Assessment and Reporting Policy

RATIONALE

Regular assessment of student performance is primarily intended to improve student learning. At Dunecrest American School, our assessment principles are in line with the spirit of the IB Programme and aligned with our school’s Mission, Vision, and Goals. Information gathered through assessment helps teachers to determine students’ strengths and areas for growth in the achievement of expectations in each subject and in each grade. Assessment is an integral component of all teaching and learning. It has a positive impact on student motivation, well-being and self-awareness as learners. Assessment provides regular feedback on the learning process for students by allowing them to demonstrate their learning through a variety of different activities including assignments, day-to-day observations, conversations or conferences, demonstrations, projects and performances that accurately reflect how well a student is achieving the expectations in a subject. The data obtained from assessment is used to inform teacher planning and classroom practice, through regular reporting to parents on their children’s learning, and to provide feedback for students on their learning progress.

Link to our Guiding Statements

This policy reflects our school Goal to use data effectively to skillfully plan and influence learning outcomes, enabling all students to make progress. Teachers gain an in-depth knowledge of the strengths and weaknesses of individual students, collaborate with specialists and together breach barriers to learning.

ASSESSMENT

Dunecrest American School will utilize the following criteria with assessment and grading that make it effective including:

• Planned, purposeful and meaningful.
• Content standards and skills, using rubrics which provide clarity for learners and facilitates a ‘no secrets’ approach to teaching and learning.
• Clear learning targets.
• Meaningful and timely feedback in various forms.
• Focus on ‘Growth Mindset’ towards learning.
• Focus on Achievement and Behavior, using the Approaches to Learning, CREST values, and Social-Emotional Objectives.
• Differentiation and to ensure accessibility for all learners.
• Student and teacher reflection and goal setting for next steps in learning.

At Dunecrest, assessment will be the process by which students, teachers and parents are able to make judgments that allow them to monitor the attainment and progress of the students at the school. Assessment will also be used by the teachers to evaluate the learning experience, improve their planning, diagnose each students’ difficulties in learning, and celebrate their successes. Assessment will enable teachers to differentiate classroom instruction, to meet the individual needs of each child and ensure that all students are making progress.

AT DUNECREST AMERICAN SCHOOL WE RECOGNIZE THAT STUDENTS

• Are actively involved in the assessment process through self-assessment, reflection on feedback and goal setting.
• Have different cultural experiences, expectations and needs.
• Perform differently according to the context of learning.
• Need to know their achievements and areas for improvement in the learning process.
• Should receive timely feedback that is constructive and expressed positively.

ASSESSMENT FOR LEARNING

Assessment for Learning provides students an opportunity to demonstrate knowledge, understanding and skills prior to learning which will inform and guide the teaching and learning approaches and strategies thereafter.

ASSESSMENT AS LEARNING

Assessment as Learning is assessment practice that is ongoing and provides evidence of students’ knowledge, skills, and conceptual understanding throughout the teaching and learning process. Assessment as Learning also provides teachers with the opportunities to reflect on the effectiveness of their teaching and learning approaches and strategies.

ASSESSMENT OF LEARNING 

Assessment of Learning is planned in advance and designed to enable student’s opportunities to demonstrate their understanding and development of skills and concepts. Assessment of Learning opportunities also allow teachers to reflect on the effectiveness of their teaching and learning approaches and strategies.

FORMATIVE ASSESSMENT

Assessment that is used on a continual basis throughout the learning process. It involves constructive feedback for students designed to help improve learning before any summative grading takes place.

SUMMATIVE ASSESSMENT

Assessment of learning that occurs throughout the course. This gives students an opportunity to demonstrate achievement and will be reported in the gradebook.

EXAMPLES ASSESSMENT

• Anecdotal and Running Records
• Exit/Admit Slips
• Conferences
• Observations
• Questioningand Discussion
• Peer/Self-Assessments
• Visual Representations
• Journal Writing
• Practical Experimental Work
• Tests, Quizzes, and Exams
• Essays
• Research Projects
• Performance-Based Assessments
• Oral Examinations and Presentations
• Lab Reports
• Group Projects

RUBRIC

A rubric is an evaluation tool or set of guidelines used to promote the consistent application of learning, or to measure their attainment against a consistent set of criteria and/or standards. Rubrics clearly define academic expectations for students and help to ensure consistency in the evaluation of academic work from student to student, assignment to assignment, or course to course.

FEEDBACK AND REPORTING

At Dunecrest American School we believe that regular and timely feedback and reporting through both assessment as learning and assessment of learning is the most effective way to support student growth and progress. Such feedback helps students reflect on their learning and set goals for next steps and provides the opportunity for dialogue between students, teachers and parents to discuss learning strengths and areas to develop.

ASSESSMENT IN THE INTERNATIONAL BACCALAUREATE PROGRAM

• The Dunecrest Mission Statement outlines several learner outcomes that are important to our school community and consistent with the implementation of our Academic Honesty Policy.

INTEGRITY    The School wishes to inspire students to value integrity.
EXCELLENCE    The School wishes to inspire students towards excellence.
RESPONSIBILITY     The School wishes to create socially responsible world citizens.

• “The IB learner profile is the IB mission statement translated into a set of learning outcomes. The attributes of the profile express the values inherent to the IB continuum of international education: these are values that should infuse all elements of the educational programs, the culture and ethos of all IB Schools. The learner profile provides a long-term vision of education. It is a set of ideals that can inspire, motivate and focus the work of schools and teachers, uniting them in a common purpose.” Taken from the IB Learner Profile booklet © International Baccalaureate

Two of the learner attributes are as follows:

• PRINCIPLED: They act with integrity and honesty, with a strong sense of fairness, justice and respect for the dignity of the individual, groups and communities. Students take responsibility for their own actions and the consequences that accompany them.
• REFLECTIVE: They consider their own learning and experience. They are able to assess and understand their strengths and limitations in order to support their learning and personal development. Taken from the IB Learner Profile booklet © International BaccalaureateIn support of this mission as an IB School.

Students that enter into the International Baccalaureate Diploma Program will be assessed based on the criteria provided by the program.

STUDENTS SHOULD HAVE ACCESS TO CLEAR LEARNING OBJECTIVES

• Learning objectives are standards that are unpacked into what students need to know, understand and are able to do (knowledge, concepts, skills).
• Learning objectives need to be written in student-friendly language.
• Learning objectives are used so that students understand what they are learning and have ownership in the learning process.
• Learning objectives can be written in a variety of ways: as a question, or using an “I can” statement etc. Teachers may also use an inquiry-based approach towards unpacking the learning objectives.
• Success criteria can accompany the targets to explain how learning may be reached.
• Students need access to these objectives and should be regularly self-assessing against the objectives.

ASSESSMENT IS ONLY USEFUL IF IT INCLUDES THE EFFECTIVE USE OF COMMUNICATION 

• Effective feedback can be qualitative and quantitative.
• Qualitative feedback can be verbal or written and should inform and challenge the student to make improvements in their work.
• Assessments are entered into the gradebook as evidence that feedback has taken place with the student and they have been given the opportunity to improve their learning.
• Feedback should be specific. It should focus on what the students have done well in relation to the standards that were taught and identify what their ‘next steps’ are.
• Feedback needs to be timely if it is going to impact learning.

ASSESSMENT NEEDS TO INCLUDE STUDENT INVOLVEMENT

• Self-assessment/Self-reported grading of learning targets will be used at multiple points throughout appropriate units of study.
• Peer assessment is an integral part of students using assessment for learning.
• Students will be involved in tracking, reflecting on, and sharing their own learning progress.

STUDENTS ARE EXPECTED TO

• Keep track of and submit work on time to meet all deadlines throughout the assessment process.
• Read and understand the Grading Policies, Academic Honesty Policy and all other policies relating to assessment.

TEACHERS ARE EXPECTED TO 

• Follow the Grading Scale (appendix 1) and implement the Essential Agreements on Assessments.
• Provide adequate time for students to complete any given assessment task.
• Provide adequate access to materials necessary for the successful completion of any assessment task.
• Analyze assessment data to identify patterns of individual performance and needs.
• Show an awareness of the diversity of learning styles of the class by using a variety of assessment and teaching strategies.
• Work with support services to design assessments that will effectively assess the learning of students with specific learning needs and allow for accommodations as per individual plans.
• Be available to tutor students.

INTERNAL ASSESSMENTS 

All assessment that is completed at Dunecrest and not sent off for external marking is considered internal assessment. These consist of formative and summative assessments and help inform teaching and learning; they also allow the school to communicate student progress and attainment to parents. These internal assessments may also contribute to predicted grades that are sent to universities.

IB internal assessments are assessments that are completed at school under the direction of the teacher and then assessed by the teacher. These IB internal assessments then go through the IB moderation process with a select sample sent off for moderation. The internal standardization process is vital for these assessments to make sure that marking is to the school and IB standards.

MODERATION

Moderation allows the school to make consistent, reliable and valid decisions about student learning and progress. Moderation is an essential part of any assessment as it ensures that all pieces of work are set and marked fairly and to the correct level in line with the standards being assessed. The conversations that occur during the moderation process are as valuable as the outcome of the process and the different steps are designed to increase these academic conversations

Three stages to the moderation process include:

 Collaboration - all major summative assessments must be created collaboratively with all members of the subject team having a voice. If multiple versions of the same test are needed, these are created collaboratively with all members of the team.

 Calibration - needs to occur between all staff within a subject/grade level at the start of the marking process. Teachers should calibrate their marking with each other after they have assessed 1 or 2 pieces of work so they are all marking to the same standards.

 Double-blind marking - should occur once all staff have finished marking their scripts. Each teacher should regrade another teacher’s assessment to make sure that they reach the same grade. Any issues in the grades being awarded need to be rectified before grades and or assessments are released to students.

EXTERNAL ASSESSMENTS MAP

The NWEA MAP test is a computer-adaptive standardized test that measures a student’s reading, language usage, math, and science skills. It measures a student’s attainment as well as growth over time.

The test helps educators understand students’ academic strengths and weaknesses, so that instruction can meet a students’ unique learning needs.

The Measures of Academic Progress (MAP) Tests are given to students from KG2 to Grade 10. All Grades from 1-10 are tested in Reading and Math, starting in Grade 2, we add Language Usage and starting in Grade 3, we add Science.

Assessment results are reviewed at individual, class, grade and division level by teachers and administrators. Classroom teachers and curriculum leaders review the data to inform their instructional planning to best support student learning and for tracking student progress and attainment.

These tests are administered 3 times a year: at the beginning of the year (data is used to establish a baseline or starting point), at the middle and at the end of the year, when comparisons are made to measure progress based on individualized projected growth targets.

The ELL Department uses MAP data (from the Reading and Language Usage tests) to track individual student progress in language acquisition.

CAT4

The Cognitive Abilities Test (CAT4) is a standardized assessment of cognitive abilities. CAT4 consists of a series of subtests that measure different cognitive abilities and is used primarily to measure students’ cognitive strengths and weaknesses in areas such as reasoning, problem-solving, spatial awareness, and verbal skills. It provides an in-depth understanding of students’ learning styles and potential.

Data is shared with students, teachers, counselors and parents and is used to:

• Inform educational planning and personalize learning in order to ensure students are challenged and supported appropriately,
• Get to know our students by attaining an individual/class/grade learning profile in terms of cognitive strengths and areas for development,
• Identify areas where students may need extra support or enrichment.
• Inform decisions about course selection and placements,
• Identify English Language Learners (among other entry points and criteria),
• Identify Gifted and Talented students (among other entry points and criteria)
• CAT4 Data is also used as an indicator for potential IB success (in terms of possible scores) for a variety of courses.

The CAT4 test provides an in-depth understanding of students’ cognitive strengths and areas for development. It’s not a test that can be passed or failed; rather, it helps identify students’ learning styles and potential. By using the information gathered from the test, teachers can personalize learning for students to ensure they are challenged and supported appropriately.

The CAT4 is typically administered to students between the ages of 6 and 17. At Dunecrest, the CAT4 test is administered at the beginning of every year for students in Grades 3, 4, 6, 8, 10 and the new students in Grades 5, 7, and 9. It is also used as part of the Admission process (see Admission Policy).

National Agenda Parameter (NAP) Testing

The KHDA continues to set challenging targets for schools to pursue ever-improving achievement in international assessments of PIRLS (Progress in International Reading Literacy Study), TIMSS (Trends in International Mathematics and Science Study) and PISA (Programme for International Student Assessment).

At Dunecrest, the following tests take place in the curriculum areas and grades stated in the table below, Each test is tested approximately every 3-years.

REASSESSMENT

Dunecrest American School believes in allowing students the opportunity for reassessment to demonstrate proficiency of grade-level standards. Reassessment allows students to make decisions and play an active role in their own intellectual growth, thus promoting the idea of lifelong learning. It is not the intention of the policy to offer limitless retakes of the same assessment, or to reassess every assessment given.

Reassessment at the Elementary level is available on a case by case basis and initiated by the teacher.

For Reassessment at the Secondary level a student must demonstrate adequate preparation, personal responsibility and reflection. This can be achieved by taking the initiative to see the subject teacher for tutoring, completing assessment corrections, practice exercises and by being an active participant in his or her own learning. Conditions for reassessment are followed as per the Secondary Reassessment Policy.

Late Work 

Students are expected to submit all work in a timely manner and meet pre-established deadlines. All assignments are to be completed by the due date. Submitting work on-time is the student's responsibility and strict class guidelines will be enforced.

If the student is sick or absent and that absence is considered explained, it is the student's responsibility to make arrangements with the teacher. If the student is scheduled to complete an assessment the day of the absence, it is expected that the student will complete the assessment on the first day upon returning to class.

Consequences for work that is submitted late or after due dates will be handled by the classroom teacher as per the guidelines set out in divisional late work policies..

ACADEMIC HONESTY

Academic honesty is the responsibility of all staff and students. If a teacher suspects academic dishonesty they are obligated to report it. Any and all academic honesty issues should be escalated to the divisional office to be dealt with according to the academic honesty policy.

INCLUSION ASSESSMENT PRACTICES

Both internal and external assessments are used to support identification of individual needs, monitor and track student progress and attainment, and evaluate the impact of interventions. Access arrangements are put in place to support students who may experience possible learning barriers to their learning and access which prevents them from achieving their true potential. Accommodations and modification for assessments are aligned to identified Inclusion students’ learning plans.

Internal

As much as possible, Dunecrest strives to meet the needs of the majority of its students within the classroom. However, for some students it may be necessary for assessment accommodations and modifications to be provided. This may be delivered by a class or subject teacher, Inclusion Specialist Teacher or a learning support assistant (LSA).

At the secondary level, students receiving accommodations of additional time and/or alternate location are required to email their teacher and inclusion teacher at least 24 hours in advance.

External IBDP/ AP

Ongoing assessment and review assessments conducted by teachers and the Inclusion team will determine if arrangements are necessary for all work in school, including assessments and general classwork so that a ‘normal way of working’ and a history of need is established prior to formal application to examination boards. An Exam Access Arrangement (EAA) is a provision or type of support given to a student (subject to exam board approval) in a national/public exam, where a particular need has been identified and it is provided so that the student has appropriate access to the exam. EAAs are intended to give all candidates equal opportunity to demonstrate their skills, knowledge and understanding. Per the Inclusion Policy, if a student has been receiving and utilizing accommodations throughout high school, they may apply for IB and AP testing accommodations.

Reporting

The purpose of reporting at Dunecrest is to provide a transparent and comprehensive account of students' academic progress, achievements, and areas for improvement. It serves as a crucial communication tool between educators, students, and parents, fostering a collaborative approach to support each student's learning journey. Reporting not only highlights academic performance but also provides insights into a student's overall development, helping to tailor support and interventions to ensure their success both inside and outside the classroom.

Elementary

In the elementary division, the year is broken up into four quarters. Grades are given on the student report card at the end of each quarter. Additional communication about progress and grades are provided in two ways.

At the end of Quarters 1 and 3 this additional communication is provided during parent/teacher conferences. These conferences provide more details and information about a student’s progress, goals, achievement, and areas for growth.

At the end of Quarters 2 and 4, in addition to the regular report card grades, students will also receive written comments as part of their report cards. Again, these written comments will provide more details about a student’s progress, goals, achievement, and areas for growth.

Secondary

The assessment reporting calendar is divided into two semesters. Teachers will provide information about student learning throughout the school year through an open grade book on our school information systems, PowerSchool (for American diploma courses) and Managebac (for IB Diploma courses). Additionally, progress reports with current academic grades and narrative comments are provided at the end of quarter 1 and 3. Full reports including finalized semester grades are produced at the end of semester 1 and 2.

Two year courses in the Diploma Programme follow a similar reporting path with current academic grades and comments in odd-numbered quarters and finalized reports at the end of the semester. Anticipated Grades will also be completed at scheduled intervals for university applications. Finally, predicted grades will be communicated to the IBO before March 15.

Narrative Comments

Narrative comments are composed for all students in each subject at the end of the first and third reporting periods. These comments provide next steps for academic improvement and are posted on PowerSchool for students and parents to review.

Family Conferences

There are two times in the year (fall and spring) designated for Family Conferences. The conferences are initiated by the family, allowing the parents and students to visit with teachers to review and discuss academic progress and approaches to learning. Parents and students sign up online to arrange a time to meet with the teacher. Students are expected to attend these conferences along with their parents.

Teachers may also initiate conferences and request a meeting with the student and parents. Typically these conferences are limited to students who:

• are performing well below grade level expectations;
• are in danger of not advancing to the next level (World Languages / Mathematics);
• are not meeting expectations in regards to the Approaches to Learning Rubric.