Pathways School Noida Assessment Policy PDF

3.ii Assessment Policy Assessment is the gathering and analysis of information about student performance. It identifies what students know, understand, can do and feel at various stages in the learning process. It is the means by which we analyze student learning and the effectiveness of our teachi...

3.ii Assessment Policy Assessment is the gathering and analysis of information about student performance. It identifies what students know, understand, can do and feel at various stages in the learning process. It is the means by which we analyze student learning and the effectiveness of our teaching. It acts as a foundation on which to base our future planning and practice. It is central to our goal of guiding the child, from novice to expert, through the learning process. (Primary Years Program Assessment Handbook, January 2000. © International Baccalaureate Organization) The Pathways School mission is clear in where we seek to equip all our students to become lifelong learners by empowering them with skills, optimism and values to pursue their dreams and enhance their own and the lives of others. Our curriculum gives teachers a coherent and effective plan for accomplishing this mission. It is the process of measuring student learning and evaluating classroom instruction. It is an essential part of the teaching and learning process, and should in daily classroom activity be formative, not an end in itself. All classroom assessment should therefore be used to promote student learning. At Pathways School Noida, assessment is ongoing, varied and integral to teaching and learning, and is an internal, school-based process. At Pathways, Assessments of and for learning is an integral part of the overall curriculum design. This document outlines a philosophy and general expectations for faculty regarding assessment practices. Overall Philosophy of Assessment To Begin with, the end in mind means to start with a clear understanding of your destination. It means to know where you’re going so that you better understand where you are now so that the steps you take are always in the right direction. - Stephen R. Covey, The Habits of Highly Effective People,1989, pg 98. At Pathways School Noida, assessment is an ongoing process of understanding and improving student learning. It includes making expectations clear and public, setting criterion for good standards and giving relevant feedback and feedforward, which facilitates student improvement. It also includes gathering, seeking and evaluating evidence for use by students and their teachers to decide where learners are in their learning, where they need to go and how best to get there. At Pathways School Noida we emphasise holistic observation, documentation, and continuous evaluation, systematically gathering and analysing information about a child's knowledge, skills, and abilities. Our objective of assessment is to thoroughly understand a child's development and preparedness across diverse domains, including cognitive, social-emotional, language, and motor skills. Assessment- is about providing feedback on the learning process. Bruner states that students should receive feedback “not as a reward or punishment, but as information” (Bruner 1961: 26). serves different purposes at different times: to assess prior knowledge; assessment for improving learning; assessment for reporting to parents on what students have learned for a prescribed period. is an integral part of teaching and learning and so must be planned with a defined purpose. focuses on the learning process as well as learning outcomes. P a g e 32 | 319  identifies strengths and areas for development and indicates targets for progress. Assessments should inform students in words and not just in numerical scores or grades what they need to do next in order to improve. is effective when it includes self, peer and teacher assessments forms one of the important dialogues between teachers, students and parents. is fair to students and ensures consistency in standards. focuses on assessing a holistic understanding of the big idea, not simply its components. A big idea is a concept, theme, or issue that gives meaning and connection to isolated facts and skills. Is balanced , flexible and multi-model provides opportunities for students to exhibit transfer skills across disciplines and programmes promotes a deep understanding of subject content by supporting students in their inquiries set in real-world contexts. promotes the development of critical- and creative-thinking skills reflects the international-mindedness of the programme by allowing assessments to be set in a variety of cultural and linguistic contexts. Why do we assess? We assess for Teachers, students, parents and administrators. Teachers are expected to use assessment results – To provide regular and frequent feedback and feedforward to students to improve their performance. To evaluate students’ prior knowledge and skill level, strengths and weaknesses, and differentiate instruction as well as assessments to match the needs of students. To celebrate what students can do To determine which students require additional support (ES/ALS) or remedial sessions. To provide specific evidence to record and report progress To review and reflect on their planning as well as instructional strategies Students are expected to use assessments (feedback) - To reflect on their performance and set goals To track their progress and adjust the targets accordingly (become self-adjusters) To develop critical faculties to recognize quality work To develop a positive and realistic appreciation of their own abilities and progress. Parents are expected to use Assessments- To understand the purpose of various assessments To understand their child’s strengths and areas of improvement vis a vis grade level expectations To set short-term goals with the child To engage with the evidence of their child’s learning. Administrators use Assessments- To collect data for analyzing trends within subjects and across grades. To evaluate current practises. To plan for Professional Development. To benchmark the performance of students Planning for Assessment UbD : Stages of Backward Planning. P a g e 33 | 319 1. Identify desired results: Determine acceptable evidencePlan learning experiences and instruction as per the above. Assessment Strategies- The following list of strategies are used: Observation, selected responses, open ended tasks, process journal, portfolio assessment, Performance tasks, videos, photographs, journals, quiz, self-assessments, and personal reflections etc are some of the acceptable evidence of assessment. How do we assess? Assessment is a continuous process, and teachers are expected to use a variety of assessments in their classes. There are 4 main categories of assessments followed- Prior Knowledge Assessments: Conducted to establish what the students already know and can do (skills). This data helps us to plan ahead with greater clarity and helps in grouping students to support differentiation. Assessment as learning: Students are familiarized with the success criteria of the assigned task which helps them self-assess their work and identify areas they need to improve on. This self-reflection and metacognition enables learners to set realistic goals and work out an action plan with adequate teacher support & guidance. Teachers encourage students to review and reflect on their goals and also adjust them, if and when required. Assessment For Learning (Formative assessment) is typically used before and/or during a unit of study. Formative assessment is assessing for learning with the purpose of providing students opportunities to practice, self-assess and reflect. Formative assessment gives teachers and students insights into the ongoing development of knowledge, understanding, skills and attitudes Formative Assessments (assessment for Learning) provides the teacher with the performance of a student and informs further teacher planning and student learning. Assessment of learning (Summative Assessment): Takes place as the cumulative assessment for a unit,process, term, or course of study. It is a chance for students, teachers and parents to evaluate progress and demonstrate what has been learned over the course of time. It is a formal ending point to a taught unit or of a process but not necessarily the end of student learning in the areas being assessed. Summative assessments may provide the teacher with a grade/score, by which the student can be compared with his/her peers and individual growth can be monitored. Assessment for Students with learning difficulties Students on learning support are assessed for all tasks as the rest of the student population. The tasks are differentiated as per the requirements of the child. The ALS teacher may modify the task to remove the barriers of learning so that assessments are more authentic and fruitful. Assessment in the PYP Assessment Practices Early Years: P a g e 34 | 319 In the Early Years, we emphasise holistic observation, documentation, and continuous evaluation, systematically gathering and analysing information about a child's knowledge, skills, and abilities. Our objective of assessment is to thoroughly understand a child's development and preparedness across diverse domains, including cognitive, social-emotional, language, and motor skills. In early years, Baseline Assessments support capturing crucial information about a child's abilities, strengths, and areas that may require further development. We adopt a holistic approach, emphasizing comprehensive observation, documentation, and ongoing evaluation. We use these assessments to tailor educational strategies to meet the unique needs of each child, fostering a practical learning experience. Evidencing learning includes Assessment as learning, Assessment for learning and Assessment of learning. Assessments are ongoing and interwoven with daily learning and helps teachers and students find out what children already know, understand and can do in order to plan for further student learning and growth. Students are aware of the success criteria and are also encouraged to participate in discussion while co- creating the success criteria for a certain task. Students document their learning in a portfolio. Quarterly assessments: Students from Grade 2 to 5 are given a pen-paper assessment, for Language and Math, on a quarterly basis, on all the topics covered through the term. This enables the teachers to identify any gaps in retention or application of the concepts over a period of time. Accordingly, the remedial work can be planned for the students who require support. Alongside, the baseline assessments (again for Grades 2 to 5) administered in the beginning of the year help the teacher to identify the areas of strength and improvement of each child as well as the class as a whole. Grade 2 upwards, the students are encouraged to self review their performance in these tests and identify areas of growth which eventually reflects into their goals. Teachers make use of this assessment data to aid differentiated planning. How do students demonstrate learning? Students are provided with a variety of opportunities to evidence their learning. These include, but are not limited to: presentations, demonstrations, performance tasks, portfolios, interviews, tests, quizzes, reflection journals, class discussions, peer observations and the PYP Exhibition in the culminating year of the programme. A range of assessment formats is used to represent a balanced view of each child and what they know, understand and can do, in light of the content being assessed. Recording of assessments How do teachers record student progress? Teachers use a variety of assessment tools to record student progress in the PYP, including: rubrics, checklists, continuums, anecdotal records, task or subject-specific criteria, benchmarks/examples and narrative records. Students build a digital portfolio with their chosen work samples across all subject areas from Nursery to Grade 5. It also captures their reflections on the work samples. Teachers use observation as a tool and record their anecdotes in the Grade book. The assessment data is recorded on the learning management system- Learning Management System. Reporting of assessments in PYP How is student growth reported to parents and students? Mid-semester reports (after each unit) Semester-end Reports (twice a year) P a g e 35 | 319  Student self-reflection on learning and goals is included in the semester end report card Student-Led conferences (once in a year)- Parent-Teacher, Teacher-Student and Parent-Teacher-Student conferences. Teacher communication with parents via notes, emails and phone calls Merit systems/certificates. Assessment in the MYP In MYP criterion-related grading systems are used, where numbers are used to represent qualitative descriptions of achievement when assessing. Teachers in the MYP make decisions about student achievement using their professional judgment, guided by MYP mandated criteria that are disclosed to and known by students in advance. This ensures that assessment is transparent. The assessment tasks, strategies and tools applied at Pathways School Noida meet the MYP requirements, which include the use of MYP subject-specific assessment criteria for each year of the program for summative assessments. The individual assessment tasks are designed, developed and applied by either the individual subject teacher or through a collaboration of teachers; this process is an integral part of the planning of a unit of learning. MYP Assessment Practices: At Pathways School Noida, both formative and summative assessments are an integral part of the assessment practices. Formative Assessment in the MYP: Formative assessment will sometimes be criterion related, but can also take the form of informal observation, question-and-answer sessions, reflection, quizzes, written work, etc. Summative Assessment in the MYP: The summative assessment gives the teacher evidence for evaluating the student’s achievement level against the assessment criteria and contributes to the determination of the student’s achievement level in that specific criterion. The criteria and their descriptors are mandated by IB. The teacher can design and develop many different forms of summative assessment tasks. Examples of tasks: Creation of solutions of products in response to problems Essays Tests Questionnaires Investigations Research Performances Presentations (verbal, written, graphic through various media) Musical composition MYP Assessment Criteria and Assessment Rubrics The MYP curriculum is organized through the study of eight subject-groups: language acquisition, language and literature, individuals and societies, sciences, mathematics, arts, physical and health education, and design. P a g e 36 | 319 Each subject-group has four learning objectives that directly correspond to four assessment criteria. For the Personal Project (year 5) and interdisciplinary units, there are three criteria. The table shows an overview of the criterion for each subject, the personal project and interdisciplinary units. This is illustrated in the program model below: 1 credit-from Principle into practice The MYP assessment criteria across subject groups can be summarized as follows. A B C D Language & Literature Analyzing Organizing Producing text Using language Language Acquisition Listening Reading Writing Speaking Individual & Societies Knowing and Investigating Communicating Thinking critically understanding Science Knowing and Inquiring and Processing and Reflecting on the understanding designing evaluating impacts of science Mathematics Knowing and Investigating Communicating Applying understanding Pattern Mathematics in real life context Design Inquiry and Developing creating the Evaluating analyzing ideas solution Arts Investigating Developing Creating/Performi Evaluating ng P & HE Knowing and Planning for Applying and Reflecting and understanding performance performing improving P a g e 37 | 319  performance Interdisciplinary Evaluating Synthesizing Reflecting learning Personal Project Planning Applying Skills Reflecting Each of these criteria are divided into various achievement levels (numerical values from 0 to 8) that appear in bands, and each band contains general, qualitative value statements called level descriptors that define what students need to do to achieve that specific level. The levels 1 and 2 appear as the first band, levels 3 and 4 as the second band, and so on. All criteria have four bands and a maximum of eight achievement levels and each criterion in a subject is equally weighted. All summative assessments must be designed to allow the students to achieve all achievement levels. An assessment task may provide evidence of achievement in all strands of a criterion, and more than one criterion can be assessed in an assessment task. Given that the MYP-published assessment criteria are holistic, in that they offer general, qualitative value statements about student achievement, the teacher develops task-specific clarifications to explain the task. Task-specific clarifications bring a level of specificity to the assessment criteria. However, each task-specific clarification will be based on the published MYP assessment criterion. Achievement levels IB has published the criteria and their descriptors for achievement levels in assessment rubrics. These rubrics are used for all summative assessments. It is the responsibility of the teacher to ensure that students have the relevant assessment rubric and clear task descriptions/directions for all summative assessments. IB has published assessment rubrics for year 1 (6th Grade), year 3 (8th grade) and year 5 (10th grade). For year 2 (7th grade) Term 1 Year 1 Assessment criteria are used and for term 2 Year 3 Assessment criteria are used. For Year 4 i.e Grade 9 Year 4 Assessment criteria are used. When applying the assessment criteria to a student’s performance, the teacher will determine whether the first descriptor describes the performance. If the student work exceeds the expectations of the first descriptor, the teacher will determine whether it is described by the second descriptor. The teacher will continue until he/she arrives at a descriptor that does not describe the student’s work. The work will be described by the previous descriptor. In certain cases, it may appear that the student has not fulfilled all of the descriptors in a lower band but has fulfilled some in a higher band. In those cases, teachers will use their professional judgment in determining the descriptor that best fits the student’s performance. Where more than one teacher is teaching the same class, standardization of assessment takes place. This process involves teachers meeting to come to a common understanding on the criteria and achievement levels and how they are applied for that particular course. In doing so, teachers ensure consistency and reliability of their judgments. Standardization is also required for teachers involved in the Personal Project. For students with special needs or circumstances, the teacher will adhere to the inclusion policy. Also, the Academic Integrity policy will be followed, and if misconduct is suspected and/or detected it will be acted P a g e 38 | 319 upon according to the Academic Integrity school policy guidelines. MYP Grade 6-8 curriculum at Pathways School Noida The IB's Middle Years Programme (MYP) builds on the structured, student-centred and enquiry-based foundation laid in the Primary School. The curriculum framework of both the PYP and MYP uses content for all the subjects and is drawn from the best practices prevalent and subject to assessment practices as prescribed by the standards and practices mandated by the IB – MYP. Language & Literature English/Hindi Mathematics Language acquisition French/Spanish/Hindi Sciences -physics, chemistry & biology Art- Visual Arts, Music, Drama(Theatre) , Individual and Societies- History & Geography Dance Physical & Health Education Design- Product Design & Digital Design All students take all the courses in all groups except in Language acquisition, students choose any one language from French, Spanish or Hindi. This curriculum is approached through enquiry, developing what the students know into an exciting journey of knowing more–stimulating the student's latent curiosity and honing the skills of research, expression, presentation and application. Students learn to share experiences, work in teams and transfer knowledge gained in one area to another, through cross-curricular projects and themes. Each year, students in the MYP also engage in at least one collaboratively planned Interdisciplinary Unit that involves at least two subject groups. MYP Grade 9-10 curriculum and assessment at Pathways School Noida For Grade 9 and 10, students are able to make subject-choices keeping in view their interests for Grade 11 and 12 and further studies. Students prepare themselves for an e-assessment which will take place at the end of Grade 10. E-assessment consists of on-screen assessments and e-portfolios. There is a balance of on-screen exam and e-portfiolio. Onscreen exam is a time bound exam where students write their responses to questions by using laptops. It does require the internet for submission of responses to IB as they are directly submitted to Ibo electronically. For e-portfolio, students work on project-based tasks with the help of teachers. Students are given 4-6 weeks to complete the project where final work is submitted to IBO for external moderation after completing internal marking by teachers. In Grades 9 and 10, students will continue to participate in service as action and additionally do a Personal Project. They will also take an Interdisciplinary assessment. Pathways School Noida offers a wide range of subject disciplines under each of the 8 subject groups. Please look at the table on the next page. Subject Group Subject discipline Assessment type Language & Literature English Onscreen exam Language Acquisition French On screen exam and Internal Spanish Assessment (speaking Hindi component) P a g e 39 | 319  Individual & Societies History Onscreen Exam Geography Integrated Humanities Science Physics Onscreen Exam Chemistry Biology Interdisciplinary Unit IDU based on Prerelease Onscreen Exam material Design Product Design E-portfolio Digital Design Arts Music E-portfolio Visual Arts Drama Physical & Health Physical & Health E-portfolio education Education Personal Project Personal Project Portfolio Eligibility for MYP Certificate at the end of grade 10: Complete the on-screen examinations for a minimum of four subjects, one from each of the following subject groups: ○ Language and Literature ○ Language Acquisition ○ Individuals and Societies ○ Sciences ○ Mathematics Take the Interdisciplinary examination Submit at least one e-portfolio from any of the following skill-based subject groups: 1. Arts 2. Physical and Health Education 3. Design Submit the Personal Project Complete the school's requirement for Community Service (Source: General Regulations: Middle Years Programme, April 2014) At Pathways School Noida, all students are recommended to enroll for 9 subjects(Including Personal Project and IDU) in total while abiding by the aforesaid eligibility criteria for MYP Certificate. Certain students are permitted to enroll for 8 or lesser subjects on a case to case basis if there are specific learning needs or academic challenges. Awarding, Recording of student achievement level in the MYP During a semester students receive a Subject-Specific Criterion-Based level for individual assignments and assessment tasks on a scale from 0 to 8. These levels will be communicated via Learning Management System. At the end of a year the student receive a final Grade on a scale from 1-7 for each subject studied. The final Grade will be communicated via report card on the Learning Management System. P a g e 40 | 319  Standardization and moderation of student work is done among teachers to ensure fair assessment according to task specific clarifications. The Subject-specific Criterion-Based levels are awarded according to the process described above for each individual assessment task. For each subject, teachers are required to assess all strands for all four criteria at least twice per year. However, teachers might choose to assess each criteria multiple times. The awarded level for a summative assessment is recorded and communicated via Learning Management System where all summative assessments are recorded. Decimals, percentages, or fractions are not consistent with criterion-related assessment and are not used as summative assessment. Key formative assessments will also be recorded on the Learning Management System and the way of recording students’ work is a portfolio. This is a record of students’ involvement in learning. Students use portfolios to record their learning, measure their growth and goal setting and reflect on the process. This is used by the students of grade 6-8. The final achievement Grade is awarded at the end of each year. The teacher will, based on the evidence collected throughout the year, use professional and informed judgment to award each student a final achievement level in each of the criteria. The achievement level is not an arithmetical average of the marks achieved throughout the semester; rather the student will be graded at the end of the year. This allows for the acknowledgment of growth where the student is not penalized for earlier work that might not reflect current level of understanding. The final achievement levels for each of the criteria are added together. The sum produced is used to translate the student’s final achievement into the IB MYP 1-7 scale according to the official MYP published grade boundary. (See below). For example, if the sum of the values awarded for each criterion in a Language and literature class is 25, the final achievement mark for that class will be MYP grade 6. Numeric scales are commonly used in educational systems around the world, and the IB 1-7 scale is one of the most widely recognized, both internationally and within the United States The grade boundary guide is the same for all years and subjects in MYP. Grade Boundary Descriptor guidelines Produces work of very limited quality. Conveys many significant 1 1-5 misunderstandings or lacks understanding of most concepts and contexts. Very rarely demonstrates critical or creative thinking. Very inflexible, rarely using knowledge or skills. Produces work of limited quality. Expresses misunderstandings or significant 2 6-9 gaps in understanding for many concepts and contexts. Infrequently demonstrates critical or creative thinking. Generally inflexible in the use of knowledge and skills, infrequently applying knowledge and skills. Produces work of an acceptable quality. Communicates basic understanding of many concepts and contexts, with occasionally significant misunderstandings or gaps. Begins to demonstrate some basic critical and 3 10-14 creative thinking. Is often inflexible in the use of knowledge and skills, requiring support even in familiar classroom situations. P a g e 41 | 319  Produces good-quality work. Communicates basic understanding of most concepts and contexts with few misunderstandings and minor gaps. Often 4 15-18 demonstrates basic critical and creative thinking. Uses knowledge and skills with some flexibility in familiar classroom situations but requires support in unfamiliar situations. Produces generally high-quality work. Communicates secure understanding of concepts and contexts. Demonstrates critical and creative thinking, 5 19-23 sometimes with sophistication. Uses knowledge and skills in familiar classroom and real-world situations and, with support, some unfamiliar real- world situations. Produces high-quality, occasionally innovative work. Communicates extensive understanding of concepts and 6 24-27 Contexts. Demonstrates critical and creative thinking, frequently with sophistication. Uses knowledge and skills in familiar and unfamiliar classroom and real-world situations, often with independence. Produces high-quality, frequently innovative work. Communicates comprehensive, nuanced understanding of concepts and contexts. 7 28-32 Consistently demonstrates sophisticated critical and creative thinking. Frequently transfers knowledge and skills with independence and expertise in a variety of complex classroom and real-world situations. Reporting in the MYP: Formal Report (four times per year) Student self-reflection on learning and goals is included in the semester end report card Parent-Teacher, Teacher-Student and Parent-Teacher-Student conferences. Teacher communication with parents via notes, emails and phone calls Assessment for Students with learning difficulties Students on learning support are assessed for all tasks. Students with learning support requirements may require reasonable adjustments to access the MYP curriculum framework. Access accommodation is provided to students of MYP 1 to MYP 5 with specific learning needs during their assessments in compliance with the school's Access and Inclusion Policy. DP Assessment Policy Assessment in the DP is the gathering and analysis of information about student performance. It identifies what students know, understand, can do and feel at various stages in the learning process. It is the means by which we analyse student learning and the effectiveness of our teaching. It acts as a foundation on which to base our future planning and practice. It is central to our goal of guiding the child, from novice to expert, through the learning process. (Diploma Program Assessment Handbook, January 2000. © International Baccalaureate Organization) Assessments in the DP - Administrators use them to: To collect data for analysing trends within subjects and across grades. P a g e 42 | 319  To evaluate current programs, consider possibilities and advantages of introducing new programs or discontinue certain programs that are no longer productive. To plan for Professional Development. Compare the performance of students with performance of other students in similar schools. External Agency use them to: The assessments enable the school to generate accurate predicted grades which are required for the University Admission process for the DP and CP students. Specifics of Planning for Assessment in the DP: 1. Identify desired results: We consider our own goals, big ideas, essential questions, knowledge and skills. We examine established content standards (National) and review curriculum expectations. Typically, we might have more content than time allows so we prioritize. 2. Determine acceptable evidence: How do we know that students have achieved the desired results? What kind of evidence do we look for? These are some of the questions we tried to answer collaboratively. Observation, Selected responses, open ended tasks, process journal, portfolio assessment, Performance tasks, videos, photographs, journals, quiz, self-assessments and personal reflections etc are some of the acceptable evidences of assessment. 3. Plan learning experiences and instruction: Plan learning experiences and instruction that enables us to achieve the desired learning outcome. These learning engagements should also focus on constructivism and foster inquiry and thinking. Image Source: My IB DP Requirements: Students studying for the full diploma are required to select one subject from each of groups 1 to 5 (refer to image above). A sixth subject is chosen either from group 6, or as a second subject from one of the other groups. Three subjects (occasionally four) are taken at higher level (HL) and three subjects (occasionally two) are taken at standard level (SL). The recommended teaching time is 240 hours for an HL course and 150 hours for an SL course. This allows students to go into more depth in their preferred subject areas, while requiring them to continue to study in other areas. SL courses are often subsets of HL courses in the P a g e 43 | 319 same subject. If students are unable to study the programme in full, they can follow fewer courses, for which they will receive individual certificate results. Group 1: Studies in language and literature Group 1 consists of a Language and Literature course in a student’s first language. The course aims to develop in students skills of textual analysis and the understanding that texts, both literary and non-literary, can be seen as autonomous yet simultaneously related to culturally determined reading practices. Group 2: Language Acquisition - second language (language ab initio, language B, language A2, classical languages) The acquisition of a second language carries great importance in the DP. Students learn to understand and use the language and gain insights into the cultures of the countries where the language is spoken. This subject group includes courses for beginners (language ab initio, classical languages), second-language learners with previous experience with the language (language B), and bilingual students with a high level of fluency (language A2). 51 Group 3: Individuals and Societies This group includes nine subjects: Economics, Geography, History, Global Politics, Psychology, Business and Management. By studying human experience and behaviour, as well as economic and social environments and institutions, students gain an appreciation of diverse perspectives and values. They learn to analyze concepts and theories, and to use quantitative and qualitative methods of data collection and analysis. Group 4: Experimental Sciences The sciences offered in this group are Biology, Chemistry, Physics, Environmental Systems and Societies (interdisciplinary subjects in both groups 3 and 4), Computer Science and Design Technology. Students become familiar with the body of knowledge, methods and techniques that characterize science and technology, and learn practical laboratory skills. Group 5: Mathematics This group includes courses designed for a range of abilities and interests. Some are aimed at students who wish to study mathematics in depth, while others are for those who need mathematics to enhance their understanding of other subjects. The courses seek to provide students with mathematical knowledge and principles. They help students develop logical and creative thinking in mathematics and use abstraction and generalization to reach conclusions. All students must follow a course in mathematics. Mathematics is offered at HL and SL in Application and Interpretation and in Analysis and Approaches. Group 6: The Arts The arts group includes Visual Arts, Music and Film Studies. The emphasis is on making art. That is, students gain an understanding of the arts and learn to express themselves artistically by creating, producing or performing works of art. In addition, they explore art forms from different cultures throughout the world. Core requirements At the heart of the DP are three requirements that students must fulfill in addition to their work in six subjects. P a g e 44 | 319 Theory of knowledge One of the most important elements of the DP is the theory of knowledge course, which challenges students to question the bases of knowledge—to reflect critically on how they know what they believe to be facts or the truth. It consists almost entirely of exploring questions about different sources of knowledge. While TOK forms the core and is integrated in all subjects of the DP, assessment in TOK consists of two elements - the Exhibition that is marked internally and externally moderated and the TOK Essay that is externally marked. Creativity, activity, service (CAS) Another important element of the DP is creativity, activity, service (CAS). To fulfill this requirement, students must take part in artistic activities (creative); sports, expeditions or local or international projects (activity); and community or social service projects (service). Participation in CAS raises students’ awareness of community needs and gives them an opportunity to apply what they have learned in the classroom to address these needs. It also gives them confidence in their ability to bring about change. The projects must have tangible results and offer real benefits to others. Reflection on their experience is also an important part of student involvement in CAS. All CAS documentation is done by students on the Learning Management System and are periodically checked by the CAS Advisors and CAS Coordinators. The Extended Essay An extended essay, of at most 4,000 words, offers students an opportunity to conduct an in-depth study of a topic of special interest. The experience and skills gained in carrying out independent research and producing a structured, substantial piece of writing provide excellent preparation for independent study at university level. Assessment by the IB The DP’s curricular structure defines the framework in which assessment must operate. Individual assessment models are constructed for each subject at both HL and SL, for theory of knowledge (TOK) and for the extended essay. Two examination sessions are held each year, in May and November/ December, with results being released in early July and early January respectively. The published results are made up of subject grades, which equate to diploma points, in the range from 1 (lowest) to 7 (highest) at HL and at SL, and grades from E (lowest) to A (highest) for TOK and the Extended Essay. A matrix table converts the combined letter grades for TOK and the extended essay into points score from 0 to 3. CAS does not contribute to the points total, but authenticated participation in CAS is a requirement without which the diploma cannot be awarded. A grade E in TOK or EE will result in a Diploma not being awarded. The policy of making the same number of points available for both HL and SL courses, despite the difference in workload and achievement at the two levels, is a deliberate one, encouraging students to regard their SL courses as equally important to their HL courses. Students are encouraged to achieve their best across all disciplines and are appropriately rewarded for doing so. DP assessment procedures measure the extent to which students have mastered advanced academic skills in fulfilling these goals, for example: analysing and presenting information evaluating and constructing arguments solving problems creatively. P a g e 45 | 319  Basic skills are also assessed, including: retaining knowledge understanding key concepts applying standard methods. In addition to academic skills, DP assessment encourages an international outlook and intercultural skills, wherever appropriate. Student results are determined by performance against set standards, not by each student’s position in the overall rank order. Using external and internal assessment The IB uses both external and internal assessment in the DP. External assessment Examinations form the basis of the assessment for most courses. This is because of their high levels of objectivity and reliability. They include: essays structured problems short-response questions data-response questions text-response questions case-study questions multiple-choice questions – Internal assessment Teacher assessment is also used for most courses. This includes: oral and listening work in languages fieldwork in geography engagement activity in Global Politics laboratory work in the sciences investigations in mathematics artistic performances in Group 6 The International Baccalaureate® (IB) Diploma Programme (DP) uses both internally and externally assessed components to assess student performance. For most courses, written examinations at the end of the DP form the basis of the assessment. This is because these examinations have high levels of objectivity and reliability. Externally assessed coursework, completed by students over an extended period under authenticated teacher supervision, forms part of the assessment for several programme areas, including the theory of knowledge (TOK) essay and the extended essay (EE). In most subjects, students also complete in-school assessment tasks. These are either externally assessed or marked by teachers and then moderated by the IB. How DP assessment is scored P a g e 46 | 319 A candidate can only receive an IB Diploma if the following conditions are met: CAS requirements are met. The candidate has achieved at least 24 total points. A grade has been awarded in all subjects, TOK and the EE. A grade of at least a 2 has been awarded in all subjects. The candidate does not have a grade 2 awarded 3 or more times. The candidate does not have a grade 3 awarded 4 or more times. The candidate has at least 12 points on HL subjects. (For candidates who register for four HL subjects, the three highest grades count). Candidates have at least 9 points on SL subjects. (Candidates who register for two SL subjects must be awarded at least 5 points at SL). The Main subjects In the DP, students receive grades ranging from 7 to 1, with 7 being highest. Students receive a grade for each DP course attempted. A student’s final Diploma result score is made up of the combined scores for each subject. Thus, the maximum possible points total for a DP student is 45 (6 X 7, plus 3). A student gaining 24 points or more, subject to certain conditions relating to the distribution of points across subjects, will be awarded the diploma. The diploma is awarded to students who gain at least 24 points, subject to certain minimum levels of performance including successful completion of the three essential elements of the DP core and obtaining 12 cumulative points in the three HL subjects. The DP core The theory of knowledge (TOK) and extended essay (EE) components are awarded individual grades and, collectively, can contribute up to 3 additional points towards the overall Diploma score. P a g e 47 | 319 DP Core External Assessment Matrix for Extended Essay and Theory of Knowledge from DP Assessment Guide Creativity, Activity, Service – the remaining element in the DP core – does not contribute to the points total but authenticated participation is a requirement for the award of the diploma. Higher level and Standard Level courses The IB awards the same number of points for higher level (HL) and standard level (SL) courses, reflecting the IB’s belief in the importance of achievement across a broad range of academic disciplines. HL and SL courses differ in scope but are assessed against the same grade descriptors, with HL candidates expected to demonstrate the various elements of the grade descriptors across a greater body of knowledge, understanding and skills. Receiving a bilingual diploma A bilingual diploma is awarded to candidates who complete and receive a grade 3 or higher in two languages selected from the DP course studies in language and literature. Students who gain a grade 3 or higher in studies in language and literature and a grade 3 or higher in an individual and societies or science subject, completed in a different language, will also receive the bilingual diploma. Where more than one teacher is teaching the same class, standardization of assessment takes place. This process involves teachers meeting to come to a common understanding of the criteria and achievement levels and how they are applied for that particular course. In doing so, teachers ensure consistency and reliability of their judgments. For students with special needs or circumstances, the teacher adheres to the Access and Inclusion Policy. The Academic Integrity policy will be followed, and if misconduct is suspected and/or detected it will be acted upon according to the Academic Integrity school policy guidelines. DP Assessment Practices at Pathways School Noida At Pathways School Noida, both formative and summative assessments are an integral part of the assessment practices. Formative assessment in the DP: It will sometimes be criterion related, but can also take the form of informal observation, question-and- answer sessions, reflection, quizzes, written work, etc. Summative assessment in the DP: It takes place as the cumulative assessment for a unit, term, or course of study. Awarding of student academic achievement at Pathways School Noida During a semester, students will receive Subject-Specific Component-Based marks for individual assignments and assessment tasks. These marks will be communicated via the Learning Management System. At the end of a semester the student will receive a final achievement on a scale from Grade 1-7 for each subject studied which is communicated via a report card on the Learning Management System. P a g e 48 | 319 The subject-specific grades are awarded according to the process described above for each individual assessment task. The awarded level for a summative assessment is recorded and communicated via the Learning Management System where all formative and summative assessments are logged. The final achievement Grade is awarded at the end of each semester. There is a robust system of internal moderation of Summative assessment and End of Semester scripts to ensure internal standardization. Predicted grades, required for university admission, are based on students’ achievement grade, work ethics and professional judgment by the teacher. This allows for the acknowledgment of growth where the student is not penalized for earlier work that might not reflect current level of understanding. Reporting of student achievement at Pathways School Noida All assessment records are maintained in the School Information System (Software –Learning Management System), to which the parents and the students have access (through passwords) at all times. These records are shared with Heads of Departments, DP Coordinator, Senior and Middle School Principal and Director. Reporting to parents happens in oral and written formats. In the Secondary School, Parent Teacher Conferences are held in October, December and March in both years after the Mid Semester Grade Reports have been published. In year 1, formal written reports will be sent in December and June after semester exams and in Year 2, a status report in December and a Mock exam report in March is sent. A Fresher’s report is sent after 6 weeks into the programme to give an account of how the students have settled into the programmes. This will be followed by a Parent Teacher Conference in which issues arising out of subject choices will be settled. There will be a Semester Grade Report that will be published for DP 1 and DP 2 which will indicate the progress of the child. The report card includes Achievement grade, Effort grades and comments. Conversion for Higher Education for students applying to Indian Universities The Indian Equivalence of the final DP grades are issued by the Association of Indian Universities through the school. Diploma Programme Grade Descriptors P a g e 49 | 319 CP Assessment Policy Assessments in the IB career-related programme is used as a tool to assess student learning and are conducted in tune with the approaches to teaching (particularly teaching informed by assessment). Assessments in the IBCP are a frequent indicator of student progress and student learning needs. The programme employs a variety of assessment types to assess student learning with a combination of diagnostic, summative and formative assessments. P a g e 50 | 319  2 Diagnostic Assessments These assessments are employed as an indicator of a student's previous knowledge and understanding. Diagnostic assessments assist teachers to use the results from the assessment to plan the curriculum and/or improve on further learning and teaching experiences. The major objective of diagnostic assessments is evaluation, information, and reinforcement of concepts. Diagnostic assessments are conducted at the beginning of each unit to assess student knowledge and to eliminate any pre-set notions. Formative Assessments These assessments are regular and ongoing. The results from these assessments are used to gauge the impact of the instructional methods and to make amends as necessary. Regular and continuous assessment is fundamental to all teaching and learning. Formative assessments allow the opportunity for teachers to give continuous feedback to the students. In consequence, students use the feedback from formative assessments for reflection, self-review and to have a better learning experience. Within the IBCP, formative assessments take the shape of the following methods: Peer and Self-Assessment: Students evaluate their work or that of their peers against established criteria, encouraging reflection and learning. (Assessed quarterly) Quizzes and Tests: Short quizzes or tests throughout a unit (assessed monthly) Worksheets (assessed monthly) Projects: projects or assignments that require research, planning, and presentation. This allows students to demonstrate understanding and application of concepts. (assessed bi-annually) Individual presentations and group presentations: Oral presentations or demonstrations where students communicate their learning and understanding on a specific topic. (assessed quarterly) Written Assignments: Essays, reports, journals, or reflections that require students to articulate their understanding and thoughts on a subject. Portfolios: A collection of a student's work over time, showcasing their progress and achievements in various areas. Teacher’s observations: Teachers observe and assess students' skills, behaviors, and understanding in practical settings, such as in workshops, or performances. (Conducted in real time) P a g e 51 | 319  Student led conferences: the opportunity for student led conferences allows students to take agency of their own learning as they can demonstrate their understanding of concepts learned. (Conducted annually) Exit Tickets: Brief assessments or questions given at the end of a lesson or unit to gauge understanding and identify areas that need reinforcement. (conducted at end of unit) Problem-Solving Activities and target based internships: Activities that require students to solve real- world problems, applying their knowledge and skills in a practical setting (annually) Oral interaction with peers and teachers: multimedia presentations where students orally communicate their understanding of a topic or defend their project work before a panel of assessors. The frequency and format of the formative assessments is decided upon by the facilitator. The formative assessments are used to inform instructional practices within the IBCP framework. Summative Assessments The aim of the summative assessments is to provide a comprehensive evaluation of student’s understanding of the taught concepts, skills acquired, and gauging overall understanding of the IBCP framework allowing for the measurement of overall progress and achievement by the student at a certain milestone. Teachers use the summative assessments to generate detailed reports that further assist in the appropriate delivery of the curriculum as per student needs. Summative assessments additionally aid teachers in evaluating if their objectives have been achieved. Summative assessments encompass: End-of-Unit or End-of-Term Assessments: Summative assessments conducted at the conclusion of a specific unit or term to gauge overall understanding and mastery of concepts. Examinations: Formal written assessments are held at the end of the academic year and cover the entire curriculum. These assessments are typically standardized. Standardized tests or assessments are used to evaluate student learning in specific subjects or areas. Internal assessments: as directed per specific subject requirements. CRS modules and their dedicated assessments: summative assessments graded and certified by the career related study provider. Written Assignments/Examinations: Comprehensive written assessments that may include essays, reports, or responses to prompts assessing students' understanding of the subject matter. Portfolios: Summative portfolios showcase a student's best work, demonstrating their growth and achievement in various areas over a specified period. This method is specifically employed for the internal assessments and IBCP core components. Final Projects or Capstone Assessments: Culminating projects or assessments that showcase students' learning and application of knowledge and skills acquired throughout the program. These may include research papers, presentations, or practical demonstrations. This would also encompass assessment of a student's body of work, showcasing their design projects, artwork, and creative endeavours. Practical Assessments, Industry Projects or Collaborations: Working on projects in collaboration with industry partners or clients, where students' contributions and outcomes are assessed. These are target based internships and collaborations whereby students work will be assessed using a specified assessment criteria with defined learning outcomes. IBCP ASSESSMENT, EXAMS AND AWARD CRITERIA The IB Career-related programme evaluates students through both internal assessments conducted by the school as well as external assessments administered by the International Baccalaureate and career related P a g e 52 | 319  study provider using the following approach. At the end of each chosen DP course that aligns with the student’s career-related study, the student will attempt written examinations as per global timelines. These assessments are reviewed and graded by external IB examiners, adhering to stringent global benchmarks. Marks are allotted for each specific course, ranging from 1 (lowest) to 7 (highest). In order to attain the CP award within the IBCP, students need to secure a minimum of grade 3 or above minimum in at least two DP courses that they've enrolled in. Each student is expected to complete the requirements of all the four CORE components of the IBCP, which encompass the reflective project (assessed internally but moderated by IB; requiring a minimum achievement of grade D), service learning, personal and professional skills, and language development (all assessed internally by school). The completion and assessment of CRS modules must undergo both internal evaluation and external assessment conducted by the CRS provider. The student must NOT have received any penalty for academic misconduct. Grading system for IBCP core Owing to the flexibility of the IBCP core, facilitators are encouraged to continuously improve their knowledge and enhance their skills to create personalized assessment criteria for all core components (excluding the reflective project). Teachers must adapt their criteria based on the assessment context, individual student needs, and the course requirements. Students must have absolute clarity of the expectations of outcomes from the assessments. The approaches to assessment should vary and be constantly updated to ensure that students are explicitly aware of the expectation of outcomes. Students must understand that the evaluation of their accomplishments is trustworthy, dependable, uniform, genuine and equitable. The implementation of the IBCP core elements should be tailored to consider students' diverse needs, interests, and backgrounds. In regard to the assessment, teachers are urged to create personalized assessment standards following collaborative discussions for all core elements (excluding the reflective project). Subsequently, schools communicate to the IB whether students have fulfilled the core requirements. The grade obtained for the reflective project is communicated to the IB through the IBIS platform. Assessment of the reflective project: The reflective project comprises 50 hours of the student's CP course and focuses on an ethical dilemma directly associated with the student's career-related study. The assessment of the reflective project is carried out by the school. The IB subsequently chooses a sample for the school to forward to an external moderator to verify the school's evaluations. Hence the reflective project is internally assessed by the school but moderated by IB. Upon completion of the reflective project, students must submit either a 3000-word essay or a combination of a 1500-2000-word essay along with an additional format such as film, oral presentation, interview, play, or display. The permitted additional formats are: A short film (7 minutes). Students are free to create whatever type of film they believe will be a valuable component of their reflective project, for example a documentary, a drama, a news report and so on. They can choose to submit a written film script instead (700 words). A spoken presentation (recorded on audio/video; 7 minutes). A presentation provides students with the opportunity to address in a spoken format aspect of their reflective project. They can choose to submit a written script instead (700 words). P a g e 53 | 319  An interview (recorded on audio/video; 7 minutes). An interview allows students to be creative by imagining and developing a discussion between two or more people. They can choose to submit a written script instead (700 words). A play (recorded on audio/video; 7 minutes). The play should include one or more characters performing a spoken drama that supports elements of the reflective project. It can include dialogue, music and sound effects. Students can choose to submit a written script instead (700 words). A display (a storyboard or photo essay using up to 15 annotated images; 700 words). A storyboard/ A photo essay is usually a linear narrative told through imagery. Students can decide what their imagery will accomplish and how it will contribute to the reflective project overall. For example, it could provide an overview of their reflective project and create points of discussion or illustrate particular ideas. (ref: reflective project guide, IB resource center, 2016) Assessment of the language development core : The Language development core component requires a minimum of 50 hours of sanctioned time in the school timetable. The evaluation of language development is determined by the school and may encompass both group assessments (such as role play, dances, music, etc.) and individual assessments (including written tests, essay writing, storytelling, etc.). Students are required to compile and craft their language portfolio to meet the school's expectations. Although the IB does not directly assess the language development core, it may undergo sample review during CP evaluations. The advancement in language development is measured by monitoring the language portfolio's progress or utilizing online applications like Duolingo, which automatically track progress. Language development runs concurrently with the other elements of the CP core. Assessment of the personal and professional skills : The personal and professional skills component constitutes 90 hours of the IBCP core curriculum. It aims to equip students with transferable skills that are essential for their future pathways. Each PPS course is exclusive to the school and crafted by the school to suit the local context, encompassing a wide range of skills such as social and communication skills, self-management skills, critical thinking, research, among others. Students are expected to demonstrate these skills consistently in all their pursuits. The evaluation of this aspect is intertwined with the entirety of the IB Career-related Programme as a cohesive unit. Educators are encouraged to employ interactive methods to assess the comprehension of this component while focusing on areas that require improvement. Evaluation of the students' personal and professional skills is conducted using formative assessment techniques under the guidance of the PPS coordinator. Assessment of the service-learning core: Service learning encompasses 50 hours within the student's CP core, dedicated to genuine, real-life service- learning projects. Students are expected to complete and document these hours through a structured process as outlined below. Students are expected to record their experiences within the service-learning portfolio investigation: students are expected to analyze a selected issue and identify a need in the community preparation: students spend time acquiring knowledge to help them understand the real needs of the community and coming up with a plan. action: students move according to the plan of action created either through direct service, indirect service, advocacy or research or a combination of a number of service types. reflection: students reflect keeping in mind personal, local and global contexts. Continuous reflection is necessary to help take informed action and decide on next steps. demonstration: students should be explicit in the how, what and why of their learning and this must be documented simultaneously and build on the service-learning portfolio. P a g e 54 | 319  (ref: thinkib.net, career-related programme for the IB by Rebecca Pickard, November 2021) Predicted grades The IBO requires predicted grades of students in their 12 th grade. These are also crucial for university applications. Predicted grades must be submitted to the IBCP coordinator. It must be noted that the predicted grades should be an accurate representation of the student’s final grade as far as possible and should be confidential. Teachers predict the grade they believe each candidate will attain in the forthcoming examination session for a subject and grade. Predicted grades should be based on the grade descriptors that are available in DP Grade descriptors (December 2017). (ref: Career-related Programme Assessment procedures 2022, C3.3 Internal assessment and predicted grades, IBO resource center) Academic misconduct The IB defines academic misconduct as behavior that results in, or may result in, the student or any other student gaining an unfair advantage in one or more assessment components. Academic misconduct includes: plagiarism collusion duplication of work any other behavior that gives an unfair advantage to a student or that affects the results of another student (falsifying data, misconduct during an examination, creating spurious reflections). At Pathways, Academic misconduct can have very serious consequences on a student's achievement. Students are trained to understand this even for internal assessments through various common orientation and subject specific sessions even for internal assessments. Assessment for Students with learning difficulties Students on learning support are assessed for all tasks as the rest of the student population. The tasks are designed as per the requirements of the child. The ALS teacher may tweak the task to remove the barriers of learning so that assessments are more authentic and fruitful. The extra support required to complete the assessment will be decided by the ALS department along with the HOD and the Subject Teacher. Reasonable adjustments for students with learning difficulties and English support- Students with learning support requirements may require reasonable adjustments to access the DP curriculum framework, including internal and external assessments. A reasonable adjustment is unique to a specific student and may include changes in the presentation of the test or method of response. It also provides students with learning difficulties extra time as per the IB guidelines during all Summative Assessments. Where reasonable adjustments involve changes to specific aspects or specific criteria of the assessment, the overall learning outcome must remain the same. Last reviewed in March 2024, by- Aaron Jacob- School Director Meenakshi Singal- Primary School Principal Sunanda Sandhir- Middle School Principal Samuel Osmond- Secondary School Principal Indira Srikanth- IB continuum coordinator and CIS chair P a g e 55 | 319  Vandana Parasher- PYP Coordinator Shafaq Shafi- Head Early Years Chinki Chhapia- MYP Coordinator Soma Guha- Assistant MYP Coordinator Smita Bhattacharya- DP Coordinator Suprio Bhowmick- Sr.DP Coordinator Nayna Dhawan- CP Coordinator Bibliography: International Baccalaureate Organization (July 2018), Academic Integrity Policy, Cardiff: IBO. reflective project guide, IB resource center, 2016. (https://resources.ibo.org/cp/subject-group/CP-core/resource/11162- 38308?lang=en) thinkib.net, career-related programme for the IB by Rebecca Pickard, November 2021 https://www.aiu.ac.in/documents/evaluation/Grade%20Conversion%20IB.pdf https://www.icsv.at/wp-content/uploads/2020/01/Grade-Descriptors-General.pdf 3.iii Academic Integrity Policy Pathways School Noida - Academic Integrity Policy IB Mission 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. Pathways School Mission It is our mission to ensure that in a safe, tranquil, stimulating and intellectually challenging environment, all students shall have ample opportunity to; Imbibe universal human values of oneness. Identify and fulfil academic, cultural, entrepreneurial, sporting and social potential through multiple paths to learning; Acquire habits of curiosity, reflection, mental flexibility, independence, resilience, self-discipline, ownership and responsibility; Attain skills and attitudes for life in a rapidly changing world; Commit to promoting and safeguarding a healthy, sustainable and aesthetic environment Maintain openness and respect in the face of racial, cultural, religious, gender and linguistic diversity. AIMS AND OBJECTIVES The Academic Integrity Policy at Pathways School Noida lays out transparently the definition of this category P a g e 56 | 319