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At DISV we use summative and formative assessment:

• we view ‘Assessment for Learning’ to be essential to our school.

• we use International Schools’ Assessment to provide baseline test scores and to measure individual student progress.

• our assessment grades, where used, are criterion referenced with criteria from the IB MYP and Diploma programs.

• we moderate our assessments both internally and externally as required by the IB.

• we have clear criteria for the award of any effort grades.

• we regularly feedback information about achievement and progress to students.

• we carry out formative assessment by a variety of methods, including testing, inspection of student workbooks/journals, evaluating practical skills, performances, display work, individual and group work, exhibitions.

• we use self-assessment and peer-assessment as part of our process of assessment

• we help students to set their own attainable targets.

• where possible we discuss grades with students before issuing reports.

• there is a process of one-to-one reviewing where students are interviewed by homeroom teachers about their progress.

• students develop and use their own assessment rubrics and criteria.

• the criteria used for assessment are understood by all teachers and students.

In our school we pass on useful information about students to other teachers to inform future teaching:

• we use diagnostic tests for the admission of students.

• we record academic information in standard forms which shows development from Early Years to Grade 12 and is accessible to all staff.

• we identify students with specific learning difficulties and the nature of those difficulties on the students’ records.

• we share information about a students well-being under strict confidentiality to help support the student in our learning community.

In our school we regularly report on student progress to parents:

• at DISV we issue semester reports to parents which indicate student achievement and give suggestions for improvement or consolidation.

• also in the secondary school interim reports are issued to parents for students new to the school or for those students placed on academic conditions on entering the Grade 11 IB Diploma program.

• we have formal meetings with parents and guardians (e.g. parent-teacher consultations twice a year) to discuss progress.

• we identify problems and inform parents at the earliest possible opportunity through progress reports.

• we maintain contact with parents through informal meetings and diary entries.

In our school formal examinations are set for students in Grades 9 to 12:

• we set mock examinations for students in Grade 12 in order to help prepare them for the final May exams set by the International Baccalaureate Organisation.

• examinations are also set in Grades 9 to 11 to prepare students for the process of sitting external examinations and to experience examination conditions.

• the results of internal examinations are used as a summative assessment of students’ learning.

• in conjunction with other forms of assessment, the examination results in Grades 9 and 10 help students, staff and parents make informed decisions about subject choices for the Grade 11 IB Diploma program.

• ISA tests are administered in Grade 5, 7 and 10 each October (in October 2010 Grade 3 will also be included) and the results shared with students, parents and staff.

Assignments and Marking:

It is expected that students will be set regular assignments which are appropriate and which help fulfill the stated aims of the school and the subject being taught. Written assignments should be marked and returned promptly. Regular formative assessment should also be given about student strengths and weaknesses and advice about how to improve – and summative, where students are given an indication of the standard they have reached.

Grades:

In the Elementary School teachers indicate whether the student is working at grade level, above grade level or below grade level (number and letter grades are not used.)

In the Secondary School the scales A-E for effort and 7-1 for achievement are used on semester reports. It is expected that most routine assessments will be formative with written comments highlighting strengths and weaknesses and suggesting areas for improvement alongside the prescribed assessment criterion of the IB MYP subject area and also with IB Diploma assessment tasks. All assessment should be clearly explained to students.

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