Assessment Policy
Purpose and principles
Core principles
- Assessment informs learning and teaching: timely feedback and feed-forward for students, parents and staff
- The process of learning is valued as much as the final outcome
- Self and peer assessment and goal setting build student agency
- Mission: nurture leaders with character and competence
- Learner Profile: Thinkers (authentic, challenging tasks) and Reflective (strengths and personal goals)
- Values: Learner (growth mindset) and Excellence (feedback from parents, students, teachers)
Why we assess: what each partner gains
Students
Become self-regulated learners: act on feedback, reflect, set goals
Teachers
Learn what students know and can do; adjust teaching on data; give timely, specific feedback
Parents
Understand goals and progress; support learning; share insights
School
Evaluates curriculum depth and teaching; targets resources and professional development
Leadership and teachers
Pedagogical leadership team
- Design staff professional development
- Moderate assessments and analyze data with staff
- Guide varied, purposeful assessments
- Decide on standardized testing with well-being in mind
- Meet parents on progress as needed
Teachers
- Plan multiple opportunities for success
- Co-create tasks and success criteria with students
- Moderate with colleagues
- Assess at the beginning, during and end of learning
- Use age-appropriate tools
- Give effective feedback
- Model reflection
- Analyze and share evidence
- Reflect on own practice
Students and parents
Students
- Partner with teachers on goals and success criteria
- Self-assess progress
- Select best evidence of learning
- Build metacognitive skills to plan next steps
- Use feedback to adjust learning
Parents (partners in learning)
- Attend student presentations and give feedback on success criteria
- Discuss goals and support at home
- Review formative assessments sent home
- Attend reporting meetings
IB standards and practices we meet
Culture (0301)
Policy is implemented, communicated and reviewed; rights and responsibilities clear
Learning (0402)
Students set goals and take ownership of learning
Approaches to teaching (0403)
Barriers removed; learner variability considered
Approaches to assessment (0404)
Varied methods; consistent, fair, inclusive administration; accurate predictions; appeals
Students consolidate learning through assessment: PYP data over time • MYP personal project (Year 5) or community project (Year 3 or 4) • DP extended essay.
Systems and terms
SAR
In-house School Assessment Reporting: records and reports scores; generates transcripts
Nucleus
In-house system for student data and class updates; posts syllabus and assessment details
Curricle
Curriculum site holding assessment formats
SSPCs
Senior School Process Coordinators: run school and IB exams, help implement policy
Primary Years Programme
What we assess: the process of inquiry
Assessment as a continuous, inquiry-led process
- How students demonstrate and develop subject knowledge
- How they apply conceptual understanding to further their inquiries
- How they demonstrate and develop skills
- How they demonstrate the learner profile
- How they demonstrate action
Four dimensions of assessment
The school puts most emphasis on monitoring and documenting.
- Monitoring: check progress against personal goals through observation, questioning, reflection, discussion, feedback and feed-forward
- Documenting: learning journals, anecdotal records, rubrics, rating scales, checklists, visible thinking routines
- Measuring: point-in-time data on achievement and progress
- Reporting: informs the learning community
Three types of assessment
| Area | For learning | Of learning | As learning |
|---|---|---|---|
| Purpose | Inform teaching and promote learning; feedback to teacher, students, parents | Certify and report on learning progress | Help students become self-regulated lifelong learners |
| Requirements | Teachers state or co-construct success criteria | Students and teachers co-construct success criteria | Students set and reset goals with teacher guidance |
| Features | Qualitative and quantitative; informal; shows process, knowledge, skills; differentiated | Quantitative; criteria-referenced; applies conceptual understanding; differentiated | Students plan, monitor and reflect; reflect on learner profile and ATL skills |
| Frequency | Pre-assessment at admission and start of a unit or year; ongoing in Inquiry, Math, Language, PSPE and Arts | Towards the end of a unit; numeracy and literacy unit tests | Goal setting before PTI; goal review twice a term; practice every cycle; ongoing self and peer |
| Strategies | Selected responses, open or closed tasks, observations, learning centers, exit tickets, SOLO taxonomy | Open-ended tasks (GRASPS, RAFT), performance tasks, six thinking hats, Bloom’s, selected responses | Observations, closed tasks, reflection, Bloom’s prompts |
| Tools | Rubrics, checklists, anecdotal records, continuums, rating scales | Rubrics, checklists, anecdotal records, continuums, rating scales | Anecdotal records, learning journal, student reflections |
| Reporting | Formative assessments monthly for Language and Math, per curriculum timeline for others | Consolidated and summative reports, unit tests, PTC, SLC | PTI and PTC, where individual goals are discussed |
Mark-based assessment (numeracy and literacy)
Pre-assessment
Quantified in-house test at the start of the session: numeracy, literacy and Hindi readiness
Unit tests
English and Math: twice a term (4 a year). Hindi: twice a year. Data guides instruction and personal goals
For student well-being, marks are not shared. They are converted to a rating scale, discussed in class and reported to parents.
Standardized reading assessments
| English | Hindi |
|---|---|
| DIBELS (Dynamic Indicators of Basic Early Literacy Skills) | FABLe (Fluency Assessment and Benchmarking in Literacy Education) |
| Fountas & Pinnell Benchmark Assessment Systems (BAS) | In-house reading assessments |
| FABLe |
Data from several points is analyzed together by the academic team for learners, cohorts and the whole school. Mark data also drives entry and exit for Additional Learning Support (ALS) in Language. Teacher moderation of student samples sets benchmarks for Reading and Writing.
How PYP learning is reported
Nucleus reading report
Reading results sent to parents as a soft copy with action steps
Parent-teacher conference (PTC)
Twice a year, at the end of each term. Term report with subject performance and progress on personal goals
Student-led conference (SLC)
Once a year, with the Term 1 PTC. Students lead parents through learning journals and chosen work
Middle Years Programme
MYP assessment cycle (grades 7 to 10)
Criteria-based levels, summative tasks and term exams
| Assessment | Term 1 | Term 2 |
|---|---|---|
| Formative | During the unit; assessed on MYP criteria where applicable | During the unit; assessed on MYP criteria where applicable |
| Unit-end summative | End of each unit, on MYP criteria. Term 1 levels feed the Term 1 final level and suggestive grade | As Term 1. Levels from all units in the year count toward the year-end grade |
| Term exam (Grades 9 and 10 only) | Towards end of Term 1. Language & Literature, Language acquisition, Integrated Humanities, Integrated Sciences, Mathematics, Interdisciplinary. Term 1 syllabus | Same subjects, entire year’s syllabus. Year-end level is a professional judgment from SA, participation and performance |
| Grade 10 only | Premock (Jan or Feb) and Mock (March): Years 1 to 5 syllabus on MYP criteria |
No term exam in Grades 7 and 8. In Grades 9 and 10 the Term 1 exam is not counted in the year-end subject grade. Suggestive grade = the grade a student is likely to get by year end.
From criteria to grade (MYP)
14 criteria per subject
each scored 0 to 8
2Added: 0 to 32
(Interdisciplinary and Project: 0 to 24)
3Mapped to grade 1 to 7
| Grade | Boundary (0 to 32) | Descriptor |
|---|---|---|
| 1 | 1–5 | Very limited quality; many significant misunderstandings |
| 2 | 6–9 | Limited quality; gaps in many concepts |
| 3 | 10–14 | Acceptable quality; basic understanding, needs support |
| 4 | 15–18 | Good quality; some flexibility in familiar situations |
| 5 | 19–23 | Generally high quality; secure understanding |
| 6 | 24–27 | High quality, occasionally innovative; extensive understanding |
| 7 | 28–32 | High quality, frequently innovative; nuanced understanding, transfers with expertise |
How the year-end grade is set
- 7Grades 7 and 8: achievement levels of all summative assessments plus classroom participation
- 9Grades 9 and 10: all summative levels, term exam levels and classroom participation
- Term 1: suggestive grade by teacher professional judgment from unit summative levels
- Best-fit model: where work matches most descriptors; strong on most but not all strands
- Interdisciplinary units: teachers from different subjects build rubrics and co-grade
- Internal standardization happens before levels are formally reported
Ten steps to a final subject grade (MYP)
- 1Teachers create the summative or term task
- 2Teachers attempt the term paper themselves
- 3Marking scheme or task-specific clarification (TSC) is made
- 4Rubric is shared with students
- 5Students sit the assessment
- 6All teachers of the subject and grade benchmark student work
- 7Individual teachers check papers
- 8Moderation is followed
- 9Section teachers agree a professional judgment
- 10Final grade awarded, ATL comments added to the report
MYP criteria across subject groups
| Subject group | A | B | C | D |
|---|---|---|---|---|
| Language & Literature | Analysing | Organizing | Producing text | Using language |
| Language acquisition | Comprehending spoken and visual text | Comprehending written and visual text | Communicating | Using language |
| Individuals & Societies | Knowing and understanding | Investigating | Communicating | Thinking critically |
| Sciences | Knowing and understanding | Inquiring and designing | Processing and evaluating | Reflecting on impacts of science |
| Mathematics | Knowing and understanding | Investigating patterns | Communicating | Applying maths in real-world contexts |
| Arts | Knowing and understanding | Developing skills | Thinking creatively | Responding |
| Physical & Health Ed. | Knowing and understanding | Planning for performance | Applying and performing | Reflecting and improving performance |
| Design | Inquiring and analysing | Developing ideas | Creating the solution | Evaluating |
| MYP Project | Investigating | Planning | Taking action | Reflecting |
| Interdisciplinary | Disciplinary grounding | Synthesizing | Communicating | Reflecting |
Formative, summative and term-end: MYP at a glance
| Assessment | When | Formats | Prior information | Reportable | Checking |
|---|---|---|---|---|---|
| Formative (in class) | During each unit, repeated often | Pen and paper, performance, reflection, oral, quiz, online | None given to students or parents | Teacher picks which to report, via SAR | On MYP criteria adapted to the unit; 6 working days (8 if over 3 sections) |
| Summative | End of unit, or process-based tasks needing 3 or more slots | Online, pen and paper, or performance | Posted a week before under Student Assessment on Nucleus | Reported to parents and students via SAR | Teacher mark scheme; 6 working days (8 if over 3 sections) |
| Term-end (Grades 9 and 10) | T1: before Diwali break. T2: April. G10 premock Jan/Feb, mock March | Online and pen and paper | Syllabus and assessment details on Nucleus | PDF report emailed before the PTC | Marking scheme and task-specific clarification; deadlines follow exam timetable |
Diploma Programme
DP assessment cycle (grades 11 and 12)
Points out of 42, IB-style papers and IB moderation
| Assessment | Term 1 | Term 2 |
|---|---|---|
| Formative | During the unit, on DP assessment objectives where applicable | During the unit, on DP assessment objectives where applicable |
| Unit-end summative | End of unit, or mid-unit for long units, on DP criteria | End of unit, on DP criteria |
| Term exam | Towards end of Term 1. All selected subjects and CAS reported out of 42. Grade 12 includes a few Grade 11 topics | Towards end of Term 2. Subjects, EE progress and CAS out of 42. Grade 11: entire year’s syllabus |
| Grade 12 mock | Entire 2-year syllabus, IB weightage. Subjects, IA scores, EE, TOK and CAS out of 45 |
Group 6 Arts is reported out of 35: only comments are added, as these are IB assessments. Term 1 and Term 2 weightage is set by the teacher from the syllabus taught; the Grade 12 mock follows IB subject guides.
DP scoring and predicted grades
1–7
grade points per subject
42
points, Grade 11 and G12 Term 1
35
points for Group 6 Arts
45
points, Grade 12 mock with IA
- TOK and EE graded A to E; the TOK/EE grid gives a score out of 3 (Grade 12 mock only)
- Grade 11 Term 2: predicted grades for early university applications
- Grade 11 Term 2 + Grade 12 Term 1: predicted grades for regular applications
- Mock results: final predicted grades sent to IB
- Transcript formula is built into the SAR and calculated automatically
DP specifics
- One summative per unit must follow the IB paper style, to practice command terms
- Arts: summative tasks get comments only, no marks
- Maths: student GDCs updated with exam software and set to exam mode
- CAS is not assessed: reported as learning outcomes, number of experiences, points, comments and strands achieved
- FHSD retake: a score below 3 in a subject earns a choice of retake exam or project
- PTC after term results: subject levels may be changed to suit career plans; very low scorers may switch to the DP course
Formative, summative and term-end: DP at a glance
| Assessment | When | Formats | Prior information | Reportable | Checking |
|---|---|---|---|---|---|
| Formative (in class) | During each unit, repeated often | Pen and paper, performance, reflection, oral, online, short extended response, quiz | None given to students or parents | Teacher picks which to report, via SAR | On DP objectives; peer, self or teacher checking; 6 working days (8 if more students) |
| Summative | End of unit, or one mid-unit and one at end if the unit is long | Pen and paper, presentation | Posted a week before under Student Assessment on Nucleus | Reported to parents and students via SAR | Mark scheme to DP requirements; 6 working days (8 if more students) |
| Term-end | G11 & 12 T1: Oct/Nov. G11 T2: April. G12 mock: March | Pen and paper | Syllabus and assessment details on Nucleus | PDF report emailed before the PTC | Marking scheme on IB criteria; grade boundaries set centrally from IB boundaries |
Open book exams
Economics Paper 1
Students are taught how to prepare the OBE sheet. First draft is checked and commented on, then a final is submitted. The sheet is used in term exams; the mock sheet is used in the final IB exam. Issued with the paper and collected back.
Psychology Paper 1
Teachers prepare the OBE sheet to IB guidelines; students suggest comments before it is final. Soft copy to refer to; hard copy in summative and term exams, issued with the paper and collected back.
Shared assessment practice: MYP and DP
Formative assessment guidelines
- Scheduled per the teaching plan
- Teacher decides which are reportable
- Duration and type set by the teacher
- Peer, self or teacher assessed
- Discussed with students once done
- Reflection point for teachers and students to modify the plan
Summative assessment guidelines
- Scheduled per plan (DP: check the Summative assessment dates sheet)
- Content and assessment objectives posted a week before
- Task-specific clarification shared on or before the day
- Feedback written on the paper; discussed in class
- Used to clarify doubts or plan a revision class
- Students must be present the entire assessment day; late arrival or early exit counts as Absent
Prepare, check, report: the reportable assessment flow
1Prepare
Subject teachers use the programme format from Curricle (MYP Appendix 1, DP Appendix 8) and write the mark scheme; Team Leaders check before printing
2Check
Teachers check within 6 working days (8 for larger loads), counted from the day after; comments written for feedback
3File and return
Papers go to the Assessments done folder, link added to the unit plan sheet; handed back and discussed in class
4Report
Marks and comments entered in SAR; report emailed to parents and students; leader notified; log shows earlier tests
If a student misses an assessment
Formative
Marked absent. A pen and paper test may be given for reference or to complete at home.
Summative: school event
Rescheduled only for missed school events, informed in advance to the Coordinator. DP: decided case by case; if leave runs 7 days past the test there is no point retaking it.
Summative: sick leave
Not rescheduled. Student may attempt the task at home for teacher feedback, receives no level or score and is marked Absent.
Term exams: reasons we do not reschedule
- Family function
- Out of town
- Death in the family
- Missed the bus
- Religious days that are not school holidays
- Medical reasons (MYP). DP: unavoidable medical conditions are taken after the exam
Applies even with prior notice. Sports events (interschool, nationals): exam taken after the original, with a signed consent (Appendix 17) not to ask peers or teachers about the paper. MYP: the year’s performance informs promotion. DP: marked absent in the report.
Term paper security
- Papers are written only in a shared Google doc, on a special exam email account with two-step verification
- No copies, no sharing, no other documents
- After Team Leader approval, teachers lose editing rights; the paper goes to print
- Papers are stored date-wise in a lock-and-key cupboard; only SSPCs hold the keys
- Teachers keep two-step verification on their laptops (DP)
Results and papers returned
- Term 1 and mock papers handed back after vacation, then discussed in class
- Term 2 papers given at the Parent Teacher Conference; uncollected ones go to the front desk
- Result analysis by Programme Coordinator, Senior School Principal, Team Leaders and subject teachers
- Coordinator reviews results and adds comments; SSPCs email reports
- Promotion (MYP): decided by Head of School, Senior School Principal or Programme Coordinator with mentor and subject teachers
Term exam timeline: DP example
MYP follows the same sequence of shared doc, draft, peer and leader check, final paper, printing, comments, entry check and reports before the PTC. Mentor and subject comments are entered in between.
| Date | Step |
|---|---|
| 10 Feb | Exam timeline shared with leaders |
| 13 Feb | Exam doc shared; teachers start papers; leaders confirm two-step verification; GDCs checked |
| 26 Feb | Leaders add syllabus |
| 9 Mar | Syllabus and paper details posted on Nucleus |
| 11 Mar | First draft with marking scheme |
| 20 Mar | Peer and leader check |
| 28 Mar | Final paper and marking scheme |
| 1–9 Apr | Printing |
| 17–26 Apr | DP term exams |
| 30 Apr | Marks and comments entered in Nucleus, incl. CAS |
| 2 May | All entries checked; DPC comments; reports sent to parents |
| 6 May | DP PTC |
Benchmarking and moderation
1Benchmark before marking
Subject teachers pick 3 scripts: high, average, low. Both mark them, discuss question by question, record key points, brief the Team Leader orally.
2Mark all scripts
Teachers then mark their scripts.
3Moderate after marking
Each teacher picks one sample (3 scripts) and reviews the other’s marking. Team Leader presence is optional. Agree a common mark; fill the moderation sheet.
1 sample each → if they differ → 2 more samples → All scripts
DP internal and external assessment
- 1Moderating selected IA and external samples (TOK essay, orals, written work) is mandatory before IB submission
- 2Hard copy moderation sheet signed by teachers; a single teacher is moderated once by another Team Leader or the DP Coordinator
- 3Marks and comments go to the IB submission sheet
- 4Teachers follow the e-coursework upload checklist
- 5Every student gives a consent of authenticity before upload
DP term marks: if two teachers differ, a third gives a view; more samples, or all papers, are rechecked at the Team Leader’s decision.
Invigilators: exam day rules
- Reach the venue 20 minutes early; collect papers 30 minutes before
- Check students and uniform; update the seating plan (DP)
- Sign the paper only after students fill in their details (DP)
- Take attendance; return the sheet to the PCs
- Monitor washroom visits; support staff check washrooms
- Check desks: only allowed dictionaries or data booklets
- No extra time without authorization (school or IB)
- Allow reading time; follow exam timings; store materials securely
- GDC set to exam mode (DP)
- The subject teacher may not invigilate or enter the hall
- No phones, laptops, books or checking papers while invigilating
Students: exam day rules
15 min
early at the venue
30 min
no washroom at the start or end
60%
minimum time seated (36 min of a 1-hour paper)
- Entering without full uniform, including socks and shoes
- Bringing bags into the wing, extra papers or borrowed stationery
- Carrying unauthorized material: strict action, up to losing the right to sit later papers
- GDC covers (Grades 11 and 12) or stationery pouches (DP)
- Staying back or coming early without a prior appointment
Transparent bottles, pouches (MYP) and writing pads only. Wired earplugs, keyboard and mouse for on-screen exams. Buses leave at 12:25 sharp; otherwise a parent pickup or the 3:30 pm bus.
Final IB exams: preparation and conduct
- 1Students prepare through summatives, term exams and mocks, plus past papers and a familiarization package
- 2May exam instruction session for students and invigilators with the Coordinator and Exam Officer
- 3Invigilated by administrative staff during school vacations (DP); academic or admin staff (MYP)
- 4IB exam poster shared with students and parents; mock and IB calendar shared
- 5Exam officer, invigilator and support staff checklists are filled; enough invigilators per IB; bathroom register kept
- 6IB process followed for absence, emergencies and adverse circumstances
- 7Not allowed in the DP hall: a GDC without updated exam software
The Vault: IB exam security
The Vault
IB stationery is checked on arrival by the DP Coordinator and exam officer. Papers are checked with the IB checklist and the status updated on IBIS, then arranged by date, subject and level with answer booklets, graph paper, formula booklet, cover sheets, attendance sheets and checklists.
- Double door security
- Double-locked cupboard
- Keys in a digital locker
Access: Head of School, Senior School Principal, DP Coordinator, Assistant DP Coordinator, Exam Officer. Anyone else needs permission.
Inclusive access: term exams
- 1Principal or Coordinator meets mentor and subject teachers and the well-being counselor
- 2Past record, educational evidence and medical or psychologist report are considered
- 3Arrangements follow the IB Access and Inclusion policy: extra time, word processor, reader or writer
- 4No report: counselors talk to parents about it
- 5Parents who decline must email the school, which stays ready to provide it
See the Learning Diversity and Inclusion policies.
Inclusive access: final IB exams
- 1Parent consent for the arrangement (Appendix 7 MYP, 16 DP)
- 2Educational evidence from the subject teacher, plus a psychologist report (DP: from a psychologist practicing in the city); scanned and saved
- 3Coordinator or process organizer files the request
- 4IB approves; students (and DP parents) are emailed
- 5Print of the approval kept with exam material
- 6DP: parents declare colour blindness by email; a medical report is requested for medical issues
Academic malpractice: what counts, and what follows
Report misconduct to the Programme Coordinator, Senior School Principal or Head of School. Confirmed misconduct means no grade is awarded in that subject and level. The coordinator or invigilator may expel a candidate who deliberately interferes with the exam. The community shows no tolerance for malpractice, and students are ethically responsible to report violations.
- Stealing papers or copying online questions
- Communicating with another candidate
- Giving or receiving help in any form (no virtual contact)
- Possessing unauthorized material
- Disrupting or distracting others
- Removing exam material, files or devices from the room
- Writing after being told to stop
- Disobeying the coordinator or invigilator
- Borrowing or lending resources without permission
- Impersonating a candidate
- Consulting material outside the room during an absence
- Submitting work that is not authentic
- Leaving without permission
During a term exam
- 1Invigilator calls support staff and sends the student to the coordinator or Principal
- 2The work is not marked; it is reported as “Academic Misconduct” in the system and the report
- 3Parents are informed; the Senior School Leadership Team decides the consequence
- 4A student observation is filled to notify parents after a verbal conversation
- 5Subject teacher and coordinator comments record the incident
- 6Meeting with the Principal, Head of School or Programme Coordinator
IB submissions: the escalation ladder
Written warning by student observation on Nucleus to student and parents. Missing citations or bibliography: complete them in a designated place (DP: or rewrite the work).
Second instance: parents called; Programme Coordinator (DP: with Team Leader) meets them with the student. Warned that repeats lead to suspension. Record kept. DP: rewrite the whole task under supervision and student is counseled.
Third instance: suspension of up to 7 days, decided by Programme Coordinator, Senior School Principal and Head of School, explained to parents by email. No access to premises, classes or activities. The SSLT may revoke or extend. Decision is final.
Continued repeats: expulsion (MYP: only after at least two earlier suspensions, with the anti-plagiarism committee) or, in DP, a mark of “N” for that submission.
Severity and previous record are considered. Final IB exams follow the IB Assessment guidelines.
Homework
- Given to help students understand assessment expectations; varies by subject
- Posted and checked per the school Homework guidelines
- Self, peer or teacher assessed
Role of ICT
- Teachers: Kahoot, Flipgrid and similar tools for ongoing assessment
- Students: Google Slides, Docs, Sheets, Forms and Canva for varied assessments
Training of teachers
- Assessment is part of the new teacher training module
- New teachers write and check papers with mark schemes and design assessments. DP: also write and check IAs and an extended essay
- DP teachers write IB papers yearly, are encouraged to become IB examiners, study subject and IA reports, fill the G2.0 form after exams, and buy EUR samples
- One team member attends IB workshops, then leads team PD
Read with other policies
Language
Language needs in planning
Academic Integrity
Citing sources; honest submissions
Career Counseling
Predicted grades
Learning Diversity
Diverse learners
Admission
Grades 1 to 6 reading, oral and written readiness
Forms and templates
Summative format
MYP App. 1, DP App. 8
Consent forms
Inclusive access (App. 7, 16), rescheduling undertaking (App. 17)
Moderation
Sheets App. 11, 14; benchmarking record App. 19
Invigilation form
Checklist App. 20; exam timelines App. 5, 13
Reports
Examples App. 21; TOK/EE grid App. 10
Assessment drives instruction: fair, consistent and transparent, with feedback that helps every learner grow.