essay
THE HERITAGE SCHOOL, KOLKATA.
ASSESSMENT POLICY
Assessment constitutes an integral part of any teaching –learning process as it enables us to identify what students know, understand, can do and feel at different stages in the learning process and acts as the foundation on which we base our future planning and practice.
The Heritage School has its own Assessment policy certified by ISO 9001:2008 which is in sync with the existing pattern of the examination followed by the school, i.e. ISC, which is a national level public examination, presently taken by every student of the school, at the end of Class 12.
Though there are some similarities in the subject and curriculum areas of the two courses, the assessment pattern of IB DP differs greatly with that of ISC, which is the prevalent system that teachers are used to. Hence, while developing an assessment policy for students of the Diploma
Programme, these factors have been taken into account and we have tried to adopt a system, which while retaining the unique individuality of formal IB DP assessment, will conform to the time schedule and prevalent formative assessment procedure followed by the school. To make an uniform administering assessment system as far as possible for the school, the Heritage
Assessment committee comprising of IB DP faculty members participated to formulate the booklet on ‘Assessment Policy’ which will be updated as and when required to make this a continuous process. The entire process is based on the following cycle (drawn from Furst’s paradigm, 1958, in Frith and Macintosh, 1984) to make it more effective:
EDUCATIONAL OBJECTIVES
LEARNING OUTCOMES
ASSESSMENT DESIGN
Our objective is to develop an assessment policy that
•
•
•
•
•
•
•
•
•
facilitates student- centred learning. is criterion related as opposed to norm referenced. supports the curricular and philosophical goals of the IB DP. reflects a high level of reliability. focuses on the learning
ASSESSMENT POLICY
Assessment constitutes an integral part of any teaching –learning process as it enables us to identify what students know, understand, can do and feel at different stages in the learning process and acts as the foundation on which we base our future planning and practice.
The Heritage School has its own Assessment policy certified by ISO 9001:2008 which is in sync with the existing pattern of the examination followed by the school, i.e. ISC, which is a national level public examination, presently taken by every student of the school, at the end of Class 12.
Though there are some similarities in the subject and curriculum areas of the two courses, the assessment pattern of IB DP differs greatly with that of ISC, which is the prevalent system that teachers are used to. Hence, while developing an assessment policy for students of the Diploma
Programme, these factors have been taken into account and we have tried to adopt a system, which while retaining the unique individuality of formal IB DP assessment, will conform to the time schedule and prevalent formative assessment procedure followed by the school. To make an uniform administering assessment system as far as possible for the school, the Heritage
Assessment committee comprising of IB DP faculty members participated to formulate the booklet on ‘Assessment Policy’ which will be updated as and when required to make this a continuous process. The entire process is based on the following cycle (drawn from Furst’s paradigm, 1958, in Frith and Macintosh, 1984) to make it more effective:
EDUCATIONAL OBJECTIVES
LEARNING OUTCOMES
ASSESSMENT DESIGN
Our objective is to develop an assessment policy that
•
•
•
•
•
•
•
•
•
facilitates student- centred learning. is criterion related as opposed to norm referenced. supports the curricular and philosophical goals of the IB DP. reflects a high level of reliability. focuses on the learning
Cited: IB DP Assessment policy Alberta Assessment Consortium. Assessment Framework. AAC: Edmonton, Canada. 1997. http://www.bsm.org.es/home/InternationalSchool/en/