1. Assessment is integrally planned with the curriculum
   • Curricular aims and objectives refer to knowledge, concepts, skills, and attitudes that we expect of students.
   • These aims and objectives are an embodiment of the Learner Profile, which is itself derived from the IB Mission Statement.
2. Assessment tasks systematically probe all the knowledge, concepts, skills, and attitudes contained in the course aims and objectives and taught in the course (as in figure A, not as in figure B)
   • Assessment practices that teachers must perform include
     1. Developing strategic tasks and clear assessment rubrics
     2. Providing exemplars or representative samples of students’ work to show what success looks like
     3. Collecting evidence of students’ learning processes, as individuals and groups
     4. Analyzing qualitative and quantitative data about learning and taking subsequent action
   • Assessment practices that students must perform include
     1. Using a variety of methods to demonstrate their learning
     2. Contributing to the design of meaningful assessment tasks and rubrics
     3. Evaluating against the rubrics work produced by themselves and their peers
     4. Reflecting on and analyzing their learning outcomes
     5. Sharing their learning with peers, teachers, parents, and others
3. Assessment must be criterion referenced, meaning that we measure student learning against common standards (that are indicated or symbolized by grades or performance indicators)
   • These criteria are derived from lesson/unit/course aims and objectives (or scope and sequence)
   • These criteria are made known to students before they do a task (e.g. through rubrics)
   • We do not assess learning by comparing students against one another or by ranking them
   • We do not assess learning by adding up marks alone or calculating a percentage of marks; rather these marks must be interpreted against the learning criteria
4. Formative assessments are ‘assessments for learning’. In the first instance, they help teachers and students find out their prior knowledge and skills. Teachers then use this information to adjust their planned curriculum. During instruction, formative tasks help students understand and practice meeting the criteria by which learning will be measured. These tasks give opportunities for students to reflect, self-assess, and self-monitor, thereby becoming independent learners.
5. Summative assessments are ‘assessments of learning’. They are tasks that indicate a final level of attainment at the end of a learning unit. As such, summative tasks help students demonstrate their knowledge and skills. Being comprehensive in nature, these tasks should also assess students’ attitudes and encourage them to take action. Summative assessments help teachers evaluate the effectiveness of the teaching and learning process.
   • Summative assessment and test procedures
     1. Teachers must inform students at least 2 lessons before conducting a summative assessment
     2. Teachers must make students write in the diary the specific topic, concept, or skill that will be tested
     3. Assessments must be typed with the standard header
     4. Assessments should have been reviewed and signed in the header by the coordinator in the weekly review
6. Teachers must inculcate the value of academic honesty in all kinds of assessments
   • The following pledge expresses the school-wide commitment to academic honesty: “I pledge to do my own academic work. I do not steal the words or ideas of others. I do not lie or cheat. I make this pledge because my honour and character are more precious than marks or popularity.”
   • Teachers should help students to interpret and practice this pledge in ways that are appropriate for their age and the tasks at hand.
7. Correcting students’ work
   • Teachers must take a great deal of care in correcting students work, keeping in mind the following
     1. Ensure that corrections are correct!
     2. Do not simply tick mark unless the work is actually entirely correct
     3. Give helpful information and comments to help the student improve
     4. Provide encouragement; do not humiliate, insult, or ridicule
     5. Give feedback on handwriting, grammar, spelling, etc. in such a way that the student can still see the mistake (i.e. do not overwrite)
     6. Teachers are to use red pen for corrections; coordinators and principal will use green pen for their comments
     7. Sign and date the corrections
   • Encourage self and peer corrections
     1. Teach children about the assessment criteria for any task
     2. Help them to monitor and assess their own learning
     3. Provide opportunities for reflection and improvement on assessed work
   • Teachers must analyse the outcomes of assessment and take appropriate action

1. Assessment strategies are methods or approaches that teachers use to gather information about students’ learning
   • Observations: gathering information about learners individually or as a group; during a task or in a ‘natural’ setting
   • Performance assessments: skill based tasks that pose authentic, significant challenges or problems to be solved, such as using trigonometry to measure the height of a tree
   • Process-focused assessments: skill based tasks in which the execution of a process is assessed, such as writing a persuasive essay
   • Selected responses: paper-pencil tests that are conducted on one occasion and focus largely on knowledge, comprehension, and possibly application
   • Open-ended tasks: tasks in which students must generate original responses to a stimulus or situation, such as using drama to explore a social issue
2. Assessment tools or instruments used to collect data
   • Rubric: a table that describes criteria and achievement levels for a task
   • Exemplars: samples of students’ work that serve as concrete standards for evaluating other students’ work
   • Checklist: lists of desired learning outcomes (e.g. actions, attitudes, etc.) that are ‘checked off’ as they are observed
   • Anecdotal records: brief, written (or audiovisual, photographic) observations about students at work, systematically organized for analysis
   • Continuums: simple multi-point range (from high to low), used to judge extent to which a student demonstrates specific behaviours, attitudes or understanding
   • Blueprint or mark scheme: a table or index of expected responses that helps to analyse student performance; expected responses are indexed to curricular objectives
3. Records to be maintained by HS teachers
   • Marks register
   • Formative assessment notebooks (NB1 with students, NB2 with teacher) with rubrics, annotations, and feedback. See detailed procedures below.

Teachers must design rubrics in given formats based on criteria given in the SCERT’s subject syllabus handbooks. The tasks may be out of 20 marks, which will be reduced to 5 marks for recording.

Paste the following table just after the index page in NB2. Record all FA marks (from NB1 and NB2) here. Teachers must correct every page of students’ work thoroughly, duly sign the marking rubric with the date and post the marks in FA marks record and marks registers without delay.

FA marks must always be rounded to 1 decimal place. ‘Zero’ or ‘Absent’ mark will NOT be recorded for any student, even if the student was late to submit or absent. Students who do not submit FA work on time must be sent to homework detention until the work is complete; half marks will be assigned (except for C10). If a student is absent and brings a leave letter, then he or she may earn full marks.

1. Reporting on assessment involves communication about student learning. As such, it must be honest, comprehensive, and meaningful.
2. Reporting in the HS occurs through the following four means:
   • Conferences
     a. Parent-Teacher-Student meeting is held with the distribution of both performance reports
     b. Student Led Conference (SLC) is held after FA1, FA3, and FA4. Please refer to the separate document about SLC procedures.
   • Formative Assessment notebooks (NB1, NB2)
   • Performance reports are issued twice each year, after Summative Assessment 1 (SA1) and 2 (SA2). Details about assessment reports are given below:

The average of internal assessments in each subject is accounted as 20% of marks under Formative Assessment (FA). Summative Assessment is conducted for 80% of marks. Cumulative Grade Point Average (CGPA) is the average of grade points of all subjects. Grade D and above is considered as passing.

Grade range for curricular subjects

1. If a student does not appear for an examination, then a mark of zero is recorded. Those students who have secured prior p
2. All students must have a minimum of 85% attendance during the academic year. Three day’s late arrival to school is counted as one day’s absence. Students with poor attendance must attend remedial lessons after school.

There are 5 assessment objectives for each co-curricular activity. Teachers must conduct formative and summative assessments for each objective. Refer to the descriptors below to assign grades.

1. Language Policy
2. Counseling & SEN Policy

1. This policy will be reviewed each year by the pedagogical leadership team and by a committee of HS teachers.
2. The review will take place in December to be implemented in the coming academic year.

1. This policy will be published for teachers in the Teacher’s Handbook and/or the shared drive.
2. The policy will be published for parents and students in the school blog and/or website

SCERT Subject Syllabus Handbooks