Assessment Policy

Mission Statement of the International Baccalaureate

The International Baccalaureate Organization aims to develop inquiring, knowledgeable and caring young people to help create a better, more peaceful world through intercultural understanding and respect. To this end, it works with schools, governments and international organizations to develop challenging programmes of international education and rigorous assessment. These programmes encourage students across the world to become active, compassionate and lifelong learners who understand that other people, with their differences, can also be right.

Mission of International Standards Academy of Education (ISO)

Our mission is to inspire learners to be future and forward-looking, caring, responsible, productive, and capable of competing locally and internationally. As well as we aim to motivate our learners to be fortified with morals that formulate their characters with more creativity, tolerance, and passion in society. From a global perspective, we aim to encourage our learners to uphold the principles of distinction and inclusion to be able to create a more peaceful world.

Vision of International Standards Academy of Education (ISO)

Our vision is to create a motivational environment based on enhancing the quality of education and preparing outstanding learners through hard work, perseverance, and experiments. Through implementing a safe behavioral environment, we create distinguished learners who respect modern educational principles that highlight social values and promote innovation, creativity, and responsibility.

Philosophy

At ISO School, we recognize that assessment is integral to planning, teaching, and learning. It plays a vital role in delivering effective instruction and supporting students in achieving their full potential. Assessment is a continuous and purposeful process of gathering evidence to inform decision-making about student progress, curriculum, and instructional practices.

Aligned with the IB philosophy, our assessment practices ensure that teaching, learning, and assessment are interconnected. We believe that all stakeholders—students, teachers, and parents—must have a clear understanding of the purpose of assessment, what is being assessed, the criteria for success, and how progress will be evaluated.

Assessment at ISO is ongoing, varied, and authentic, providing students with opportunities to apply their knowledge and skills in meaningful contexts. It is also reflective, empowering students to take ownership of their learning journey.

Purpose of Assessment

For Teachers

• To design learning engagements based on students’ prior knowledge and levels of competency.
• To assess student growth in knowledge, conceptual understanding, and skills.
• To provide continuous, timely feedback to guide instruction and improve teaching strategies.
• To reflect on and improve their instructional practices using assessment data.

For Students

• To develop a positive attitude toward learning.
• To demonstrate knowledge, conceptual understanding, and skills across subjects.
• To reflect on their progress using peer and self-assessment.
• To take action based on feedback and set future learning goals.

For Parents

• To understand their child’s progress and achievements.
• To support learning at home using feedback from teachers and assessments.
• To celebrate and encourage their child’s efforts and actions.

Assessment in the Primary Years Programme (PYP)

In the PYP, assessment identifies what students know, understand, and can do at various stages of their learning. It focuses on the five essential elements:

• Knowledge: Content-specific learning.
• Concepts: Broad, transferable ideas.
• Skills: Thinking, communication, self-management, social, and research skills.
• Attitudes: Mindsets that influence learning.
• Action: Responsible application of learning to make a difference.

Characteristics of Effective Assessment

1. Authentic: Tasks reflect real-world applications of learning.
   Example: In a Unit of Inquiry about “Sharing the Planet,” students may design a recycling initiative for the school community.
2. Continuous and Varied: Ongoing assessments use multiple strategies and tools to evaluate progress and provide feedback.
3. Reflective: Both teachers and students engage in regular reflection to identify strengths, areas for growth, and actionable goals.

Language considerations in assessment are supported by the Language Policy, ensuring students are assessed in accessible and meaningful ways.

Types of Assessment

1. Pre-Assessment: Evaluates prior knowledge and readiness before starting new units or topics.
   Example: Concept maps or brainstorming sessions.
2. Formative Assessment: Ongoing assessments to monitor learning and provide feedback.
   Example: Observations, quizzes, or class discussions.
3. Summative Assessment: Culminates learning by allowing students to demonstrate their understanding of central ideas and concepts.
   Example: Presentations, research projects, or essays.
4. Self-Assessment: Encourages students to evaluate their learning and set personal goals.
   Example: Journals or portfolio reflections.
5. Peer Assessment: Promotes collaborative learning and feedback among students.
   Example: Peer review of group projects or presentations.

Recording and Documentation

Teachers use a variety of strategies to gather data, which is analyzed and recorded using tools such as:

• Portfolios: A collection of student work showcasing progress, reflections, and achievements.
• Anecdotal Records: Brief written observations of student behavior and progress.
• Rubrics: Clear criteria for evaluating performance against expectations.
• Checklists: Lists of required skills or tasks for student evaluation.
• Exemplars: Samples of high-quality work to guide students.
• Continuums: Visual tools to track progression in skills or understanding.

To ensure equal access, these practices align with the Inclusion Policy, which provides guidance on accommodations for students with diverse needs.

Reporting Assessment

ISO communicates student progress effectively through:

1. Report Cards: Issued three times per semester, providing feedback on progress in transdisciplinary units and subject areas.
2. Student Portfolios: Sent home after each Unit of Inquiry, allowing parents to engage with their child’s learning.
3. Conferences:
   • Student-Led Conferences: Students showcase their learning and reflect on achievements.
   • Parent-Teacher Conferences: Focus on progress, challenges, and areas for improvement.
   • Three-Way Conferences: Students, parents, and teachers collaboratively reflect on learning goals and outcomes.
4. Grade 5 Exhibition: A culminating event where students independently demonstrate their learning through collaborative inquiry into real-world issues.

Assessment Practices for Early Years

For younger students (KG1-KG2), assessment focuses on:

• Observation-based practices during play and structured activities.
• Documentation of developmental milestones through anecdotal records and photos.
• Portfolios containing artwork, storytelling, and evidence of emerging skills.

Action and Assessment

Assessment of action focuses on:

• Student-Initiated Actions: Observing how students apply their learning to create change.
  Example: Leading a class campaign on reducing plastic waste.
• Reflections on Action: Journals, discussions, or digital portfolios documenting how actions contribute to learning goals.

Professional Collaboration

• Design and moderate assessments for consistency and alignment.
• Reflect on assessment practices and share strategies.
• Ensure assessments address transdisciplinary skills and subject-specific outcomes.

All assessments are governed by the principles outlined in the Academic Integrity Policy.

Feedback Practices

Feedback is:

1. Timely: Delivered promptly to support immediate improvement.
2. Specific: Focused on criteria, highlighting strengths and areas for growth.
3. Constructive: Encourages students to take actionable steps.

Assessment Policy Reviewing Cycle

Frequency

Reviewed annually, aligned with reporting cycles and IB programme evaluation timelines.

Process

1. Collect teacher reflections from assessment practices (formative, summative, reporting).
2. Review portfolios, reports, and conference formats.
3. Ensure assessment practices reflect IB PYP essential elements and ISO vision.

Approval

Assessment Leadership Team and Pedagogical Leadership.

Communication

Updated versions shared in professional development meetings, parent workshops, and student conferences.

References

1. International Baccalaureate. (2018). Primary Years Programme: From Principles into Practice. Cardiff: IBO.
2. International Baccalaureate. (2014). Programme Standards and Practices. Geneva: IBO.
3. International Baccalaureate. (2009). Making the PYP Happen: A Curriculum Framework for International Primary Education (Second Edition). Geneva: IBO.
4. International Baccalaureate. (2017). The Responsibilities of IB World Schools in Ensuring the Integrity of IB Assessments. Geneva: IBO.
5. International Baccalaureate. (2010). Guidelines for Developing a School Assessment Policy in the Diploma Programme. Geneva: IBO.