvær
varsling dersom det er fare for at det ikkje er grunnlag for vurdering i fag, orden og oppførsel eller fare for at eleven kan få karakteren nokså godt eller lite godt i orden eller oppførsel, jf. § 3-7
informasjon om eleven og foreldra sine rettar og pliktar etter friskolelova og forskrifta
anna viktig informasjon om eleven, med mindre denne er underlagt teieplikt etter anna lovgiving
MYP
Students meet their homeroom teacher twice a year to discuss academic progress and set goals.
Students receive feedback from subject teachers following summative assessment.
Grade 6-10
Service and Action progress conferences occur as part of the student leadership programme.
Grade 10
Personal Project progress conferences. Three mandatory conferences with project supervisors take place per annum. Two conferences take place during the project and one conference is to provide feedback on the final submission.
SEN
PYP and MYP SEN students also receive two teacher –student conferences as part of IEP review. The timings depend on when the IEPs are written but these will usually be in August and January.
v) Reporting
Reporting will take place at the end of the first term in December and at the end of the school year. Reporting will take place digitally, through an online reporting system known as ManageBac. For the PYP, two reports are completed by the homeroom teacher and one report is completed by specialist teachers. For the MYP a data report is provided in December and a written report at the end of the school year. All reports will be stored using Managebac, the school’s management system.
Alternative requirements
In some cases reasonable adjustment may occur to cater for students with additional learning needs/additional language needs. Examples include but not limited to: access to additional time; extensions, flexibility in method of response, coloured overlays, and a magnifying glass.
Possible Scenario: A student with dyslexia
Additional time
Extensions
Use of voice to typing software
A scribe
Alternative submission format
If a student is undertaking an external assessment the following documents must be referred to:
IB Access and Inclusion Policy
vi) MYP subject assessment criteria
The following assessment criteria have been established by the IB for the MYP. At Asker, all summative assessment in the MYP is based on these assessment criteria. For each assessment criterion, a number of strands are defined. These describe a range of achievement levels.
Moderation/Standardisation
A moderation process must occur for all MYP summative assessments. Due to the importance of summative grades on a students final graduation grade, additional internal & external independent moderation may occur from time to time. Students who wish to appeal their grades can do so by contacting the MYP coordinator who will assess the appeal and, where necessary, contact the IB for external moderation.
IB assessment principles and practices in relation to national systems
The Norwegian public school grading system operates on a scale from one to six. Six is the highest grade and one is the lowest. The conversion from MYP IB grades to the Norwegian public school system is determined by
using a percentage calculation approach. This conversion is determined by the authorities and not locally by the school.
The total point score for a student is calculated by adding up the grades for each subject. This total is then converted into a percentage of the maximum total a student could have attained for those subjects. This percentage is a constant and is then used to determine the equivalent grade in the Norwegian system.
For example, Student A studies 8 subjects in the MYP. Their final grades are 7,5,4,5,6,7,7,5, which is a grade average of 5.8 out of 7. These are added up to a total of 46. The maximum score Student A could have attained is 56 (8 multiplied by 7). 46 as a percentage of 56 is 82%. The maximum score a student could attain for 8 subjects in the Norwegian public school system is 48. 82% of 48 equates to 39.4. This can then be divided by the total number of subjects to determine the grade average which is 4.9 out of 6. This grade average is used for applications to high school.
Additional Documentation:
Access and Arrangement Policy
Essential Agreement: Feedback
PYP Scope and Sequences
PYP Essential Agreement: Student Portfolios
MYP Subject Guides
General regulations middle Years programme
Candidates with assessment access requirements
Rubrics essential agreement
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