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ASSESSMENT
POLICY
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LAST UPDATED APRIL 2020
Table of Contents
NO CONTENT PAGE
1 Rationale
2
2 IB Standards and Practices 2
Principles of Assessment at Fairview International School (FIS)
3 ● Assessment strategies and tools
3-4
4 Purpose of Assessment
4-5
5 Final Assessment (In the PYP, MYP, DP, NCUK framework)
5-9
Recording Assessment Data (In the PYP, MYP, NCUK, DP
6 framework)
9- 10
7 Maintaining accurate records
10
8 Grading & Reporting of Assessment (PYP, MYP, NCUK, DP) 10-15
9 Late or Incomplete Assessment
15
10 Bibliography
16
11 Version History
16
12 Appendices 17-18

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 1 Rationale

As an IB World School, FIS subscribes to the assessment philosophy of the IB in relation to

formative and summative assessments, the balance between time-based and project-based
assessments within each subject, the process of assessment itself and the nature of assessment
tasks.

Assessment at FIS is integral to all planning, teaching and learning. Its goal is to thoughtfully
and effectively not only guide students through to their understanding of concept, content or
acquisition of skills but also to develop ownership and responsibility for their own learning
and develop the right attitudes about critical assessment and reflection in their journey to
becoming lifelong learners. To this end, assessment and evaluation of student performance at
FIS is based on clearly articulated and shared objectives / outcomes of each programme and
acknowledges successful teaching and learning experiences on a regular basis.

2 IB Standards and Practices

Learner profile: ​Knowledgeable and Principled

Standard B1.5
The school develops and implements policies and procedures that support the programmes
from a whole school perspective.
Standard C4: Assessment
Assessment at the school reflects IB assessment philosophy.
1. Assessment at the school aligns with the requirements of the programme(s).
2. The school communicates its assessment philosophy, policy and procedures to the
school community.
3. The school uses a range of strategies and tools to assess student learning.
4. The school provides students with feedback to inform and improve their learning.
5. The school has systems for recording student progress aligned with the assessment
philosophy of the programme(s).
6. The school has systems for reporting student progress aligned with the assessment
philosophy of the programme(s).
7. The school analyses assessment data to inform teaching and learning.
8. The school provides opportunities for students to participate in, and reflection on,
the assessment of their work.

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 9. The school has systems in place to ensure that all students can demonstrate a
consolidation of their learning through the completion of the PYP exhibition, the
MYP personal project (or community project for programmes that end in MYP (year
3 or 4), the DP extended essay and the CP reflective project, depending on the
programme(s) offered.

3 Principles of Assessment at FIS

It has been agreed on that all assessment activities at the school must

1 Reflect a variety of formative and summative types with a view to gauging student
learning consistently and through differentiated strategies;

2 Be of a nature such that provides clear, coherent, efficient and effective feedback to
raise students’ motivation and for teachers to review, revise and enhance performance
by goal setting – both in teaching and learning;

3 Provide evidence that it meets the programme prescribed assessment criteria for every
subject, which are further modified to be age/grade/level appropriate in every way;

4 Be framed and phrased in contextual, authentic ways through making connections to

the real world to promote students’ engagement and support students in their inquiries
set in real world context

5 Involve, wherever possible, reflection as an essential part of self, peer and teacher
assessment, in keeping with the IB philosophy of effective assessment practices;

6 Facilitate students to identify for themselves where support may be needed and for
teachers to match this understanding with their own measurement of the student
performance’;

7 Provide a basis for program evaluation and continued curriculum review improvement
through a regular and systematic collaborative approach.

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 Assessment strategies and tools
We use a variety of methods or approaches when gathering information about students’
learning. This is referred to as assessment strategies. This information is then recorded using a
variety of tools, which are the instruments used to collect data. Considerations are being taken
on which tools are most relevant to that strategy. In FIS, teachers aim to utilise a variety of
strategies and tools in assessments.

These are the examples of assessment strategies:

● Teacher observation
● Strategic questioning
● Experiment/Laboratory explorations
● Tests and examinations
● Oral examinations
● Directed discussion
● Individual and group writing
● Personal and group projects and reports
● Quizzes
● Assessments integrating computer technology
● Exhibitions
● Performance assessment
● Scientific investigations
● Checklist
● Journal
● Portfolio

These strategies are put into practice by using assessment tools such as:

● Rubrics- Rubrics are established sets of criteria used for scoring or grading student tests,
portfolios or performances. The descriptors tell the student and the assessor what
characteristics or signs to look for in the work and then how to rate that work on a
predetermined scale. Rubrics can be developed by students as well as by teachers.
● Benchmarks / Exemplars- These are samples of student's work that serve as concrete
standards against which other samples are judged. Benchmarks/exemplars can be used in
conjunction with rubrics or continuums. Each school is encouraged to set benchmarks that are
appropriate and usable within their particular school context
● Checklists- These are lists of information, data, attributes or elements that should be present.
A mark scheme for an examination is a type of checklist.
● Anecdotal records- Anecdotal records are brief written notes based on observations of
students. These records need to be systematically compiled and organised.
● Continuums- These are visual representations of developmental stages of learning. They show
a progression of achievement or identify where a student is in a process.

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 4 The Purpose of Assessment

Assessment F ​ OR​ learning i​ s more commonly known as formative and diagnostic

assessments. A ​ ssessment FOR learning is the use of a task or an activity for the purpose of
determining student progress during a unit or block of instruction. It provides information
that is used in order to plan the next stage in learning. Teachers are now afforded the chance
to adjust classroom instruction based on the needs of the students. Similarly, students are
provided valuable feedback on their own learning. Assessment FOR learning allows the
teacher and student to unlock background knowledge and activate prior knowledge; to
diagnose strengths and weaknesses of their learning. It is critical to recognise prior
knowledge so students can engage in questioning and thinking in order to construct new
knowledge appropriate to their level.

Assessment O ​ F​ learning ​is the use of a task or an activity to measure, record and report on a
student's level of achievement with regards to specific learning expectations. These are often
known as summative assessments. Assessment OF learning often occurs at the end of an
academic quarter, or of a teaching and learning unit for a distinct discipline. These
assessments are used for the purpose of evaluation or making a judgement and may involve
performance tasks, culminating projects, tests or portfolios of work.

Assessment A ​ S learning ​is the use of a task or an activity to allow students the opportunity
to use a​ ssessment to further their own learning. Self and peer assessments allow students to
reflect on their own learning and identify areas of strength and need. These tasks offer
students the chance to set their own personal goals and advocate for their own learning.

5 Final assessment

5.1 In the Primary Years Programme (PYP)

The PYP Exhibition

The PYP exhibition provides the culminating experience of the learner’s engagement
with the PYP. It unites the teachers, learners and parents of the class in an activity that
captures the essence of the PYP: transdisciplinary inquiry conducted in a spirit of
personal and shared responsibility. It marks a rite of passage, both symbolic and
actual, from the PYP to the Middle Years Programme (MYP). Most importantly it is a
celebration of students’ learning, an event that synthesises all that is best in the PYP,
and shares it with the whole community. The PYP exhibition is an extended
collaborative inquiry, undertaken by students in their final year of the PYP, which
requires commitment and tolerance. The exhibition may be one of the six units of
inquiry during the final year or it may stand outside of the programme of inquiry to
explore a global issue or opportunity that may cross all transdisciplinary themes. It
may run concurrently with other units or be contained within a specific time frame
during the year.

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 The subject of the exhibition inquiry should be a real -world issue or problem, local or
global, which is of sufficient scope and significance to warrant an extended
investigation. The class should generate relevant and realistic proposals for solutions
to the selected issue and in doing so; students reflectively apply their learning of
knowledge, understanding and skills from the previous years. The exhibition should
represent a significant event in the life of a school, encapsulating the essence of the
PYP and encouraging younger students to look forward to their final year in the
programme.

Guidelines

Pre exhibition assessments are evident before the start of the planning of the
exhibition in order to evaluate the understanding of students and their prior knowledge
about the exhibition. Assessment process starts with discussing and finalising the
rubrics for the exhibition. Assessment criteria include understanding of the selected
transdisciplinary theme, the unit content (knowledge) and concepts, application of the
Approaches to Learning Skills (research, self-management, social, communication and
thinking skills) and evidence of students’ action. In summary, the PYP essential elements are
explored and assessed.

A timeline checklist is also discussed with students and is used for self-monitoring.
Students choose different ways to demonstrate their understanding of the central idea
through the many different languages such as English, Mandarin, Malay, Hindi,
Arabic and other relevant mother tongue languages, in line with our Language Policy.

Digital technologies are widely used as a tool to empower students to express their
understanding and communicate ideas through the different forms of digital
applications. Students’ understanding is also expressed through musical instruments
and performances, dance, and drama, as PYP Exhibition is a platform for students to
share their message with the community and world in a variety of ways and
individual interpretation. Students also demonstrate and communicate their
understanding of the theme through models and crafts.

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5.2 In the Middle Years Programme (MYP)

MYP Certificate Candidates

The MYP Certificate is the highest award for the MYP and results in certification by the IB. To
be eligible for the MYP Certificate a candidate must participate in the final year of the
programme (MYP Year 5), with recommended participation for two years and have
obtained successful results by completing

● The on-screen examinations, one from each of the following groups: Language
and Literature, Individuals and Societies, Science and Mathematics
● The on-screen examination for the interdisciplinary on-screen examination
● One eportfolio for language acquisition
● At least one eportfolio from any of the following subject groups: arts, physical
and health education, or design
● A personal project
● The school’s requirements for service and action

For each subject, one from each of the minimum six subject groups, up to 7 points can
be obtained. Additionally, the interdisciplinary assessment can contribute up to 7
points and the personal project another 7 points.

To achieve the MYP Certificate, a candidate must gain at least 28 points from six
subject groups, interdisciplinary, and the personal project combined, out of a possible
maximum of 56. An attainment of a final grade 3 or higher for the Personal Project,
interdisciplinary, and each of the subject groups must be achieved, in order for the
candidate to be eligible for the MYP Certificate.

A candidate who attempts the MYP Certificate but does not attain it will receive the
MYP record of achievement. This document will record the final grade a candidate has
achieved in each subject studied, and that service and action requirements have been
met. It will not indicate assessments where no grade has been awarded. Similarly, there
will be no indication the candidate has not achieved the MYP Certificate.

5.2.1 How the final grade is achieved in the IB grading system

There are a set of objectives for each subject to match the assessment criteria. ​All subjects have
the same number of criteria (A, B, C & D)​. ​Grading is based on the level of achievement for
each criterion, which has a maximum score of 8.

The final achievement level for all the different criteria is based on the year’s assessed
summative work and the teacher’s professional judgment. A “best-fit-approach” allows the
teacher to select the achievement level that best describes the student’s work over a period of
time.

After having worked out the achievement levels for the different criteria for each subject, the
achievement levels are added up for a score out of 32. The teacher then applies the grade
boundaries to determine the final grade out of 7 for each specific subject.

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5.3 In the Diploma Programme (DP)

Understanding the different nature of DP assessment, the following key features of the
Diploma Programme assessment is observed:

● An emphasis on criterion-related (as opposed to norm-referenced) assessment

● A distinction between formal IB assessment and the supporting formative processes
that schools need to develop for themselves
● Valuing the most accurate demonstration of student performance, rather than just
averaging attainment grades over a reporting period
● Examining student understanding at the end of the course, based on the whole
course and not just aspects of it

5.3.1 External Assessments

As prescribed by the IB, final external assessments for Groups 1- 5 take place at the end of the
programme and are externally marked. Following the assessment outlines for each subject,
these examinations determine a certain percentage of students’ final grade

Subject(s) External assessment Internal assessment

G1 English A Lang & Lit SL 70% 30%
G1 English A Lang & Lit HL 80% 20%
G2 Language B/ Ab Initio SL 75% 25%
G3 Business Management SL/HL 75% 25%
G3 Economics SL/HL 80% 20%
G3 Psychology SL 75% 25%
G3 Psychology HL 80% 20%
G4 The Sciences SL/HL 80% 20%
G5 Mathematics SL/HL 80% 20%
The outline for Group 6 is as follows:

Subject(s) External assessment Internal assessment

Visual Arts HL 60% 40%

5.3.2 Internal Assessments

Internal assessments (IA), making up the remaining percentage, are internally marked and externally
moderated. IAs are scheduled collaboratively across all subjects to ensure students are given
ample time to meet external deadlines. Every academic year an IA Calendar is made available to
school management and staff as well as students.

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5.3.3 Extended Essay (EE) and Theory of Knowledge (TOK)

A combination of the grades for these two subjects can give the student as many as 3 bonus points.
While EE is externally assessed, TOK has two assessment components; Presentation that is
internally assessed and externally moderated and an externally marked essay based on prescribed
titles. The following is the assessment outline and grade matrix for TOK and EE.

Subject(s) External assessment Internal assessment

Theory of Knowledge 2/3 1/3
Extended Essay 100%

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5.4 In the NCUK IFY

As prescribed by NCUK IFY, all assessments are created by the NCUK, and structured as
stated at the table below:

Subject Coursework 1 End of Semester 1 Coursework 2 End of Semester 2

10% Exam 10% 10% Exam 70%
Business Essay Examination Essay Examination
Economics Essay Examination Essay Examination
Mathematics Question Paper Examination Question Paper Examination
Biology Essay or Lab Report Examination Essay/Lab Report Examination
Chemistry Essay or Lab Report Examination Essay/Lab Report Examination

English for Academic Purposes for

English for Academic Purposes Proficient Users
Annotated Bibliography Annotated Bibliography
Pre Writing Task Pre Writing Task
Extended Essay Subject Specific Essay
Speaking Presentation Listening Pre Reading
Reading Examination Listening Lecture
Listening Examination Listening Follow Up
Writing Examination Reading Examination

Listening Examination

Writing Examination

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6. Recording assessment data

Teachers keep detailed assessment data on each student ranging from observation notes to checklists
to test scores that are constantly tracked and updated.

6.1 In the PYP

Assessment strategies and tools form the basis of a comprehensive approach to assessment and
represent the school’s answer to the question “How will we know what we have learned?”
PYP uses a variety of assessment strategies such as observations, performance assessments,
process-focused assessment, selected responses and open-ended tasks as our methods of gathering
information about student learning. Teachers record this information using a variety of tools such
as rubrics, exemplars, checklist, anecdotal records and continuums, which are the instruments
used to collect data.

6.2 In the MYP

Selected samples of student work, assessment, is maintained by the teachers for reference and
programme evaluation purposes. Students maintain a portfolio that provides evidence of their
progress over time. The portfolio may include work-in-progress samples, completed projects,
photos of progress and product, video/sound samples, evaluations from teacher, student
self-reflections, and peer-assessments. All summative assessment grades are recorded on
ManageBac.

6.3 In the DP

All Diploma teachers keep up to date and accurate records of students quarter assessment. The quarter
summative and mock examination results are also recorded in ManageBac. The school maintains
a yearly record of students’ performance in the final IB examinations. Students marked
assessment papers are scanned and stored for any future references.
Students are encouraged to maintain a portfolio that provides evidence of their progress over time.
The portfolio may include work-in-progress samples, completed projects, photos of progress and
product, video/sound samples, evaluations from teacher, student self-reflections, and
peer-assessments

6.4 In the NCUK IFY

Due to the number of students in the programme all external assessments are scanned and stored on
Google Drive before sending to the NCUK IFY examiners for moderation. Students maintain their
own portfolio and marked assessments with feedback are returned to students.

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7. Maintaining accurate records pertaining to student evaluation

The school’s Administration Office will maintain accurate records pertaining to the student
evaluation. The school will ensure that information concerning the evaluation of students is kept
confidential and is released only to those who are entitled to receive it in accordance with
legislation and the school Board’s Policy.

8. Grading and Reporting of Assessment

8.1 Measuring and marking in the PYP

The PYP uses a variety of assessment tools to assess the student levels of achievement in each subject
and consists of checklist, anecdotal recordings, range / continuum measure and rubrics for
formative and summative assessments. The 8-point rubrics are generally used for the summative
assessment to identify the level of achievement of the students along with detailed explanations of
the success criteria. The PYP essential elements and subject strands are generally considered in
assessing students. The level of achievement helps the students to set his/her goal.

Teachers take into account student’s personal histories and their progression over the semester.
Teachers do not average the various marks the students have achieved throughout the semester but
determine which mark best reflects a student’s end of semester achievement.

8.2 Grading in the MYP

The IB has developed assessment criteria, against which the student’s work will be assessed. The
student will not be judged against the work of other students, but assessment criteria which the
teacher will show and explain to the student. This will help the student to monitor her/his progress
and to see where she/he needs to explore. The assessment criteria for M1, M3 and M5 follow the
prescribed assessment criteria from years 1, 3 and 5. The assessment criteria for M2 follow year 3
while M4 follow year 5.

Grades are determined one week before the written report is sent home to parents, which is towards
every quarter of the 2 school semesters. Teachers determine the grades by examining all the
accumulated assessment data. Teachers take into account students’ personal histories and their
progression of achievement over the quarter. Teachers do not average the various levels the
students have achieved throughout the semester but determine which level best reflects a student’s
end of semester achievement, knowledge, understanding, and skills.

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 8.3 Grading/Marking in the DP

Each formative assessment must be assessed using appropriate Diploma Assessment criteria for
each subject.

Formative assessments may be graded against more than one assessment criteria. As guidance,
teachers should create assessments that reflect the formative tasks the students will
undertake in their Internal Assessments and exams.

Summative assessments may be designed to concentrate on a particular learning objective that the
students will be assessed against in their formative assessment.

Teachers provides written feedback to students. The feedback will include comments on what the
students have done well and will include guidance and targets for further improvement.
Advice given to students must be relevant and specific to the student's performance and
the assessment criteria they are working against.

Quarter examinations content weightage for Groups 1-5 are set based on the following weighing:

Contents → Q1 Q2 Q3 Q4 Q5 Q6-Q7
Exam ↓
Q1 100%
Q2 20% 80%
Q3 20% 20% 60%
Q4 10% 10% 30% 50%
Mock 1 20% 20% 20% 20% 20%
Mock 2 10% 15% 15% 20% 20% 20%

Grade boundaries are indicated in the table below.

Percentage Grade
0 – 18 1
19 – 34 2
35 – 48 3
49 – 59 4
60 – 69 5
70 – 79 6
80 – 100 7

To allow students to develop their concepts, skills, and content. Assessment of relevant
papers/assessment components follow progressions in structure (Paper, time in minutes) ​(refer to
Appendix 1)

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 8.3.1 Predicted Grade

The predicted grade is the teacher’s prediction of the grade the candidate is expected to
achieve in the subject, based on all the evidence of the candidate’s work and the
teacher’s knowledge of IB standards. Predicted grades are also required for Theory of
Knowledge and Extended Essay. It is important that each prediction is made as
accurately as possible, without under-predicting or over-predicting the grade.
Predicted grades are based on students’ performance and teachers’ professional
judgement.

8.4 Grading in the NCUK IFY

Grading students in the NCUK IFY is based on A-E.

10 % of the final grade is obtained through the Semester 1 Coursework, 10% through the End of
Semester One Exam, and 10% through the Semester 2 Coursework. The End of Semester
2 Exam has the remaining 70%

8.5 Reporting of Assessment

The prime objective of reporting assessment is to provide feedback to students, parents and
teachers on the learning process.

Effective reporting should:

● Involve parents, students, and teachers as partners

● Reflect what the school community values
● Be comprehensive, honest, fair, and credible
● Be clear and understandable to all parties
● Allow students to incorporate what they learn during the reporting process
● Inform future teaching and assessment practice
● Inform areas for improvement for all stakeholders to work on

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8.5a Reporting in the PYP

In Fairview, periodically throughout the year, the parents will receive written reports that inform them
of the outcome of the learners performance and assessed criteria.

Together with the achievement reports, we will have a three-way conference in which parents,
students and teachers discuss progress and work together as equal partners to set
targets and to plan forward.

Achievement reports and the three-way conference should include a self-evaluation

opportunity, discussion of development and progress in the learner profile attributes,
attitudes and approaches to learning skills.

A. Conferences

Parents, students, and teachers are all valued partners in the reporting process (three-way conference /
student-led conference) and in sharing the responsibility both for learning and for accounting
student progress. Pathways for communication need to be open and reciprocal. A three-way
conference is an opportunity for students, teachers, and parents to discuss the student’s
strengths, areas to be improved, and to set goals for the students; whereas a student-led
conference is an avenue created for students to share pre-selected work from any subject with
their parents using various media sources.

B. Written Reports

Individual progress and development in demonstrating achievement in the various learning areas
through conceptual understandings and learning outcomes, subject specific skills, approaches
to learning skills and the IB learner profile attributes are reflected in the comments included in
the achievement reports.

C. Portfolio

The IB promotes use of a portfolio and defines it as a record of students’ involvement in learning,
which demonstrates assessment strategies and reflection as well as success, growth and
creativity. It enables students to reflect with teachers, parents and peers in order to identify
their strength and growth as well as areas for improvement, and then to set individual goals
and establish teaching and learning plans.

D. Wall Display/Videos

Displaying student's work demonstrates that the school community values their work. Documenting
the process of students’ work benefits children, engages parents, and guides teachers. The
school displays students’ work in many ways. Some teachers video record their students at
work, capturing their comments about what they are doing. Others take digital photos and
scan the students’ work, then compile to showcase during Celebration of Learning or other
school events. The most common way of displaying the student’s work is by exhibiting them
on bulletin boards in the classroom and along the hallway.

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 E. Classdojo

In the PYP, updates on students’ learning progress and digital portfolio are also available online.
Classdojo is an exciting platform whereby weekly updates from the individual classes will be
posted along with evidence of learning from the students. The practice of IB learner attributes
are being recorded in a rewards system. For online security and privacy, this platform is
accessible by the students individually with their respective teachers and parent group
reflecting on the student's learning journey from one week to another.

F. Other Electronic Platforms

Due to the nature of the recent pandemic requiring schools to run virtual learning and teaching, the
PYP has also explored various ways that students can communicate their understanding to the
community via online platforms. These include Zoom, Google Meet, Google Classroom,
Google sites, Flipgrid, Padlet and many more.

​8.5b Reporting in the MYP

Progress reports on a student’s performance is sent periodically – at the end of each quarter providing
information on his/her level of achievement for each subject and at the end of the academic year
bearing the final IB grade based on the year’s (two semesters’) grades. Each teacher writes a subject
report for their students and this is compiled by a HR teacher. The student’s academic work is
evaluated through grades and anecdotal comments and is recorded in the subject report. The class
teacher’s report summarizes the student’s performance in class and outside of it and provides parents
with a comprehensive picture of their child's holistic development at the end of each quarter. Learner
profile attributes are predominantly mentioned in the reports as they form an indispensable part of the
student’s development at FIS. The end-of-year report carries an additional space for the final IB grade
achieved by a student with the grade boundaries specified for each subject; it is arrived as prescribed
by overviewing the student’s performance and grades in each criterion over two semesters and
arriving at a sound judgment of the student’s position in terms of a criterion grade total.

In addition to this periodic reporting, a parent- teacher conference (physical or virtual) will be
arranged by either party to discuss a student’s academic performance or development every semester.
Once the major assessment has been marked it is returned to the student to bring back home and show
or share with their parents and to get acknowledged with a signature and or comment from them.

In the MYP, students’ submitted tasks and assessments are also available online. This online platform
allows stakeholders concerned to participate in the student’s learning journey. Documentation of the
process, progress and discoveries of the student's learning journey on ManageBac allows teachers and
students to reflect on individual and group academic development.

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8.5c Reporting in the DP

Communication about assessment is regular and clear. Informal reporting of student achievement
occurs throughout the academic year; formal reporting of student achievement occurs at regular
intervals.

Semester reports are handed out to parents/students on semester Parent-Teacher Meeting day.
These reports summarise students’ performance.

Parent-Teacher Meeting is done at the end of Q2, Q4, and Mock Exams inviting all students and
parents. Diploma Coordinator will also invite parents of students who met any of IB Failing
Conditions at the end of Q1 and Q3 to report and discuss on specific improvement plan

Meeting medium:
● Face-to-face meeting
● Virtual meeting

Report contains student’s “on track IB Grade” based on their quarterly assessments. Report
comments are given for Q2, Q4, Mock 1 and Mock 2 examinations, while Q1 and Q3 report
contains only students’ grades. Teachers are encouraged to provide comments for Q1 and Q3
reports for underperforming students.

Core progress is reported in the same manner.

● CAS progress shows outcomes achieved and key experience
● TOK provides comments on the progress of the learning experience.

Report is produced using the ManageBac report template. At the end of the first mock, the school
will produce a transcript, containing students’ progress for the first 3 semesters in the Diploma
Programme.

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8.5d Reporting in the NCUK IFY

The NCUK IFY does not have their own template for reporting student progress. Fairview will release
an Interim Transcript based on Q1 Data, a Semester Report at the end of Semester One, and an
Interim Transcript based on Q3 Data

9. Late or Incomplete Assessments

9.1 Assessments Handed in Late

It is the student’s responsibility to complete all assessment tasks by the given due date. Students
should initiate contact with the teachers where adjustment to a deadline is necessary, if
there is a valid reason to do so. However, we do not encourage students to ask for an
extension, as we believe that individual teachers will set achievable deadlines for the
submission of assessment and inform the students in advance of any repercussions for
handing in assessment late.

The assessing process must not be influenced by the late submission unless its success criteria
require the evidence of meeting agreed timelines or the ability to organise time
effectively.

Reasonable deterrents that encourage students to submit assessment on time can be devised by
individual teachers with the approval of the programme coordinator. It is NOT acceptable
for a teacher to use the downgrading of late work as a deterrent.

9.2 Assessment Missed Due to Absence

Special arrangements for assessments will only occur at the discretion of the school (i.e. due to ill
health or injury supported by a medical certificate, bereavement supported by a death
certificate and any external academic or sports competitions whereby the student is
registered to represent the school). Wherever possible, advance notification to the school is
required. Any assessments due the day of the absence must be submitted prior to the
absence or on the first day the student returns to school.

Where no satisfactory explanation of an absence from a scheduled assessment task is received, or

alternative arrangements cannot be made, ‘not available’ (N/A) is recorded on the rubric
associated with the assessment task.

It is the policy of the school to be as flexible as possible to ensure that no child is adversely affected
because of situations beyond their control.

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10. Bibliography

● Programme Standards and Practices (2014)

● MYP Coordinator’s Handbook 2011-2012, Section F – Assessment
● International Baccalaureate Organization, DP Subject Guides 2009 - 2013
● Marzano, Robert J. Transforming Classroom Grading, ASCD: Alexandria, VA. 2000
● Banta, T. W., Lund, J. P., Black, K. E., & Oblander, F. W.,
● Assessment in Practice: Putting Principles to Work​.​ San Francisco: Jossey-Bass 1996
● Making the PYP happening: A Curriculum Framework Fix International Primary Education
(2017)
● Assessment principles and practices-Quality assessment in digital age
● PYP Exhibition Guidelines (2008)
● PYP The Learner - Principles to Practice (2018)

11.​ Version history

● Version 1.0: July 2008: MYP teachers of FIS facilitated by Asha Hariharan, Michael Chian,
PYP and DP coordinators, Gopinathan, T. Nava
● Version 1.1: February 2011: MYP coordinators
● Version 1.2: October 2012: Alice Ong (MYPC-WM)
● Version 1.3: October 2014: Anita Wijaya
● Version 1.4 October 2018; Evan (MYPC, Jane (PYPC), Andi (DPC), John (NCUKC), Thana
● Version 1.5: October 2019 Andi (DPC), Evan (MYPC), Jane (PYPC), and members of the
Academic Committee
● Version 1.5b: April 2020 Andi (DPC), Evan (MYPC), Elaine (PYPC), and members of the
Academic Committee
● Next Review Cycle: December 2021

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