Assessment Policy

Table of Contents

  1. Guiding principles of assessment
  2. Purposes of assessment
  3. Roles and responsibilities of various stakeholders
    3·1 Teachers
    3·2 Parents
    3·3 Administration
  4. Forms of assessment
  5. Assessment practices
  6. Assessment schedules for DP students
  7. Academic honesty and assessment
  8. Assessment of students with special education needs
  9. Formal reporting
  10. Reporting on core components of the IBDP
  11. Appendix A
    – Formative assessment rubric
  12. Appendix B
    – Homework policy
  13. Appendix C
    – Internal assessment due dates for IB students
  14. Appendix D
    – Passing regulations for IB diploma
  15. Bibliography

Assessment in its various forms is a critical component of the educational process. Dr. Pillai Global Academy, New Panvel recognises this, making it the guiding principle while framing this policy.

Assessment is an integral part of the teaching-learning process. Through the evaluation of the outcome in terms of learning, it also helps in achieving this outcome.

It provides students with opportunities to determine the degree to which they have mastered the subject. Through reflection on their progress, it enables them to identify their strengths and weaknesses, thereby paving the way for improvement in each subject area.

Assessment also provides teachers the ability to determine the degree to which students have attained mastery of content knowledge and skills, and to revise their curriculum and teaching practices to meet their needs. It encourages the teachers to reflect on their own knowledge and skills leading to strengthening of their weaknesses.

Guiding Principles of Assessment at Dr. Pillai Global Academy, New Panvel

To ensure that the assessment process

  • Is aligned with the philosophical goals and curricular objectives of the programmes (Cambridge and IB).
  • Encourages good classroom practices and appropriate student learning.
  • Is fair, unbiased and reliable.
  • Reflects the intercultural dimension of the IB programme.
  • Assessment takes place across all the objectives of each subject.
  • Enhances and encourages effective teaching-learning practices.
  • Takes into consideration the different styles of learning of students.
  • Provides opportunities for self-assessment, peer assessment and reflection.
  • Criterion based as opposed to norm referenced.
  • Promotes academic honesty in students.
  • Prepares students for the examination conducted by the IBO and the CIE.
  • Assists curriculum planning and review.
  • Enables assessment of the teachers in their respective areas.

Purposes of Assessment

Dr. Pillai Global Academy assesses students in order to:

  • Enhance student learning.
  • Monitor and evaluate student progress towards meeting course requirements and IBDP / CIE standards.
  • Provide feedback to students, parents and other stakeholders.
  • Gather evidence to support teacher reflection on the effectiveness of their teaching.
  • Assist curriculum planning and review.

Roles and Responsibilities of Various Stakeholders for a Successful implementation of the Assessment Policy
Effective assessment requires teachers to:

  • Make students aware in advance of the criteria for the assessment.
  • Maintain detailed assessment records.
  • Analyse data to identify patterns in student performance.
  • Provide timely and clear feedback that is conducive to future learning.
  • Recognise students’ different learning styles and utilise assessments to develop these styles.
  • Engage in self-reflection on their own teaching practices by analysing the outcome of the assessment.

Effective assessment requires parents to:

  • Monitor evidence of their wards’ learning.
  • Encourage their wards to treat the assessment feedback constructively.
  • Provide appropriate support to their wards.

Effective assessment requires administration to:

  • Support teachers in maintaining assessment records and in developing new assessment strategies.
  • Schedule time for teachers to plan and reflect.
  • Provide training on data analysis and use.
  • Use student achievement data to set school-wide, departmental, and individual goals.
  • Maintain detailed assessment records and use these to provide achievement information to students and parents in a timely and ongoing manner as well as at formal reporting times.
  • Evaluate each teacher’s effectiveness and use this data for teachers’ appraisals.
Forms of Assessment

Assessment at Dr. Pillai Global Academy is a continuous process consisting of:

  1. Formative Assessment
  2. Summative Assessment

Formative Assessment:

“Formative assessment is a process used by teachers and students during instruction that provides explicit feedback to adjust ongoing teaching and learning, to improve students’ achievement of intended instructional outcomes.” 1
Formative assessment strategies provide a balanced view of the student which helps teachers to:

  • Identify and respond to students’ differing needs and styles of learning.
  • Support each student to achieve his / her individual potential.
  • Teach students to reflect on their own learning and to analyse their personal strengths and weaknesses in a constructive manner.

Given below are the various forms of formative assessment, which are conducted regularly at all levels. These tests are based on the needs of the student and held at the discretion of the teacher to assess the development of learner profile attributes. Records are maintained and used as backup data to support the suggested improvement plans.

  • Observations: All students are observed regularly with a focus on the individual, the group and the whole class; on punctuality, interest, attentiveness, class participation, etc.
  • Level of students’ work or performance: These will include performance in class tests, report writing, written essays, home-assignments, aural / oral assignments, presentations etc.
  • Inter-disciplinary skills (research, thinking, communication, self management) These skills are regularly observed in real contexts through project work.

  • 1 McManus, S. (2006). “Attributes of Effective Formative Assessment.” Accessed March 20, 2009 from The Council of Chief State School Officers website.
    Website: http://www.ncpublicschools.org/docs/accountability/educators/fastattributes04081.pdf


  • Open-ended questions: Students are presented with a challenge and asked to provide an original response in classroom discussions.
  • Tests / quizzes: These provide a quick view of a specific area of knowledge that the student is expected to acquire.
  • Portfolios: Students are expected to maintain a file consisting of records of special work produced by them during each session and reflections on what he/she has achieved.

Summative Assessment:

Summative assessments are carried out to evaluate:

  • Student learning
  • Skill acquisition
  • The degree of mastery content
  • The effectiveness of the instructional practice
  • The changes (if any) in teaching methodology

Summative assessment is also used to provide a clear feedback to:

  • Students to improve performance based on the feedback
  • Parents on the progress of their ward
  • Teachers to assess and improve instructional practices

Students and parents are made aware of the assessment criteria by:

  • Subject handbook
  • Teachers’ direct instructions
  • Informational meetings with the IB Diploma Program Coordinator
  • Parent Teachers’ Meetings / Open House

    Assessment Practices at Dr. Pillai Global Academy:

    Early Years: (Early Years Lower and Early Years Middle)

    In the first two years of formal schooling, no formal assessments are carried out. Teachers prepare detailed reports based only on observations.

    Observations: All students are observed regularly with a focus on:

    • Interest and attentiveness
    • Class participation
    • Interaction with peers and adults
    • Completion of class work
    • Self- motivated work
    • Aural – oral skills
    • Numerical skills
    • Motor skills
    • Physical activities

    Monthly meetings are held with parents of Early Years to keep them updated on their child’s progress.
    Primary, Secondary and Higher Secondary:

    Both formative and summative assessments are carried out for all CIE programme and IBDP. The performance in the formative assessments is reflected in the Effort grade of the student. The skills assessed and the tools used to assess the skills through formative assessments vary according to the programme.

    The rubric adopted by the school for the same has been presented in Appendix A.

    Summative assessments are carried out through formal midterm progression tests and term exams.

    Cambridge Primary Programme: (Early Years Upper to Grade 5)
    Formative assessments are a continuous process. These are based on:

    • Class tests / project work and quizzes
    • Class participation and attentiveness
    • Individual and collaborative work
    • Aural / oral / role play assignments in the languages
    • Laboratory observations in the sciences
    • Skills in acquisition of technology (ICT)
    • Progression Tests

    Summative are based on:
    The students are graded according to the following criteria –

    • Reading
    • Writing
    • Speaking
    • Listening
    • Projects
    • Activities
    • Worksheet
    • Understanding
    • Knowledge
    • Application
    • Reasoning
    • Concept development
    • Scientific enquiry
    • Theory and Practical

    A summary of the course expectations and grading scheme prepared by the teachers are shared with the students and parents at the beginning of each academic year.

    Cambridge Secondary and Higher Secondary (Checkpoint, IGCSE and A Levels):

    Assessment criteria:

    • Level of students’ work or performance
    • Inter-disciplinary skills
    • Open-ended questions
    • Tests / quizzes
    • Portfolios

    Project work: A research based project is required
    Formative assessments are carried out with a focus on:

    • Discipline
    • Behaviour
    • Attitude
    • Academics

    A summary of the course expectations and grading scheme prepared by the teachers are shared with the students and parents at the beginning of each academic year.

    Board exams are conducted at the end of the 8th, 10th , 11th and 12th as per CIE guidelines.

    International Baccalaureate Diploma Programme:

    Formative assessments and summative assessments are carried out on the basis of the criteria laid down by the IB.
    (Assessment Principles and Practices)

    Formative assessments are conducted for the assessment of various skills such as:

    • Research skills
    • Communication skills
    • Thinking skills
    • Social skills
    • Self-management skills

    The weightage of the formative and summative assessments is shown below:

    Concurrent AssessmentTerm ExamTotal
    40%

    60%


    100%

    Progression TestClass tests / projectHome Work
    20%10%10%

    Fewer tests are conducted to facilitate the IB student to complete his portfolios in various subjects along with his Extended Essay and TOK essay in a timely manner in his second year.

    Board bound students: For students appearing in the CIE and IB examinations,there is one progression test in the first term, followed by first term examination. In the second term (final term) a mock examination is conducted in February to prepare the students for their formal Board Examinations.

    Students performance in formative assessments are communicated to parents periodically.

    Assessment Schedules for DP Students:

    Internal Assessment

    Internal Assessment allows some of the students’ assessments to be carried out by teachers over the duration of the course. Teachers mark individual pieces of work and this grade counts as a percentage of the students’ overall IB score.

    A sample of the teacher-marked work is sent to a moderator who then evaluates the teacher’s application of the grading rubrics.

    The calendar dates for the completion of internal assessments is governed by the Dr. Pillai Global Academy Internal Calendar. This document has been approved by all teachers and published to students and parents. It is designed to spread out the workload of the IB Diploma programme over two years and provide a timeline for students to follow.

    Appendix C contains the current Dr. Pillai Global Academy Internal Calendar.

    Teachers are required to submit Internal Assessment scores to the IB Diploma Programme co-ordinator in a timely manner. The dates for submitting these records are reviewed with faculty at the start of every academic year and published to teachers and administration.

    Please see Appendix C for a list of the current IA due dates.

    Academic Honesty and Assessment

    Dr. Pillai Global Academy believes in high standards in the implementation of its Academic Honesty Policy and expects every stakeholder to adhere strictly to the code of conduct laid down by the Academic Honesty Policy.

    Assessment of Students with Special Education Needs

    There is always a possibility that students with varying degrees of learning difficulties enrol for a course. Hence, it is important that provisions are made for their assessment. In such cases, help would be sought from special educators.

    The following would be done to accommodate a candidate with special assessment needs:

    • Consultation with teachers concerned at an early stage in a candidate’s study of the Diploma Programme.
    • The required documents are sent to the IBO to avail of the eligible concessions.
    • On the basis of the recommendations of the IBO, additional time may be authorised for:
      1. Written examinations (internal examinations)
      2. Certain activities such as lab investigations connected to internal assessment according to the candidate’s needs.
      3. Assignments during the two-year programme (for example, the Extended Essay, the theory of knowledge (TOK) essay, language A World Literature Essay) etc.
    • Arrangements for approving and appointing a scribe, reader, prompter, practical assistant or communicator, as and when necessary, who may assist them as per IBO guidelines.
    • Provision of pursuing the certificate course which has an option for studying fewer subjects.

    Formal Reporting:

    A monthly report is e-mailed to parents based on the class performance of the student. The rubric used for this purpose has been explained in Appendix A.

    A formal assessment report with appropriate feedback is given after each progression test and term examination. This is done during the open house held on a day fixed by the school and communicated well in advance to parents. Parents make use of this day to interact personally with teachers of the subjects and get a detailed, qualitative feedback with constructive suggestions for improving the student.

    Grade Descriptors for IB at Dr. Pillai Global Academy

    Progression Test results are based on marks obtained out of 30 and Semester Examination results are based on marks obtained out of 100 for each subject.
    Thereafter these are converted into 1-7 scale as follows:

    Mark Band (%)GradeDescription
    90-1007Excellent performance
    75-896Very good performance
    60-745Good performance
    45-594Satisfactory performance
    30-443Mediocre performance
    15-292Poor performance
    0-141Very poor performance

    The school uses subject-specific IB criteria to indicate levels of achievement.

    At the end of each semester, students are issued a numeric grade from 1 to 7 for each subject entered. The assessment grade so provided corresponds to the following IB Diploma grading system.

    (The tougher mark band has been adopted so that the student performs better in the board examination.)

    7 – Excellent performance: Thorough understanding of the concept, knowledge and skills, ability to apply them faultlessly, demonstrate originality, evidence of analysis, synthesis and evaluation where appropriate and produces work of high quality.

    6 – Very good performance: Thorough understanding of the concept, knowledge and skills, ability to apply them, generally demonstrate evidence of analysis, synthesis and evaluation where appropriate.

    5 – Good performance: A sound understanding of the concept , knowledge and skills, ability to apply them, generally shows evidence of analysis, synthesis and evaluation and occasionally demonstrates originality and insight.

    4 – Satisfactory performance: A good general understanding of the concept, knowledge and skills, ability to apply them effectively in normal situations. There is occasional evidence of the skills of analysis, synthesis and evaluation.

    3 – Mediocre performance: Limited achievement against most of the objectives or clear difficulties in some areas. The student demonstrates a limited understanding of the concept, knowledge and skills and is only able to apply them fully in normal situations with support.

    2 – Poor performance: Very limited achievement of all the objectives. The student has difficulty in understanding the concept, knowledge and skills, and is unable to apply them fully in normal situations, even with support.

    1 – Very poor performance: Rudimentary knowledge and / or understanding of works and tasks; presentation without clarity or relevance; use of language that is barely intelligible.

    Reporting on Core Components of the IBDP

    CAS Assessment

    Students as well as parents receive regular feedback from the CAS portal (Google Drive) on which the student uploads evidence of his / her achievements, tasks accomplished, learning outcomes, own reflections etc from time to time. It is on the basis of this and upon verification of the claims of the work done, that a student receives a grade.

    Extended Essay and TOK

    The school awards grades for internal purposes for TOK, and in the semester reports feedback is provided on whether a student is meeting course requirements in his Extended Essay work, TOK and CAS.

    The Extended Essay and TOK are essentially assessed externally by the IB for all IB Diploma students.

    Grade Descriptors for Primary, Secondary and Higher Secondary of Cambridge Programme at Dr. Pillai Global Academy

    Grade Boundaries

    Marks BandGradeDescription
    91-100A*Outstanding
    80-90AExcellent
    70-79BVery Good
    60-69CGood
    50-59DSatisfactory
    40-49EPoor
    30-39FVery Poor

    External Assessment

    At Dr. Pillai Global Academy, students take the May Examination Session conducted by the IBO and CIE.

    Assessment-Policy-DPGA-Panvel-1

    Note: Based on the total score a student obtains, effort grades will be given as mentioned below:

    Mark BandGrade
    91-100A
    81-90B
    71-80C
    61-70D
    51-60E
    41-50F
    25-40U

    The above-mentioned evaluation of the student in the formative assessment is reflected as an effort grade in the ‘report card’.

    Appendix B

    Homework Policy

    Dr. Pillai Global Academy, New Panvel believes that homework is an integral part of the learning process and gives emphasis on ‘Home-School connections’ for the academic excellence of students. It is to provide opportunities for review, reinforcement, self study, enrichment, preparation, consolidation and practice. It keeps students engaged, motivated and contributes to student learning. Homework planning is a well-coordinated activity among subject teachers to ensure appropriate age/grade level quantum of homework allotment on a regular basis.

    Homework policy of Dr. Pillai Global Academy requires homework completion in a timely manner by the students. The homework assignments make up a certain percentage of the overall grade.

    Parental support The role of the parents is to guide and assist the students in understanding assignments, to contribute resources, and to encourage the students to complete homework independently. Parents are expected to “help with” not “do” homework assignments and also to give constructive feedback, sticking to the recommended timings as communicated in the student diary.

    Make up work

    Students are encouraged to be regular; however, under unavoidable circumstances, a reasonable opportunity is given to complete missed assignments and homework.

    Consequences of late/ non-submission of homework

    No points will be given for late homework. One or two missing assignments will not adversely impact a student’s grade, but constantly missing assignments will result in lower grades. Parent will also be informed if homework is constantly late.

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    Appendix D

    Passing Regulations for IB Diploma

    • Performance in each of the six Diploma subjects is graded on a scale of 1-7, with 7 being the highest. A maximum of 3 bonus points is awarded for combined performance in Theory of Knowledge and on the Extended Essay. The maximum possible score is thus 45 points. The minimum score for a candidate to earn their IB Diploma is 24 points.
    • All assessment components for each of the six subjects and the additional IB diploma requirements must be completed in order to qualify for the award of the IB diploma, except under the conditions stipulated in articles 23 and 24 of these regulations.
    • If a diploma candidate is awarded a grade E for TOK or a grade E for the extended essay, the candidate must achieve 28 points or more to be eligible for the diploma. However, if a candidate is awarded an E for both TOK and the extended essay requirement, the candidate will not qualify for the diploma regardless of the total number of points achieved.

    The IB diploma is awarded to a candidate whose total score is 24, 25, 26 or 27 points, provided all the following requirements have been met.

    1. Numeric grades have been awarded in all six subjects registered for the IB diploma.
    2. All CAS requirements have been met.
    3. At least a grade D has been awarded for both TOK and the extended essay.
    4. There is no grade 1 in any subject.
    5. There is no grade 2 at higher level.
    6. There is no more than one grade 2 at standard level.
    7. Overall, there are no more than three grades 3 or below.
    8. At least 12 points have been gained in higher level subjects
      (candidates who register for four higher level subjects must gain at least 16 points at higher level).
    9. At least 9 points have been gained on standard level subjects
      (candidates who register for two standard level subjects must gain at least 6 points at standard level).
    10. The candidate has not been found guilty of malpractice by the IB Organisation.

    The IB diploma is awarded to a candidate whose total score is 28 points or above, provided all the following requirements have been met.

    1. Numeric grades have been awarded in all six subjects registered for the IB diploma.
    2. All CAS requirements have been met.
    3. Grades A (highest) to E (lowest) have been awarded for both TOK and an extended essay, with a grade of at least D in one of them.
    4. There is no grade 1 in any subject.
    5. There is no more than one grade 2 at higher level.
    6. There are no more than three grades 2 at standard level.
    7. Overall, there are no more than three grades 3 or below.
    8. At least 11 points have been gained on higher level subjects
      (candidates who register for four higher level subjects must gain at least 14 points at higher level).
    9. At least 8 points have been gained on standard level subjects
      (candidates who register for two standard level subjects must gain at least 5 points at standard level).
    10. The candidate has not been found guilty of malpractice by the IB Organisation.
    11. A maximum of three examination sessions is allowed in which to satisfy the requirements for the award of the IB diploma. The examination sessions need not be consecutive.

    IB Diploma Program Assessment Policy

    • All assessment in the Diploma Program subjects should relate directly to the course of study and its objectives via a policy, as far as it is practicable, of discrete testing within each assessment environment (written papers / internal assessment and so on). A full range of assessment techniques should be used that reflect the international mindedness, the breadth and depth of the IB curriculum. The same assessment methodology should apply to related subjects but the substantial difference in the nature of higher level and standard level in a subject should be clearly visible in their respective assessment models.
    • Diploma Program assessment and grading procedures should ensure parity of treatment for all candidates. All grading and assessment judgments should be based on evidence and should not be subject to any form of bias.
    • All courses should normally have either three or four separate assessment components. Where appropriate, these components will include internal (school based) assessment as well as external
      assessment. No individual assessment component should normally be worth less than 20% or more than 50% of the overall assessment, and internally assessed components should in total contribute no more than 50% of the overall assessment. The balance between internal and external assessment must be such as to ensure that all the objectives of the course are adequately and appropriately assessed.
    • The duration of written examinations must not exceed five hours in total at higher level and three hours at standard level. No single written examination paper should be longer than three hours. Wherever possible, examination paper durations should be less than the prescribed maximum, as long as the examinations still provide for valid and reliable assessment. This restriction on duration is particularly relevant in those subjects where internal assessment or other externally marked components form a significant part of the overall assessment model. The marking of teachers and examiners will be moderator using a mark / re-mark model followed by a statistical comparison to generate a moderation equation. There will be no cross-component moderation. All such re-marking will be based on identical assessment criteria to the original marking and will be based on sample work sent to an examiner acting as moderator.
    • Internal assessment should primarily address those skills and areas of understanding that are less appropriately addressed through external examination papers; it should not be treated as another means for candidates to demonstrate, in a different context, what they could also do in an examination. There should be no undue duplication of skills assessed in both internal assessment and external examination. Internal assessment should not be used as a tool for monitoring syllabus coverage, but should be focused on assessing student learning of particular skills. Where necessary, breadth of syllabus coverage should be assessed within external examinations.
    • Internal assessment tasks should not duplicate the kind of work that is carried out for extended essays in the same subject. Wherever possible, internal assessment tasks should become an integral part of normal classroom teaching (and / or homework) for that subject. They should not be “add-on” activities. The work carried out for internal assessment is meant to be part of each student’s learning experience.
    • For internal assessment marks to make a reliable contribution to a candidate’s subject grade, the work that contributes at least half of the total internal assessment mark must be susceptible to moderation. This is a minimum, it being preferable wherever possible for all of the work that gives rise to the internal assessment mark to be available for moderation.
    • Where different internally assessed tasks are carried out over a prolonged period within a Diploma Program course (to make up a portfolio of work, for example) allowance must be made for student improvement over this period. Thus the final internal assessment mark should reflect a student’s best level of performance during the course and not be merely an average of performance over the whole course.
    • Although the internal assessment may contribute from 20% to 50% towards any single subject result, the higher values in this range should only be used where there are particular grounds for giving a high weighting to internally assessed work.
    • Internally assessed work must be produced under conditions that are well documented and common to all schools for each course. In particular, the role of collaborative work, the degree of assistance that teachers can provide, the extent to which students can use external resources, and the permitted amount of redrafting of work, must be fully described.
    • The quantity of internally assessed work specified for a course must be no more than the minimum needed to satisfy its aims. Defined word limits should be given where possible for internally assessed tasks. The maximum word limit should be no more than is necessary to complete the task.

    Bibliography

    1. International Baccalaureate Organisation, “General Regulations.”, Diploma Programme, Wales, United Kingdom: IBO (UK) Ltd., March 2011, accessed via www.ibo.org. Web.
    2. International Baccalaureate Organisation, “IB Diploma Assessment Principles and practice.”, IB Diploma Assessment, Wales, United Kingdom: IBO (UK) Ltd., September 2004, accessed via www.ibo.org. Web.
    3. The Heritage School, “Assessment Policy”, West Bengal, India. Accessed via www.heritageschool.org, Web.

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