ADA School Assessment Policy 2024-2025 PDF

Assessment Policy Prepared: Academic Office in collaboration with Subject Departments, IB DP Coordinator, 18 September 2023 Revised: 13.08.2024 Approved: ADA School Faculty Council, Date: TBD...

Assessment Policy Prepared: Academic Office in collaboration with Subject Departments, IB DP Coordinator, 18 September 2023 Revised: 13.08.2024 Approved: ADA School Faculty Council, Date: TBD Next revision planned: June 2025 1 Table of Contents ADA School Mission................................................................................................................................... 3 Our Values................................................................................................................................................. 3 IB Mission Statement.................................................................................................................................. 3 Program of study: Two pathways................................................................................................................ 3 ADA School Graduation Pathway............................................................................................................... 4 ADA School IB DP Pathway........................................................................................................................ 4 Assessment at ADA School Assessment philosophy.................................................................................. 5 Principles of assessment............................................................................................................................ 5 Assessment objectives and assessment items............................................................................................ 5 Test types and command terms.................................................................................................................. 6 Assessment types and methods.................................................................................................................. 7 Assessment Administration....................................................................................................................... 16 Grade components................................................................................................................................... 16 Pass/Fail courses and Non-graded components....................................................................................... 16 Homework................................................................................................................................................ 17 Student attendance................................................................................................................................... 17 Assessment Conduct................................................................................................................................ 17 Make-up and retake policy........................................................................................................................ 18 Assessment Calendar............................................................................................................................... 19 IB DP Internal calendar............................................................................................................................. 19 Grading 20 Grade Descriptors..................................................................................................................................... 20 Recording and reporting............................................................................................................................ 21 GPA and Credits....................................................................................................................................... 21 Graduation Requirements......................................................................................................................... 21 ADA School Graduation Requirements..................................................................................................... 21 ADA School IB DP Requirements............................................................................................................. 22 Assessment Integrity ADA Test Center..................................................................................................... 24 Moderation................................................................................................................................................ 24 Grade Change and appeals...................................................................................................................... 25 Academic Honesty.................................................................................................................................... 25 References............................................................................................................................................... 26 Appendices............................................................................................................................................... 27 2 ADA School Mission ADA School aspires to cultivate highly intellectual solution providers and innovators who are closely collaborating, effectively communicating members of global community with ethics and sense of citizenship. Establishing itself as a learning community, ADA School faculty, staff and students collaborate to identify, research, and apply best practices in pre-university education and preparation for life beyond school. We maintain a high standards culture relying on faculty and learner collaboration, support for success and excellence in teaching and learning. We develop holistic programs of study which emphasize learners’ balanced development in major academic disciplines as well as fostering their physical and social-emotional growth. Our Values Academic excellence Accountability and shared governance Honor, integrity and transparency Diversity, collaboration and communication Social responsibility IB Mission Statement The International Baccalaureate aims to develop inquiring, knowledgeable and caring young people who help to create a better and more peaceful world through intercultural understanding and respect. To this end, the organization 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. Program of study: Two pathways ADA School offers two pathways for high school qualification. Both pathways aim to educate whole human beings albeit in different ways. Approached from 6 discipline perspectives, both programs have a duration of two years. Key competences Strong Communication Skills in English as Academic Language Strong Content Knowledge and analytical skills in Humanities and Sciences Quantitative Reasoning Competence and confidence in the national Language (Azerbaijani), History and Culture Knowledge of a Foreign Language, its History and Culture Creativity, Critical thinking, Communication and Collaboration Ethics and Civic Engagement 3 ADA School Graduation Pathway ADA School Graduation Pathway offers a competency-based curriculum that aims to cultivate school graduates who are able to confidently communicate in English in social, cultural and academic contexts while also being competent in the national language of Azerbaijan and at least one foreign language; who propose creative solutions to local and global problems of the world drawing on their knowledge of history, geography, language and culture; who are fluent in science and technology, and can collect, synthesize and quantitatively analyze and interpret information to draw conclusions on physical and natural world. ADA School IB DP Pathway The Diploma Programme (DP) provides a challenging, internationally focused, broad and balanced educational experience for students aged 16 to 19. Students are required to study six subjects and a curriculum core concurrently over two years. The programme is designed to equip students with the basic academic skills needed for university study, further education and their chosen profession. Additionally, the programme supports the development of the values and life skills needed to live a fulfilled and purposeful life (Diploma Programme: From principles into practice 2015). IB Learner Profile The aim of all IB programmes is to develop internationally minded people who, recognizing their common humanity and shared guardianship of the planet, help to create a better and more peaceful world. The IB learner profile represents 10 attributes valued by IB World Schools. We believe these attributes, and others like them, can help individuals and groups become responsible members of local, national and global communities. Inquirers – We nurture our curiosity, developing Knowledgeable – We develop and use skills for inquiry and research. We know how to conceptual understanding, exploring knowledge learn independently and with others. We learn with across a range of disciplines. We engage with enthusiasm and sustain our love of learning issues and ideas that have local and global throughout life. significance. Thinkers – We use critical and creative thinking Communicators – We express ourselves skills to analyze and take responsible action on confidently and creatively in more than one complex problems. We exercise initiative in making language and in many ways. We collaborate reasoned, ethical decisions. effectively, listening carefully to the perspectives of other individuals and groups. Principled – We act with integrity and honesty, Open-Minded – We critically appreciate our own with a strong sense of fairness and justice, and with cultures and personal histories, as well as the respect for the dignity and rights of people values and traditions of others. We seek and 4  everywhere. We take responsibility for our actions evaluate a range of points of view, and we are and their consequences. willing to grow from the experience. Caring – We show empathy, compassion and Risk-Takers – We approach uncertainty with respect. We have a commitment to service, and we forethought and determination; we work act to make a positive difference in the lives of independently and cooperatively to explore new others and in the world around us. ideas and innovative strategies. We are resourceful and resilient in the face of challenges and change. Balanced – We understand the importance of Reflective – We thoughtfully consider the world balancing different aspects of our lives— and our own ideas and experience. We work to intellectual, physical, and emotional—to achieve understand our strengths and weaknesses in well-being for ourselves and others. We recognize order to support our learning and personal our interdependence with other people and with the development. world in which we live. Assessment at ADA School Assessment philosophy Assessment is used as a mechanism to make student learning visible. The main purpose of assessment is to inform the stakeholders - students, teachers, school administration and parents of the progress made by students so that corrective actions can be taken and support provided. Principles of assessment Assessment must serve learning Assessment must present an objective measure of knowledge, skills and competencies Assessment must be integral part of learning Assessment must be run through multiple means Assessment results must be used constructively to guide student learning. Assessment objectives and assessment items Assessment objectives are used to specify the depth of knowledge that assessment items aim to measure. ADA School curriculum goes beyond content knowledge and understanding to instill in students’ skills of analysis, evaluation and creativity. Thus, five assessment objectives are required in all subject groups: 1. Pre-requisite knowledge 2. Knowledge and understanding of content and concepts in the subject 3. Application and analysis of knowledge and understanding. 4. Synthesis and evaluation 5. Selection, use and application of a variety of appropriate skills and techniques. 5 Table 1 Description of Assessment Objectives Knowledge type and Assessment objective Examples functions Multiplication table, missing AO1: Strings of information, serial part of a formula, steps in a Pre-requisite ordering procedure, lines of poetry. Water consists of hydrogen AO2: Knowledge and Ideas, facts, and two-entity and oxygen; Crocodiles inhabit understanding relationships. in and outside of water. Steam is water, so is ice and the matter that makes glass AO3: Schemata, higher level of blurry. Thus, water and other Application and analysis organization of ideas and facts matters have three states: solid, liquid and gas. What will happen if I heat AO4: Mental models, problem water to 200 degrees Celsius? Synthesis, evaluation, and solving, hypothetical thinking, Predictions based on data production analysis. Making soap in a lab AO5: Demonstration Actual skills, Automaticity. experiment. Test types and command terms Progress assessment and Final examination have specific test types that target knowledge depths. ADA School uses 5 question types with weights ranging from 0.5 point to 5 points each. Questions that test lower order thinking are more in number, but smaller in weight while medium order and high order thinking questions have higher weight. We aim for equal distribution of weight despite the number of questions. The number of questions included in each assessment component is presented above in the assessment types table. Below is the description of test types, functions, weights and examples of command terms: 6 Table 2 Assessment items Abbreviation Test item Objective Command Command Weighting assessed terms Descriptor Easy MC Easy Multiple- AO1 or Identify Provide an 0.5 Choice Recognition answer from a number of possibilities. Medium MC Medium AO1 State Give a specific 1 Multiple Memory name, value or Choice other brief answer without explanation or calculation. SA Short answer AO2 2 Knowledge Outline Give a brief account or summary. LA Long answer AO2 Describe Give a detailed 3 Understanding account. Medium MS Medium Multi- AO3 Explain Give a detailed 4 stage Schemata account (Critical including thinking) reasons or causes. Hard MS Hard Multi- AO4 Justify Give valid 5 stage Mental Models reasons or (Creativity) evidence to support an answer or conclusion. For a full list of Command terms, please see Appendix 1. Assessment types and methods There are five types of assessment conducted in the school: 2. Diagnostic assessment (DA) is conducted to determine student background knowledge to provide the best learning path. Based on diagnostic assessment of Foreign languages, students will be placed in differentiated classes in the respective subjects at the beginning of their studies. Diagnostic assessment in the rest of the subjects is used for the purpose of evaluating pre-knowledge and skills in order to plan and differentiate instruction within the classroom. Diagnostic assessment is conducted at the beginning of the academic year or unit and can take any form at the subject teachers’ discretion. Diagnostic assessment is non-graded and serves the purpose of diagnostics. Diagnostic assessment for students choosing IB DP program will start with an interview assessment before admission to program in order to plan an effective 7  study plan and subject choice. The result of assessment for DP students will be carefully analyzed along with language pathway description of IB to provide the most challenging Language A and Language B option as well as Math course. 3. Check-point Assessment (CPA) refers to an evaluation conducted at specific intervals or checkpoints during a learning process to facilitate and monitor progress, understanding, and proficiency. It serves as a milestone to assess the ongoing progress, identify areas for improvement, and inform instructional decisions or interventions. As a rule, CPA is conducted using a pre-defined format and calendar for each subject group or subjects. The first CPA in Grade 10 does not affect the overall grade and it is returned to students with feedback. All CPA results, feedback and grade must be added to Blackboard LMS and shared with students within one working week. Feedback part for CPA/PA must include the content and admin parts. Content part includes examples of answers, mistakes highlights, unit references, while admin part focuses on time management, the format of the answers. Subject teacher is responsible for the analysis of the CPA results to adjust his/her teaching and keep a record of the analysis for review. Subject specific description of the CPA is provided in the table below. There is an ongoing 5% CPA called "Participation" that evaluates students' classroom engagement. The elements of this assessment will be introduced to students at the beginning of the semester and should be evidence-based and conducted at regular intervals. Table 3 Format of Check Point Assessment Subject groups Description of CPA Language A CPA in Language A teaching covers the skills of listening, reading, writing as well as knowledge of (English) vocabulary and language use (grammar) spread over one semester. These are: TBD with English department teachers CPA I Participation (ongoing) In participation component, the diverse array of activities is designed not only to elevate language skills but also to equip students for future assessments such as CPAs, PAs, and AAs. The participation grade is a composite of several components, requiring students to submit 1-3 contributions each week either as a part of their homework or classwork. The tasks will be indicated as a Participation Component (PC) in weekly folders. CPA II Ungraded Timed Writing This assessment aims to develop students’ ability to write clearly and effectively within a set timeframe. During this exercise, they will be given a prompt and a set amount of time to produce a coherent and well-organized response. While this assessment does not contribute to the final grade, feedback will be provided to help improve students’ writing skills. CPA III Extensive LR Quiz format Allotted time: 45 minutes - Section I – Listening comprehension questions – 10 questions (e.g., True/False, multiple-choice, matching, multiple answers, and fill-in) - Section II – Reading comprehension questions – 10 questions (e.g., True/False, multiple-choice, matching, multiple answers, and fill-in) CPA IV and V Timed Writing Students will be required to write a Cause and Effect essay on a given topic within 50 minutes. 8  The word limit is 350-400 words within four paragraphs. Students will not be provided with the topic of the essay before the exam. Language B Language B curriculum is built on language skills (Listening, Reading, Speaking, and Writing) as well as (AZL, FL) cultural knowledge. Check Point Assessment is planned to improve and assess these language aspects. Language B CPA shall contain questions and tasks covering all five language aspects equally. - Given students’ listening and speaking skills in Azerbaijani as native language, AZL CPAs on written expression: a. During the semester, a total of 5% will be allocated to writing assignments The first writing assignment does not affect the final grade. b. Discussion board – 5% Students will complete a group assignment, and later assess and comment on their fellow group representatives' writings for the given task c. 1 class assignments for covered grammar rule presentation – 5% - CPAs in Foreign Languages focus on the four skills equally with the following distribution of questions: Listening 5% Reading 5% Writing 5% 2 – Multiple choice 2 – Multiple choice Essay (Word count questions questions depend on language level) 3 – Short answer 3 – Short answer questions questions Individuals and Nature of subjects in individuals and Societies group require consistent and strong creativity and Societies communication skills. The aim of the subjects is to nurture these skills and impart discipline related skills of analysis and critical thinking. History: There are 4 essay types that students need to complete along with 7 closed ended questions (matching, short answer, filling blanks, multiple answers): 1. 7 closed ended questions + PEEL 2. 7 closed ended questions + OPVL 3. 7 closed ended questions + Compare-Contrast 4. 7 closed ended questions + Source (Photo, Cartoon) Analysis Geography: CPA assessments are planned in 2 forms and 3 times in a semester: knowledge and skill-based quizzes (2 KSQs) and creativity, knowledge, and skill-based assessments (1 CKSs). - knowledge and skill-based quizzes: these are aimed at mainly AO’s 1, 2, 3. The structure of these quizzes is 0.5%(recognition) x4 1%(memory) x3 2%(knowledge) x2 3%(understanding) x1 4% (critical thinking) x1 Total: 11 questions 16% - Creativity, knowledge, and skill-based assessments CKS- are aimed at mainly AO’s 1-5 and conducted in the form of case study analysis. A case specific rubric of evaluation is presented in the subject syllabus. 9 Sciences CPA is conducted in the form of paper-based quizzes comprising 7 questions and 16 points. The questions shall cover the materials taught thus far in the course and be varied in format to include: 2 recognition (0.5% each), 1 memory (1%), 1 knowledge (2%), 1 understanding (3%), 1 critical thinking (4%), 1 application (5%) questions. Note: Each Physics CPA consists of different combination of above-mentioned question types from simple to more complex: CPA1 - 4 x Recognition + 3 x Memory + 2 x Knowledge (4 x 0.5 + 3 x 1 + 2 x 2 = 9 point). CPA2 - 1 x Knowledge + 1 x Understanding + 1 x Critical thinking (1 x 2 + 1 x 3 + 1 x 4 = 9 point). CPA3 - 1 x Understanding + 1 x Critical thinking + 1 x Application (1x 3 + 1 x 4 + 1 x 5= 12 point). Mathematics CPA is conducted in the form of paper-based quizzes comprising 10 questions. The questions shall cover the materials taught thus far in the course and be varied in format to include: Easy MC (0.5) x 2 + Medium MC (1) X 3+Numeric Entry (1.5) x 2+ Open-end Solution (2) x 2 + AM (3) x 1. The Quiz is given 30 minutes within a lesson. ICT CPA is conducted in the form of paper-based quizzes comprising 10 questions. The questions shall cover the materials taught thus far in the course and be varied in format to include: Easy MC x 3 + Medium MC x 3 + SA/Simple Calculations x 2 + LA x 1 + Medium MS x 1 (10 in total) 10  4. Progress Assessment (PA) is an evaluation conducted to gauge the progress, understanding, or mastery of the subject matter. It provides feedback on the students' performance, identifies strengths and weaknesses, and helps guide instruction and intervention strategies. PA focuses on assessing progress and may cover a specific unit or a period within a semester. PA(s) may be conducted once or more, depending on the nature and credit amount of the subject. PA(s) account for 25% of the overall grade for students. The types of questions that appear in such tests are drawn from State Exam Center, international examinations for different subject areas and follow DP final exam question structure for DP students. The following description outlines the structure of PAs for each subject. Table 4 Format of Progress Assessment Subject groups Description of PA Language A PA I – Intensive LR Quiz format: Allotted time: 45 minutes - Section I – Listening – 2 task types –10 questions (e.g., True/False, multiple-choice, matching, multiple answers, and fill-in) - Section II – Reading – 2 task types – 10 questions (e.g., True/False, multiple-choice, matching, multiple answers, and fill-in) PA II – AV Quiz Sublist 1 Allotted time: 45 mins 1) Definitions (5 q) 2) Fill in the multiple gaps: ▫ Sentences/paragraph (10 q) 3) Word forms: ▫ Sentences/paragraph (10 q) 4) Collocations: matching (5q) and fill-in (5q) PA III – LRV Test – 10% Quiz format: Time allotted: 45 minutes Section I - Listening – 2 task types - Audio 1- true/false, sentence completion, multiple- choice or multiple answers (6-8q) Section II – Reading – 2 task types - Reading I - true/false, sentence completion, multiple- choice or multiple answers (6- 8q) Section III - Vocabulary – 3 task types - Definitions – (4q) - Fill-in – (5q) - Word forms (sentences/paragraph)– (5q) - Collocations – matching (4q) and fill-in (4q) - 11  There are 1-2 PA for Language B subjects. The assessment is 45 minutes long and lasts for 1 academic hour. In the format of the final and the DIM exam, it consists of 20 questions. PA will include all aspects of assessment: audio, grammar, reading (writing for FL). FL: AZL: There are 20 tasks in total. Listening: Listening: 1-3 Multiple choice Language B 1-3 Multiple Choice 4 Short answer 4-5 Essay Grammar: Grammar: 6-12 Multiple Choice 5-12 Multiple choice 13-14 Short answer 15-16 Essay Reading: Reading: 13-19 Multiple choice 17-18 Multiple Choice 20 Short answer 19-20 Essay Individuals and 0.5%(recognition)x4+1%x3(memory)+2% Society (knowledge)x4+3%(understanding)x1+4%(critical thinking)x1 = 13 questions and 20 points. Science 0.5%(recognition)x4+1%x3(memory)+2% (knowledge)x4+3%(understanding)x1+4%(critical thinking)x1 = 13 questions and 20 points. Math Easy MC (0.5) x 3 + Medium MC (1) X 4+Numeric Entry (1.5) x 3+ Open-end Solution (2) x 3 + AM (3) x 2 =15 questions 22 points. ICT 0.5%(recognition)x4+1%x3(memory)+2% (knowledge)x4+3%(understanding)x1+4%(critical thinking)x1 = 13 questions and 20 points. 5. Application Assessment (AA) is an evaluation that assesses an individual's ability to apply acquired knowledge, skills, or competencies in practical or real-world contexts. AA measures the practical application of knowledge, problem-solving abilities and critical thinking skills. It involves hands-on tasks, lab experiments, simulations, projects, or performance-based assessments. Table 5 Format of Application Assessment Subject groups Description of AA Language A AA – Speaking Project (English) Students will be required to present a speaking project where you will have to research and share your findings on one of the assigned topics provided by their instructors. This project is designed to foster effective communication and presentation skills, as well as provide learner with opportunities to apply their understanding of course content to real-world scenarios, cultivating not only subject-specific knowledge but also the ability to articulate and convey ideas with clarity and precision. The final presentation can take various forms, including speeches, role-plays, or any other academic presentation format that effectively communicates 12  student insights. Language B AA is carried out 1 time per semester. Students are asked to perform a language task about the assigned topic (video, role play). This work evaluates students according to several language criteria (pronunciation, consistency and consistency of speech, structure and lexical content of speech) as well as research work, creativity, collaboration, communication and delivery of work at the specified time. ICT AA takes place during the lesson. Students are provided with the givens for task, and they need to conclude the lesson with a specific product e.g. logic circuit, excel file, network topology or a Python program. AA consists of two parts: collaborative work on the product (on student computers) and individual reflection (paper based). Weights for each part might differ for different tasks. AA requires all the skills and knowledge gained by students during the semester and it reflects their readiness for real-world applications. AO1-AO5 objectives are being covered in AA. AA will be checked against rubrics and criteria. Individuals and This is an interdisciplinary project work that will be assessed from Azerbaijani History, World Societies History, and Geography perspectives. The topic will be researched from 3 subject aspects, and students will produce the project’s final product covering its geographic, and historical concept (both in world history and Azerbaijani history). Science AA in Science subjects (15%) is Lab work and practical experiments. Over the four-semester period, students learn how to plan and write a lab report in parts and in whole. There are two AA’s in each subject. There is a special Lab work component of the syllabus which contains detailed information on lab work performance, lab report format and assessment. All Lab reports and parts are to be composed in the School Laboratories under teacher and Lab Assistant supervision. Works shall be submitted to a teacher and kept along with other assessment papers. Math (10%) Problem solution type of tasks that require students to apply their learned mathematics knowledge to solve real world problems in sciences, economics and technology. Ther are 2 AA items conducted during a semester and each AA is dedicated to the subject matter thus covered. 13  6. Final Examination is a comprehensive assessment conducted at the end of a course or semester. It evaluates the overall understanding, knowledge, and skills acquired throughout the entire duration of the course. Final exams typically cover a broad range of topics and serve as a summative assessment of the students' overall performance and mastery of the subject matter. They are high-stakes assessments and carry a significant 40% weight in determining grades or academic achievements. Table 6 Format of Final Exams Subject groups Description of Final Exam Language A This test will cover the material taught during the term. 40% of total grade is sourced from this test. Students will be tested on listening comprehension/unit vocabulary + reading comprehension/unit vocabulary, and writing. Listening and Vocabulary Reading and Vocabulary Section I – Listening (2 tasks) Section I – Reading (2 tasks) Section II – Vocabulary (4 tasks) Section II – Vocabulary (4 tasks) *** *** Listening I –8 questions single task type Reading I - 8 questions single task type Listening II - 8 questions (2 different task types Reading II - 8 questions (2 different task types e.g., multiple-choice and true/false questions) e.g., matching headings and identifying details) *** *** Vocabulary Task I– matching 6 questions Vocabulary Task I– matching 6 questions Vocabulary Task II– fill-in (text) 8 questions Vocabulary Task II– fill-in (text) 8 questions Vocabulary Task III– word-forms 12 questions Vocabulary Task III– word-forms 12 questions Part A – 6 questions (table) Part A – 6 questions (table) Part B – 6 questions (a short text or sentences) Part B – 6 questions (a short text or sentences) Vocabulary Task IV –collocations 12 questions Vocabulary Task IV –collocations 12 questions Part A – 6 questions (matching) Part A – 6 questions (matching) Part B – 6 questions (selecting an incorrect Part B – 6 questions (selecting an incorrect option) option) Writing Grade 10 – Opinion Paragraph (180-230 words) Grade 11 Semester 1 – Cause and Effect Essay (350-400 words) Grade 11 Semester 2- Argumentative essay of 500- 600 words conducted jointly with Introduction to Academic Writing course Language B Exams are the performance of test tasks by students, based on materials covered throughout the semester to test the following skills: Reading Comprehension Listening comprehension Language use (Grammar and Vocabulary) Writing The exam, depending on the material covered, will include questions according to the DİM model. Exam structure: 31 questions – 40 points 30 questions will be multiple choice or short answer questions and last question will be writing task. 14 Individuals and History: Societies 0.5%(recognition)x6+1%(memory)x6+2%(knowledge)x4+3%(understanding)x3+4%(critical thinking)x1 20 questions 30 points Geography: 0.5%(recognition)x6+1%(memory)x4+2%(knowledge)x4+3%(understanding)x2+4%(critical thinking)x1 + 5%(application)x1 18 questions 30 points Science (Physics, 0.5%(recognition)x6+1%(memory)x4+2%(knowledge)x4+3%(understanding)x2+4%(critical ICT, Chemistry, thinking)x1 + 5%(application)x1. Biology) 18 questions 30 points Math Easy MC (0.5) x 5 + Medium MC (1) X 7+Numeric Entry (1.5) x 5+ Open-end Solution (2) x 5 + AM (3) x 4 26 questions 40 points 15  Assessment Administration Grade components Grading is a way of quantifying evaluation results of learning. Not all assessments done by the teacher are graded. In fact, most of the assessment serves the purpose of pointing out areas of strength and weakness. Only below components will be used as the main activities to formally record student achievement with the weights indicated: Table 7 Grade Components and weights Abbreviations Type Purpose Frequency Weighting Timing DA Diagnostic Non-graded, pre- At the beginning of 0% One lesson Unit. Assessment learning academic year or unit. assessment. CPA Check-point Formative and Ongoing throughout 20-25% 20-30 min within one assessment formal the semester lesson Unit assessment. Assessment for Learning PA Progress Summative- Per semester per one 25% 45 minutes within Assessment Formative, credit: 1-2 times one lesson unit assessment of throughout the learning. semester AA Application Procedural 1-2 times per 10-15% One lesson unit with Assessment knowledge semester depending advance planning assessment, on nature and weight and preparation. Assessment- of course. based learning. Final exam Final Summative, Once per semester, in 40% 70-100 minutes Examination assessment of the Final exams during Reading learning. weeks at the end of Weeks semester An overview of the Assessment types and their grading weights on Blackboard LMS are provided above. Please refer to subject syllabi for more subject specific information. Pass/Fail courses and Non-graded components There are a number of non-academic courses that serve students’ non-formal learning and personal development. There courses are marked with Pass/Fail. This means that students’ performance on these courses is marked but not graded. If a student meets the minimum pass requirements, they are given a letter P (for Pass). Minimum pass requirements are determined by the subject group team and announced to all students in syllabus. The type and form of assessment are at the discretion of the subject group team. 16 Homework Students are expected to be fully engaged in the lessons and have proper study materials for each subject. Classwork is sometimes (and in some subjects regularly) followed by homework assignments that is assigned by the teachers to reinforce the learned content and skills. It is necessary that students follow up on the lessons at home as well. Homework will be controlled by the teacher who assigned it and feedback provided. Class participation and homework completion are recorded by teachers as part of one CPA throughout the semester. Student attendance All classes are held on ADA School campus. Unless otherwise stated, students are required to attend the classes in person and show active participation. Student attendance is a required component of the learning process. However, no grades are provided for attendance. Minimum 70% of the classes must be attended for students to be eligible for final exams. In case of excused absence, students are provided extra support and arrangements in order to catch up with the missed lessons or exams. Excused absences only include serious illness/trauma and loss in the immediate family. All other absences are considered unexcused. School will notify parents through e-mail in cases when the student misses a class. Advance notifications about absences by parents do not serve as an excuse and will not be considered unless it is a case of serious illness/trauma or loss in the immediate family. The school will require documentation explaining the reason for the student’s absence if needed. Assessment Conduct ADA School holds two final examination sessions annually, in adherence to the regulations set forth by both the International Baccalaureate and Government Examination Center. Alongside these comprehensive assessments, continuous progress evaluations and check point assessments are conducted throughout the academic year. Teachers will be present as proctor during the Exams and are responsible for its proper conduct. Students are required to comply with all instructions issued by their assigned proctors. 1. Phones, smart watches, and other unauthorized materials must be left outside of the exam room or collected. Students can only enter the exam room with permitted exam materials. 2. Students are not permitted to wear coats, scarves, hats or outdoor clothes during exams. 3. Talking or communicating in any other way with other students is forbidden during the exam period. Failure to observe this requirement will be treated as a violation of Exam Rules - Students will get first warning and minus 20% off their grade; Second warning and minus 50% of their grade; third warning is the final and student’s paper gets an automatic F, student gets a warning of Honor Code Violation (HCV). Depending on the severity of the violation a deduction of 50% or HCV can be applied immediately in the first instance. 4. It is strictly forbidden for students to be in possession of any notes, documents or unauthorized material; If a student is caught with any unauthorized materials during the exam, it will be considered as a breach of regulation and s/he will get an automatic Warning according to Honor Code Policy. 17 5. Students must bring their own pens, pencils, and any other required equipment (Computer and Charger) to each examination; Papers for calculations and note taking will be provided by Exam Proctors, meaning students cannot bring any papers to the exam room; 6. If a student suspects that there is a printing or type error in exam paper, he/she should consult the instructor/proctor by raising hand. 7. If students have any questions, any point to make, they should raise their hand and wait for the instructor/proctor to approach them. They are not allowed to talk to anyone else; 8. Students are not allowed to leave the examination room during the exam; if a student completes the test earlier than planned time, she/he needs to submit the work and silently wait for the end of the exam time; 9. Students who arrive late may be admitted to the examination room during the first 30 minutes of the exam, with no additional time given; 10. Students are not permitted to leave the examination room unless they finish their exams. In exceptional circumstances they may be allowed to leave the room under the conditions set by the instructor/proctor; 11. The students and Proctors are expected to be familiar with the Honor Code of the ADA School and all other documents relevant to the conduct of the exams. Note 1: For further insights into the specifics of ADA School's examination procedures, kindly consult the ADA School Exam Conduct Guidelines. Note 2: For assessments of the student with Special Education Needs (SEN), please, refer to ADA School SEN policy. Make-up and retake policy Unexcused exam absences without evidence may result in failure from the assessments; Make- up can be given only in extreme and verifiable circumstances. Only extreme cases can be reviewed to decide whether they are verifiable for the make-up exam, if they meet all the requirements below: The cases like serious illness/trauma and loss of immediate family(refer to School Handbook for excused absences, all other absences are considered unexcused for the exams) Reported by parent (not student) Reported directly to ADA School Parent Relations and Study Support Desk Reported no later than exact exam day. A proof (med report) for illness/trauma) is submitted no later than two working days (1 exam day + 1 working day=2 days). 18 The make-up shall be arranged within a week after the student is able to return to education. During this time students can request extra support and revision. Retake of assessment at the end of semester including Final Exams must be completed by the Grade Submission date as announced in the Academic Calendar. If a student is not able to retake Final Exam before Grade Submission date for a valid reason, the student is assigned grade I (incomplete) for the relevant course. The student is invited to the retake exam at a time suitable for the school and student, but no later than the first week of the next semester. Alternative assessment formats will be used in case of absence in the Final Exams at the end of the year and inability to retake by the grade submission date. Assessment Calendar ADA School offers a comprehensive Events Calendar that encompasses all school activities, including assessments. The primary objective behind curating this assessment calendar is to prevent student overload by ensuring a balanced distribution of assessments across all subjects, taking into consideration their respective weights and nature of subjects. Please refer to the following link (shown in the images below) for the example calendar developed for education year 2024, fall semester. Note that it is dynamic calendar subject to change during the semester considering students’ learning needs. Table 8 Assessment Calendar Grade 10 Grade 11 IB DP Internal calendar ADA School provides a Calendar of all school events including of Assessment. There is an internal deadline calendar where all the due dates and exam dates will be demonstrated in order to avoid possible collusion. It is expected that no more than two major deadlines will fall on the same day. 19 In the DP, the deadlines for non-exam components are intentionally distributed throughout the two-year programme to ensure that students are in a position to manage their workload effectively. It is important that students and parents/guardians adhere to these deadlines, which are designed to support the students. There will be consequences for students who miss deadlines, in order to keep them on pace for the successful completion of all aspects of the IB DP. Please, refer to the Honor Code for the details. Grading Grade Descriptors The following grading scales and grade descriptors are used to assign grades and communicate with stakeholders. There are 5 types of grading shown in the table (from left to right): - ADA School internal grading based on Letters. - ADA University Grade Point Average calculation based on quality points. - ADA School percentage equivalents for letter grades - State Grading Scale of 2-5 - IB DP Scale of 1-7 Scale All the grading scales have common descriptors. More specific descriptors per subject and semester are expressed in subject guides and syllabi. Table 9 Grade Descriptors Grade Scale Grade level National Letter Grade GPA IB grade Percentage description State grade Excellent (high quality, A 4.00 94-100 7 consistent and thorough understanding, A- 3.67 90-93 consistent originality) 6 5 B+ 3.33 87-89 Good (consistent and (81-100) thorough B 3.00 83-86 5 understanding, B- 2.67 80-82 occasional originality) C+ 2.33 77-79 Satisfactory (a good C 2.00 73-76 4 general understanding) 4 C- 1.67 70-72 (61-80) D+ 1.33 67-69 Sufficient (limited 3 D 1.00 60-66 achievement) E 0.00 31-59 Poor (very limited 3 2 20  achievement) (31-60) Fail academic (minimal F 0.00 00-30 achievement) 2 1 Fail administrative (0-30) FX 0.00 00 + Recording and reporting ADA School Admission and Student Records Office is the main body of the school that oversees the recording and communication of student grades. The office runs special software to collect, curate, calculate and disseminate the results in a systematic manner. Grades are communicated to students and parents on the School Learning Management System (LMS) Blackboard. At the end of the semester, grades are transferred to Banner for GPA calculation and official records. ADA School Admission and Student Records Office and ADA School Academic Office closely collaborate with ADA School Student Services and Parent Relations office to provide continuous data on student progress, successes, and struggles. To this end, parents/guardians are regularly involved, recommended, and trained in monitoring students’ progress on the student learning system “Blackboard”. Additionally, three teacher-student-parent conferences are held to provide in person information on student progress and performance. Furthermore, parents and guardians receive students’ achievement results as reports at the end of each semester and academic year. GPA and Credits ADA School uses Grade Point Average to summarize students’ overall performance in the subjects selected. GPA is the cumulation of all subjects taken in a semester. GPA for two and more semesters is noted as cumulative GPA. Course credits play an important role in the GPA calculation. School uses special calculation criteria to define a semester credit hour. Credits express the volume of learning based on defined learning outcomes and associated workload. At ADA School, 0.5 credit equals to 50 minutes of weekly class time during a term. Subjects taught for more than 5 hours per week are also credited with a maximum of 2.5 Credits. These subjects are English and Mathematics, each of which is assigned 2.5 credits. Class hours and syllabi for Mathematics and English are determined by the level of learners’ knowledge tested in the admission exams as well as placement test for Math. Graduation Requirements ADA School Graduation Requirements Students’ promotion to Grade 11 is dependent on their subject grades and cumulative GPA. Students who have 4 and more F’s (or FX) as annual subject grades will be required to repeat Grade 10 according to the regulations set by the Ministry of Science and Education. 21  Those students who have fewer than 3 Fs (or FX) are required to sit repeat exam in summer and make up for their F or FX grades which means getting at least an E grade in the exam according to the regulations set by the Ministry of Science and Education. The repeat exam grade will appear on their transcript and government electronic systems but will not affect the Cumulative GPA. Award of Certificate of Completion of Secondary Education (Attestat) at the end of year two is conditional upon State Exams. School provided grades are recorded in student transcripts of completion of secondary education. This document enables students to seek further education in institutions of higher education in and outside Azerbaijan. Students graduating with 2.0 and above GPA are eligible for direct admission to ADA University. ADA School IB DP Requirements Assessment on Diploma Programme and external assessment There are 2 main types of assessment in IBDP 1. School based assessment which includes: summative, formative, diagnostic. These assessments aim to monitor students’ progress over the course and make required adjustments on the teachers’ approach to teaching (ATT). 2. Internal and External assessment as it is prescribed by IB Internal and external assessment by IBDP: The table below is based on originally published IB weightings but may be subject to change by the IB according to external circumstances. Please refer to the subject guides for specific weightings. Group Internal Assessment External Assessment 1 30-40% 60-70% 2 25% 75% 3 25-40% 60-75% 4 20-30% 70-80% 5 20% 80% 6 40% 60% IB failing condition. The IB Diploma will be awarded to a candidate provided all the following requirements have been met. 22  1. CAS requirements have been met. 2. The candidate’s total points are 24 or more. 3. There is no “N” awarded for theory of knowledge, the extended essay or for a contributing subject. 4. There is no grade E awarded for theory of knowledge and/or the extended essay. 5. There is no grade 1 awarded in a subject/level. 6. There are no more than two grade 2s awarded (HL or SL). 7. There are no more than three grade 3s or below awarded (HL or SL). 8. The candidate has gained 12 points or more on HL subjects (for candidates who register for four HL subjects, the three highest grades count). 9. The candidate has gained 9 points or more on SL subjects (candidates who register for two SL subjects must gain at least 5 points at SL). 10. The candidate has not received a penalty for academic misconduct from the Final Award Committee. Table 10 CORE Matrix Along with external graded components IB students will have to complete the CORE requirement Creativity Activity Service (CAS), Theory of Knowledge (TOK) and Extended Essay (EE) in order to achieve an IB diploma as well as extra 3 points for their overall result. See below matrix: TOK Excellent Good Satisfactory Mediocre Elementary E N not A B C D submitted Excellent A 3 3 2 2 1+ Failing N condition EE Good B 3 2 1 1 Failing N condition Satisfactory 2 1 1 0 Failing N C condition Mediocre D 2 1 0 0 Failing N condition Elementary 1+ Failing Failin Failing Failing Failing N E condition g condition condition condition condit ion N not N N N N N N submitted 23 Note on IB DP Predictive and Anticipated grades: ADA School assessments support predictive and anticipated grades for IB DP. Anticipated/Predictive grades will be calculated based on subject grade description along with IB's grade description for 1-7 considering the assessments results and possible improvement. Neither anticipated nor predictive grades will be shared with students and parents. University counselor/DP Coordinator will collect the grades from subject teachers individually and support students in the process of university application. Thus, the Letter grade and IB DP Numeric Grade equivalence is the guiding indicator of a student's progress on the program. Due to the changing nature of IB numeric grades, the anticipated grades for subjects will be calculated based on cumulative percentage grades for a particular subject as recommended by IB DP Publications. At January of the second IBDP year a mock exam of all the selected IB subject group is conducted following IB Exam Conduct procedures and IBDP paper structure. This provides an opportunity for the students to practice external examination structure as well as psychologically prepared for IB external exams. This will also provide accurate data for teachers and school administration to plan and support students by the time of the final exam. Assessment Integrity ADA Test Center Progress Assessment and Final Examinations shall pass through multiple review process before administration. This is done with the facilitation of ADA School Test Center. The center has one dedicated Test Creators, a full-time faculty member for each subject who prepares and reviews assessment items periodically during the year. Around the exam period, a required number of questions are drawn from Questions Bank and an Exam Paper is designed. Together with Administrative Members of the Test Center, namely Director of Studies, Manager of Curriculum and Assessment hold a live review meeting to quality-assure and approve: - Validity and reliability of Assessment items to be administered - Content coverage and match with the syllabus - Suitability for students' academic skills and knowledge - Accessibility - Compatibility with international standards namely IB DP external examinations. The final task of the Exam Review group is creation of a marking scheme or rubrics that will be used for marking purposes. Two versions of each test are prepared. Moderation Fair and transparent grading is of key importance of the education provided by school. Thus, ADA School applies procedures and mechanisms to ensure all learners receive equal and fair assessment. As well as test creation, equitable approach is ensured with the help of moderation of exam results. After exam administration and validity of exam conditions is approved, assessment items are marked by all or selected faculty members of the subject of assessment against approved marking scheme. This is followed by a meeting of subject teachers and school administration to: 24  1. Take samples of work at high, medium and low-grade ranges. 2. Have the works marked by other faculty members in blind review. 3. Discuss the results of both markings. 4. Ensure the consistency of grading with all markers – if a faculty member is found to be over/undegrading, 5. Approve grades to be disclosed. Only after moderation can grades be disclosed to students. Grade Change and appeals. Grades assigned by teachers go though rigorous moderation process weather within the department or with the support of Academic Office. Grades assigned for assessment work is final and non-negotiable. Teachers and students are required to use assessment data to ensure student understanding of the reasons why a particular grade has been assigned. It is students’ right to know how the grade has been assigned and what the areas of strengths and weakness are. With that in mind, teachers and students are urged to refrain from engaging on grade discussions at the numeric level. However, if it is found that there is a technical error in the assigned grade, teachers shall fill out Grade Change form (See Appendix 4) and submit to Head of Department for approval. In Progress assessments and Final exams, the Approval of Academic Office is also required. Students have a right to appeal an assigned grade if they have reasonable ground that the assigned grade does not reflect the level of performance. For this purpose, students fill out Grade Appeal form (see Appendix 3) where they clearly state what their disagreement is and what she/he thinks the correct option should be. The Appeal Form shall be submitted to Study Support Desk no later than 5 working days after receiving the grade. The Appeal shall be investigated by Academic Office with a committee comprised of the subject teacher, one subject expert and the Department Head. The appeal shall be resolved within 3 working days and the student informed officially by email. The Committee has the right to thoroughgoingly regrade the whole work and increase or decrease the grade. The decision of the Committee will be considered final and the change in the grade will be reflected in student’s records. Academic Honesty ADA School commitment to academic integrity is enshrined in our Honor Code. This code serves as the foundation of our academic community, emphasizing honesty, trust, and responsibility in all academic endeavors. In line with our Assessment Policy, we uphold the principles of fairness, transparency, and rigor in evaluating student performance. Our assessments are designed to align with the values of the Honor Code, ensuring that students are evaluated on their own merits, without engaging in dishonest practices such as cheating or plagiarism. Together, the Honor Code and Assessment Policy form the cornerstones of our academic environment, fostering an atmosphere of integrity, respect, and excellence among our students and faculty. Refer to ADA School Honor Code document for more details. 25 References ADA School Curriculum ADA School Academic Honesty Policy ADA School Student-Parent Handbook ADA School Admission policy ADA School SEN policy ADA School Exam conduct guidelines ADA School test center guidelines International Baccalaureate Organization (IBO). 2015. Diploma Programme: From Principles into practice 26 Appendices Appendix 1: Command terms Draw -Represent by means of a labelled, accurate diagram or graph, using a pencil. A ruler (straight edge) should be used for straight lines. Diagrams should be drawn to scale. Graphs should have points correctly plotted (if appropriate) and joined in a straight line or smooth curve. State-Give a specific name, value or other brief answer without explanation or calculation. Annotate- Add brief notes to a diagram or graph. Calculate- Obtain a numerical answer showing the relevant stages in the working. Describe- Give a detailed account. Estimate- Obtain an approximate value. Examine- Consider an argument or concept in a way that uncovers the assumptions and interrelationships of the issue Outline- Give a brief account or summary. Comment- Give a judgement based on a given statement or result of a calculation. Compare- Give an account of the similarities between two (or more) items or situations, referring to both (all) of them throughout. Contrast- Give an account of the differences between two (or more) items or situations, referring to both (all) of them throughout. Comment - Give a judgment based on a given statement or result of a calculation. Deduce- Reach a conclusion from the information given. Determine- Obtain the only possible answer. Discuss- Offer a considered and balanced review that includes a range of arguments, factors or hypotheses. Opinions or conclusions should be presented clearly and supported by appropriate evidence. Evaluate- Make an appraisal by weighing up the strengths and limitations. Explain- Give a detailed account including reasons or causes. Predict- Give an expected result. Present- Offer for display, observation, examination or consideration. Interpret - Use knowledge and understanding to recognize trends and draw conclusions from given information. Investigate - Observe, study, or make a detailed and systematic examination, in order to establish facts and reach new conclusions. Sketch- Represent by means of a diagram or graph (labelled as appropriate). The sketch should give a general idea of the required shape or relationship, and should include relevant features. Suggest- Propose a solution, hypothesis or other possible answer To what extend- Consider the merits or otherwise of an argument or concept. Opinions and conclusions should be presented clearly and supported with appropriate evidence and sound argument. Analyse- Break down in order to bring out the essential elements or structure. 27 Appendix 2: Sample Reflection Lesson after Final Exams. Title Exam Review Time duration 50/70 minutes Overview Students will review their answers to Final Exam Questions. Objective By the end of the session: - the students will have a clear idea of how they achieved their exam grade. - the students will be able to identify their right and wrong answers. - the students will be able to recognize/identify and summarize their strengths and weaknesses in relevant parts of the course content. - the students will be able to come up with solutions to improve on their weaknesses and create an action plan. Materials Exam papers, digital copy of an Exam Paper, marking scheme, PPT, Computer, phone, or tablet cameras and pens and notebooks for students. Activities and Part 1: Distribution and collection of Exam Papers procedures (15 minutes) - Teacher announces that today’s lesson is dedicated to Exam Papers review. - Teacher announces to the students to put all the pens, pencils, erasers away from the desks and to take the phones only (2 min). - After the desks are cleared, subject teacher shares the exam papers and waits the students to keep face down until further instructions (5 min). - The subject teacher asks all the students to take the photos of their exam papers with all the pages included (no discussion shall be conducted here (3 min). - Teacher asks students to stop, close their exam papers and put them on their desks. The teacher collects all the exam papers back from the students (5 min). Part 2: Discussion of Questions – 30 minutes - All the students are asked to take note papers and pens and encouraged to actively make notes on all questions, including the ones they have not answered (3 min). 28  - Teacher shares the marking scheme of the test on the screen starting from Question 1-6 and asks students to go to the photos of their exam papers and start reviewing their answers and teacher feedback/grades (3 min.) - The teacher starts to explain each of the questions of 1-6 one by one by showing it on the Smart Board and clarifies any concerns (3 min). - Teacher shares the marking scheme for questions 7- 12 and asks students to go to the photos of their exam papers and start reviewing their answers and teacher feedback/grades (5 min). - The teacher starts to explain each of the questions of 7-12 one by one by showing it on the Smart Board and clarifies any concerns (5 min). - Teacher shares the marking scheme for questions 12 < and asks students to go to the photos of their exam papers and start reviewing their answers and teacher feedback/grades (5 min). - The teacher starts to explain each of the questions of 12 < one by one by showing it on the Smart Board and clarifies any concerns (5 min). - The students are given 2 more minutes to complete their notes (2 min). Note: Please adjust the question numbers to your own Exam Paper Conclusions (5 min) - At the conclusion of the lesson, students are formed into pairs or individually and asked to analyze their answers to questions and relate them to course content. Students are to relate: - What answers they got correct and what course content it relates to. - What answers they could do better and what content it relates to. - Students shall make notes of their weaknesses and strengths and relate them to course content. Homework Students are asked to make an action plan and reflect on how they can keep their strong points and improve on their areas of weakness. Action plan shall be added to the end of the exam notes. Submission: Student compile their Exam Paper Photos, Notes during the review and Their Action plan into a single file and upload on Bb as an assignment. 29 Appendix 3: Appeal form 30 Appendix 4: Grade change form Grade Change Form Qiymət dəyişmə forması Student Name/ Tələbənın S.A.A Student Banner ID/ Tələbənin İD nömrəsi Class / Sinif(for ex.10AA1, 11A1) Course Title/Dərsin Adı Course Reference Number/Dərsin kodu(CRN) Grading component/Qiymətləndirmə komponentinin adı Change in grading component/Qiymət dəyişikliyi from to Grade change reason/Səbəb Instructor’s Name/Müəllimin adı Signature/İmza Date/Tarix Director of Studies Comments by Director /Direktorun rəyi Signature/İmza Date/Tarix LMS, Blackboard Specialist/ Blackboard üzrə mütəxəssis Overall Grade change in Blackboard/Ümumi qiymət dəyişikliyi from (Numeric/Letter) to(Numeric/Letter) The grade component is updated Signature/İmza Date/Tarix Register Office/ Qeydiyyat şöbəsi Letter grade change in Banner/Qiymət dəyişikliyi from to Signature/İmza Date/Tarix 31 Copy of Notes 32