Purposes and Principals of Assessment
Assessment is an important part of the Hill-Freedman program. It provides necessary feedback for students to develop their skills as thinkers, and in doing so, assessment helps students continuously reflect on their own strengths and weakness, and become active participants in their own growth and development as lifelong learners. In addition, and more importantly, good assessment itself is a learning opportunity for students which allows them to take prior learning and apply it to new contexts.
At Hill-Freedman World Academy, it is understood that:
- Assessment is varied in type and purpose.
- Assessment is criterion-related, which “judges students’ work in relation to identified levels of attainment.”
- Assessment provides opportunities for students to apply what they know to demonstrate deep understanding.
- Students should be allowed multiple opportunities to demonstrate understanding
- Clear criteria should be given to students prior to an assessment
- Assessment feedback should be timely
- Opportunities for reflection on assessments should be provided
- Assessments are differentiated and modifications are made when necessary to meet the needs of all students
- Teachers should use common assessments that use the structures and rubrics provided by the IB
Assessment at Hill-Freedman includes a combination of formative and summative assessment. According to the IB, formative assessment “represents the process of gathering, analyzing, interpreting and using…evidence to improve student learning.” Summative assessment is “concerned with measuring student performance against Diploma Program assessment criteria.”
Formative Assessment Characteristics & Examples
- Allows teachers to monitor students’ progress towards meeting IB standards
- Gives feedback to students as they are learning to show them how they can improve
- Allows students and teachers to identify strengths and weaknesses
Formative assessment includes reading check quizzes, discussions, and daily classwork.
Summative Assessment Characteristics & Examples
- Judges the level of student understanding at the end of learning
- Requires students to apply their learning to a new context
- Is evaluated using IB rubrics, criteria, and predicted scores
Examples of summative assessment include essays and tests, presentations, and creative projects.
Summative assessments take place at the end of every unit; formative assessments happen a minimum of two times a week. Summative assessments in the MYP program are assessed using the appropriate level MYP Criteria for each course. Summative assessments in the DP are scored using the individual subject criteria.
School Exams: Students in the MYP and DP will have midterm and final exams, which will be cumulative and will require students to show their knowledge and understanding in new contexts. Exams of students in the DP will be structured in the format of IB examinations to provide students with practice and build their familiarity with the IB requirements.
IB Exams: IB exams are conducted in strict accordance with IB regulations. The IB Coordinator informs students and their parents about exam rules and policies, which are posted on the school website. Exam invigilation is performed by the IB Program Coordinator and carefully selected and trained school personnel.