Assessment at International

Assessment @ International: The Basics

    • Grading is not based on the 0-100 (%) scale. Grades are not averaged at International.

     

    • Instead, we use a standards-based grading system.  What this means:
      • Each subject has 4 criteria (A, B, C, D) and formative performance (E). 
      • Each of these criteria is scored on a scale of 1-8 (8 is highest score).
      • Every assignment is scored using these criteria.
        • A student will earn a score of 1-8 on assignments.  
        • When looking at individual assignment scores in the gradebook, know that
          • Scores of 7-8 are excellent
          • Scores of 5-6 are good-very good
          • Scores of 3-4 are fair
          • Scores of 1-2 are poor

 


IB – AIS 5 Standards

IB – AIS 4 Standards

IB – AIS 3 Standards

IB – AIS 2 Standards

Final Grade

40 Pts total

32 Pts total

24 Pts total

16 Pts total

7

35-40

28-32

21-24

14-16

6

30-34

24-27

18-20

12-13

5

24-29

19-23

14-17

9-11

4

18-23

15-18

11-13

7-8

3

12-17

10-14

7-10

5-6

2

7-11

6-9

4-6

3-4

1

1-6

1-5

1-3

1-2

  • Progress reports and report cards
    • Progress reports: published 4 times/year (midpoint of each academic quarter: Oct, Dec, Feb, May)
    • Report cards: published 4 times/year (end of each academic quarter: Nov, Feb, Apr, Jun)
    • Are “snapshots” of student achievement
    • Grades are final only on Q4 report card. Therefore, there is room for growth throughout the year!
    • In addition to academic grades, AIS reports a “Commitment to Learning”(CTL) score in each class.
      • CTL scores report on the development of skills that help students “learn how to learn”: communication, social, self-management, research, and thinking skills.
      • CTL scores do not factor in GPA.

 

AIS COMMITMENT TO LEARNING RUBRIC

0

There is no evidence to support any of the descriptors.

The student:

  • Completes assignments.
  • Comes to class on time.
  • Is organized and prepared.
  • Is engaged and focused.
  • Exhibits a positive attitude.
  • Collaborates and communicates respectfully.
  • Uses feedback to improve performance.
  • Reflects upon learning and growth.
  • Exhibits academic honesty.
  • Demonstrates respect for different cultures and beliefs.

1

Rarely, and with intensive teacher intervention:

2

Infrequently, and with regular teacher intervention:

3

Occasionally, and with some teacher intervention:

4

Generally, and with some teacher intervention:

5

Usually, and with minimal teacher intervention:

6

Usually, and without teacher intervention:

7

Consistently, and without teacher intervention:

Assessment @ International: Frequently Asked Questions

  1. What do MYP and DP stand for?

MYP: Middle Years Programme (International Baccalaureate’s program for students aged 11-16, based on principles of intercultural awareness, “whole child” development, and concept-based learning)

DP: Diploma Programme (International Baccalaureate’s rigorous, two-year college preparation course of study for 16-18 year olds)

  1. What are criteria?

Criteria are the “categories” of assessment for students. They are the broad skill areas that are important in each subject. Assignments are assessed in one or more of these “categories” in each subject.  

Each subject has FOUR criteria, which are labeled A, B, C and D.  There is also a “formative performance” criterion, which is labeled E. Please see FAQ #4 for an explanation of how these work.

All criteria have scores between 1-8. 

On any given assignment, the highest score a student can earn is an 8; the lowest score is a 1. 

 

  1. Why do you use criteria instead of categories like tests, quizzes, class participation, etc.?

We use criteria because it is more equitable than the traditional grading (0-100 scale, percents, etc).

Since traditional gradebooks can include things like extra credit, class participation, behavior “grades,” etc.  AND since traditional gradebooks can be weighted in any way that a teacher wants (tests, quizzes, homework, participation, etc can be weighted differently in different classes), serious inconsistencies can occur. Inequitable grading practices and significant grading variations from class to class often occur in traditional grading systems.

At International, students see the same criteria in each subject over the course of years, and teachers in a given subject score student work using the same criteria. This gives students, families, and their teachers a more consistent picture of their achievement over time.

  1. How is grading organized at International?

There are three types of scored assignments: formative, formative performance, and summative.  We use a sports analogy to explain their differences:

Formatives are practices - Formative performances are scrimmages - Summatives are games

A bit more detail:

Formative assessment: PRACTICE

  • Checks on progress
  • Practice/rehearsal of skills
  • Feedback

These can be in gradebook, but do not count in final grades.

(0% of final grade)

Formative performance: SCRIMMAGE

  • “Middle ground” between formative & summative
  • Combine traits of both: provide feedback and measure progress

These count in final grades


(20% of final grade - E)

Summative assessment: GAME DAY

  • Evaluative
  • Measure how much was learned/developed in a unit

These count in final grades, in one or more assessment criteria (A-D)

(80% of final grade - 20% each)

  1. How are grades calculated at International? (How do I figure out how my child is doing in classes?)

Each subject’s four criteria (A-D) and the “formative performance” category (E) have a maximum level of 8.

Assignment scores of 7 and 8 are excellent; 5 and 6 are really good; 4 is OK; 3, 2, 1 are causes for concern.

 

The final level of achievement for both MYP and DP courses is 7.

 

To determine the overall grade in a given course, add up a student’s levels of achievement in criteria A-D

the AIS formative performance category (E).

Then, apply the following AIS grade boundaries to that total to determine the final level out of 7:

Total: Criteria A-E

Overall Course Grade

“Grade” equivalent

Descriptor

35-40

7

A/A+

Excellent

30-34

6

A-

Very good

24-29

5

B/B+

Good

18-23

4

C

Satisfactory

12-17

3

D

Mediocre

7-11

2

F

Poor

1-6

1

F

Very poor

 

  1. Can students hand in work whenever they want to?

No. It is not in the students’ best interests to have unlimited time in which to hand in late work. First, that can cause a “snowball effect” of work that piles up on a student, and second, it is in direct conflict with developing the skills of time management and organization.

  1. Where can I check in on my child’s assignments, to see what they are working on in their classes?

There are two ways to check on student work completion:

  • PowerSchool – scored assignments are listed in PowerSchool. You can check work completion and scores in this software program.
  • Schoology – teachers use Schoology to post assignment descriptions, due dates, and resources. To see what’s coming up for a student, Schoology is a good place to go.

If you have questions about how to access PowerSchool or Schoology, contact your child’s school counselor.

If you have questions about your child’s progress, please contact individual teachers.

  1. Whom can I ask about assessment?

For general questions about MYP/how MYP assessment works, contact the AIS MYP Coordinator.

For general questions about DP/how DP assessment works, contact the AIS DP Coordinator.

For questions about accessing and understanding PowerSchool, contact your child’s school counselor.

For questions regarding accessing Schoology or assignments that you see on Schoology, contact your child’s individual teachers.

  1. Is there still GPA, honor roll, etc.?

Yes. GPA is reported on report cards four times a year.  GPA is not final until June’s report card each year.

Honor roll is also reported four times a year, both in middle school and high school.

  1. Do colleges know about this kind of grading, and what do they think of it?

Colleges are aware of (and esteem) IB programmes and scoring. We consulted a range of colleges and universities when we changed our grading practices from averaging to criterion-related assessment. Those schools reported that they appreciate the criteria that we use at AIS, as they help reduce grading inconsistencies from class to class or teacher to teacher.

Remember that colleges and universities review transcripts from schools from all over the US and the world, and that there is no standardized way that those schools calculate grades. Even when a school uses percentages and letter grades, individual teachers in those schools can calculate grades in many different ways. College admissions officers recognize and understand a variety of grading systems.

The IB Diploma Programme is considered one of the best college preparatory programs in the world, and college credits are awarded to students who successfully complete DP courses and score at certain levels on the end-of-course exams.