ASSESSMENT POLICY

PHILOSOPHY


The mission of SMK Seri Tualang is to develop the potential of all students, through an internationally- recognized curriculum, so that they become knowledgeable, questioning, open-minded and caring life- long learners, committed to responsible national and global citizenship. We seek to nurture individuals who show qualities of academic aspiration, social responsibility and international mindedness, with the willingness to engage with others who are different. By gathering and analyzing data from formative and summative  assessments  in  various  forms,  the  students,  teachers,  administrators  and  parents  can evaluate  the  student’s  progress  towards  reaching  their  learning  goals.  All our administrators and teachers are committed to the use of criterion based assessments that are supported by the following principles.


PRINCIPLES OF ASSESSMENT

•   Assessment are varied in type and purpose
•   Assignments align with learning objectives
•   Emphasis on both formative and summative assessment.
•   Students should allowed multiple opportunities to demonstrate their understanding
•   Clear criteria are given to students prior to assessments
•   Opportunities for reflection are provided
•   Assessments provide timely feedback to students about progress made and areas for growth. 

PURPOSE OF ASSESSMENT

• The  MYP  uses  assessment  as  a  tool  to  constructively  give  students  information  on  their performance. It does this by assessing a set of criteria within each of the eight subjects.
•   To inform students of their achievements and progress
•   To inform parents of student’s progress against standards.
•   To provide areas of growth for students
•   To determine needs for differentiation of instruction
•   To monitor students’ progress
•   To identify areas of growth for students
•   To provide feedback for learning

DEFINITIONS

Summative  Assessment:  Evaluation  of  student’s  achievement  at  the  end  of  a unit of work or a   course  study.  This evaluation will be generated at the end of the activity. This will provide evidence of student knowledge, understanding and skill levels at the end of study. This will evaluate student achievement relative to specified criteria. Final summative grade will be derived from a range of tasks from units of work over time.

Formative Assessment:  Feedback on student’s learning through variation of activity, identifying the learning needs of students and forming part of the learning process itself. It occurs while topic is still being thought and takes place throughout a course study.  It intended helps student build strong foundation in the necessary skills and provide evidence of student knowledge. Formative assessment helps both students and teachers address specific mistakes and misconceptions. 

ASSESSMENT AND CURRICULUM

•   Aligned with written and taught curriculum
• Aligned with subject area learning objectives and outcomes, Ministry of Education standards and specification and MYP objectives. 

ASSESSMENT AND PRACTICES

• Discussed with students at the beginning of each topic.
• Examples are made available to students. 
• Students may be involved in the development of rubrics which clarify tasks using teacher-student friendly languages
• Modifications will be made for students with identified learning abilities
• Feedback will be provided in a timely manner.
• Tasks must be planned to allow students to reach the highest level of achievement in the rubric descriptor bands
• Teachers  participate   collaboratively   in  the  planning,  development   and  standardization   of assessments where appropriate
• Assessments will include different kind of assessment tasks  to address a variety of learning styles
• Assessments will be learner-centered, inquiry based and authentic in nature.

STANDARDIZATION

• Teachers teach the same subject will use common assessments.  Teachers share samples of assessment (within or between subjects) to ensure a common application of assessment level descriptors.

REPORTING TO PARENTS

•   Evidence of learning will be shared with parents through, report cards, and Parents and 
Teacher Association meetings.
• The  progress  reports  show  the  achievements  of  the  students  and  will  be  submitted  to the parents during Parents and Teachers Association Meeting.
• The report card will display a student’s achievement criterion for each subject area based on the criterion scores and final grade (1-7) twice a year.
ASSESSMENT AND STUDENTS EXPECTATIONS

• Students  are  responsible  for  their  learning  –  Teachers  plan  the  work  and  students  will increasingly able to be responsible and accountable for their own learning.
•   Students are expected to know and use assessment criteria while completing work.
•   Students are required to submit both formative and summative tasks in a timely manner.
•   Students actively engage and apply in their learning, ask questions and solve problems.

HOW MYP AND MOE EXPECTATIONS ALIGN OR ARE DIFFERENT

• Not all objectives in MYP can be assessed through test or examinations.
• The MYPIB curriculum and all objectives in Malaysian curriculum are mapped in order to ensure the achieving the objectives of MYP curriculum are assessed along with Malaysian curriculum.

DEADLINE POLICY

Extension
Teachers will explain the reasons to be taken into consideration for students to extent their assessment.

Teachers also will explain the deadline for submission of assessment and the procedure.

• Reasons students may be able to negotiate their assessment extension beyond the deadline.

o Illnesses or being involved in accidents and has a medical certificate from a doctor.
o Involve in co-curricular activities
o Involve or attend religious occasions with teachers’ consent. 

• However, some deadlines could not be extended without reasonable excuses and consideration for students who demonstrate unsatisfactory effort or whom fail to submit a task and have previous occurrences. 

*Last Updated On 7 June 2016

MYPIB Report

MYPIB Evaluation