Canadian International School Bangladesh Assessment Policy

    Canadian International School Bangladesh  Assessment Policy

Canadian International School Bangladesh
Assessment Policy
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Mission Statement
Through the promotion of academic excellence, CISB strives to develop individuals for our
society who, through understanding, tolerance, and respect, will help to create a safe place where
children become lifelong learners, where excellence is tempered with compassion, and where
success is moderated by spiritual understanding.
Name of the Document: Assessment Policy
People Responsible for Assessment Policy:
1. Janice Smales (Principal)
2. Dewan Mehtauddin (DPC)
Communication Channel and
1. Official Web Page
2. Teachers’ Handbook
Target Audience: Any Internal and External Stakeholders of
the school including but not limited to
Students, Parents, Teachers
Policy Effective Date: September, 2023
Last Review Date: July 16, 2023
Next Review Date: July 10 ,2024
Policy Review Criteria: Annually
Policy Review Team: Principal, DPC, All IBDP teachers, a parent and
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CISB Assessment Policy and Procedures
Canadian International School Bangladesh seeks to have each student discover and develop
his/her capabilities and achieve personal excellence. Formative and summative assessments as
well as teacher observations provide measures of a student’s growth that can serve to guide new
learning strategies as well as evaluate progress in the preparation for future education. The
Principal, in consultation with the faculty, shall establish an assessment program, to administer to
students periodically in accordance to the curriculum they are undertaking.
To understand excellence, students should be aware of what constitutes high achievement
through teachers sharing rubrics and assessment criteria.
Purpose of Assessment
Assessment Should:
● Provide feedback and support to students
● Develop further understanding of skills, knowledge, and concepts in each subject
● Provide opportunities for students to apply what they know in unfamiliar contexts to
demonstrate deep understanding
● Provide feedback for teachers to monitor the effectiveness of their course
Principles of Assessment
● Assessment should reflect student achievement after learning and will not always reflect
effort or understanding after the assessment
● Assessment is continuous throughout the year to guide students in their learning
● Students should be encouraged to be responsible for their own learning through selfreflection and peer assessment
School Expectations on Assessment:
The School Should:
● Produce examination/test timetables with enough notice for students and teachers (refer
to Internal Assessment Deadlines in appendix section)
● Keep records of student attainment and progress, credit check and end of semester report
card (see appendix section)
● Publish program subject guides, assessment criteria and exam schedule through the
school website
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Teachers Should:
● Share assessment criteria and rubrics for each subject in advance to ensure that students
become familiar with the expectations of program curriculum. Rubrics are posted on
teachers’ Google classroom
● Provide students with samples of graded work, which may have been produced by CISB
students or taken from the official “Teachers support material”
● Use a mark scheme or rubric which shows the student what constitutes a successful piece
of work
● Return work in a timely fashion with constructive feedback and publish grades in
● Collaborate with colleagues to ensure that a balance of assessment tasks through
curriculum mapping
● Post deadlines for assignments on Google drive (access only for students and parents) as
well as enforce the use of student agenda books to record these
● Use a variety of assessment; example oral/interview, presentation, tests
● Communicate with parents regularly and immediately in case of concern, i.e. students
with grades of D or below
Students Should:
● Be responsible for making note of ALL homework tasks and deadlines
● Use the mark schemes or rubrics provided by teachers to achieve their best work
● Submit work by the due date
● Engage in peer review and adjust work accordingly
● Correct mistakes when work is returned to them
● Honor academic integrity always and understand the consequences if they do not
(please refer to the CISB Academic Integrity Policy)
Parents Should:
● Support student adherence to set deadlines for work
● Help motivate their child(ren)
● Help create an environment that is to the benefit of their child
● Be aware of how much support with your child’s assignments/assessments are provided
by tutors
All the above expectations exist to ensure that all students reach their full potential.
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Reporting to Parents
CISB uses PowerSchool, a password protected web-based student information system, to track
academic progress. One of the benefits of this program is that it allows the parent or guardian to
easily track the student’s academic progress.
Parents of students can always access their child’s grades on PowerSchool and are encouraged to
do so at regular intervals. Progress reports may be sent home at any given point during the year
at the discretion of the teacher.
Reporting on Student Progress
CISB officially reports on students’ progress through two parent teacher conferences held
November and April, and in January and June through written report cards. If necessary, more
regular meetings are held between the teacher and parents. Report card comments have been
standardized for all subject areas and aligned with appropriate assessment criteria.
Types of Assessments CISB Uses
Formative Assessment:
● Allows teachers to monitor students’ progress towards meeting program standards
● Gives feedback to students as they are learning
● Allows students and teachers to identify students’ strengths and weaknesses
● Shows students how they can improve.
● Examples: entry/exit slips, interview assessments, Kahoot survey
Summative Assessment
● Judges the level of student understanding at the end of learning
● Will require students to apply their learning to a new context
● Examples: end of unit tests, mid-term/final exams, end of year project/portfolio
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Nova Scotia High School:
The students undertaking the Nova Scotia curriculum, all upper school students Grades 10 – 12
must take two formal written examination sessions each year as well as two midterm
examinations. Semester exam takes place in January and the final exam takes place in June.
November 202_
Nova Scotia Progress Report/Parent Teacher Meeting
January 202_
Nova Scotia End Semester 1 Progress Report
April 202_
Nova Scotia Progress Report/ Parent Teacher Meeting
June 202_
Nova Scotia Final Report
IBDP Grades 11 and 12
IB assessment is criterion-related rather than norm-referenced. This means that a rubric, with
a scale of 1-7 (7 being highest), is used to appraise student work in relation to identified levels of
attainment. For some components, assessment is measured through “mark schemes” aligned to
the relevant IB subject’s formal Aims and Objectives or Assessment Criteria for Internal
IB Homework Time Allocation (Grade 11/12) The IB program expects a level of study
equivalent to college work. IB students should expect to do anywhere from 3 to 4 hours of
homework each day, 5 to 6 days each week. Extra homework time (beyond usual expectation) is
advised for there are several assignments that require completion. Research towards the
completion of Internal assessments for every subject or review of material already covered in
class is expected.
Students enrolled in the IB Diploma Program will adhere to the following scheduled Internal and
External assessments.
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Internal Assessment Timelines- IBDP Year 1 And Year 2
Evaluation often models the formal assessment officially set by IBO for the span of Two years
which are pre-set for the entire IB Diploma Program. IBDP official Internal and External
Assessment is undertaken by all Diploma Program teachers according to the IBDP Handbook of
Some assessments in IBDP are external, such as the official IB exams which are held in May and
are graded externally by IB examiners. Other assessments are internal, graded by the subject
teachers and sent to IB examiners for moderation.
All IB teachers are responsible for respecting IB deadlines and for setting internal timelines for
students that take into consideration the following:
● Respecting students’ workload and avoiding over-stressing the candidates
● Providing timely feedback to candidates on written work
● Allowing teachers time to check for authenticity before submitting candidates’ work to
the examiners
● Giving teachers time for internal moderation

CISB Examination Sessions
IB seniors take their IB mock exams during the semester exam in January prior to their official
IB exams which occur during the month of May.
Year 1 Year 2
November 202_
IBDP student performance update
November 202_
Language A: IA/IBDP Mock Practice and
student performance update
January 202_
IBDP Progress Report
January 202_
French: IA/ IBDP Progress Report (Pre-Mock
March 202_
IBDP student performance update
March 202_
IBDP Mock Exam
June 202_
IBDP Progress Report
April/May 202_
IBDP Finals
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IBDP Academic Grading Scale And Grade Boundaries
Demonstrates: excellent understanding and application of skills,
knowledge, and concepts; responses that show relevant evidence of
applying skills, communicates knowledge and concepts effectively using
appropriate terminology and conventions; insights and analysis
consistently demonstrates originality.
6 Demonstrates: very good understanding and application of skills,
knowledge, and concepts; responses that are, mainly, convincing, as well
as detailed and independent to some degree, in analysis, synthesis and
evaluation; communicates almost always effectively using appropriate
terminology and conventions; insights and analysis frequently
demonstrates originality.
Demonstrates: good understanding and application of skills, knowledge,
and concepts; responses that offer generally considered and valid analysis,
synthesis and/or evaluation; good levels of expression; work, overall,
generally shows understanding, insight, and analysis with independence
and originality; communicates with a good degree of effectiveness.
Demonstrates: adequate knowledge and understanding of the main
relevant skills and concepts; responses that are generally valid in analysis
and/or synthesis; some evidence of reasonable understanding and insight;
communicates with an adequate degree of effectiveness.
3 Demonstrates: some knowledge and understanding of the main relevant
skills; responses that are only sometimes valid and/or appropriately
detailed; some evidence of a structure within which the thoughts and
feelings of the work(s) are explored; communicates with some degree of
effectiveness using partial knowledge.
Demonstrates: superficial knowledge and understanding of the main
relevant skills; responses that are of generally limited validity; limited
awareness of insight or analysis and shows clear evidence of difficulties
and the possible need of extra support; communicates with limited degree
of effectiveness using rudimentary terminology.
Demonstrates: very rudimentary knowledge and understanding of the main
relevant skills; responses that are of very limited validity; no awareness of
insight or analysis and shows difficulties in some areas, even with some
support; does not communicate effectively.
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Withdrawal for IB Course(s)
Students enrolled in the IB Diploma program can withdraw from the program and be awarded
Nova Scotia credit for equivalent courses where the student meets the outcomes of
corresponding Nova Scotia courses to the satisfaction of his/her teacher. In addition, schools may
assign appropriate adjusted grades internally to enable IB schools to make valid comparisons
between students enrolled in IBDP and those enrolled in Nova Scotia courses for scholarships
etc. using the following conversion scale:
Conversion Scale IB Grade Conversion
7 99-100
6 92-98
5 84-91
4 77-83
3 70-76
2 50-69
1 Failing
Students will not receive credit for both a IBDP course and an equivalent Nova Scotia course.
Predicted Grades
The Predicted Grade (PG) is the teacher’s prediction of the grade the candidate is to realistically
achieve in the subject, based on all the evidence of the candidate’s work and the teacher’s
knowledge of the IB standards.
PG’s may be used:
• by universities as an evaluation tool in determining the suitability of an applicant and as a basis
for making conditional offers by the IBO in grade award meetings when considering a subject’s
grade distributions and the performance of individual candidates
• by the IBO as a basis for review of student work if the awarded grade varies significantly from
the predicted grade. At CISB the predicted grade of the student will be based on the IA, End I,II
Semester exams and a PG test taken in October.
It is CISB’s policy that individual teachers are free to inform students of their PG’s, but the IB
Office will not directly release PG’s to students or parents. Where there is more than one teacher
in the subject, the work submitted to the IB will be marked by both teachers and a mark will be
determined. The mark for the assignment is to be based on the assessment criteria for the task.
The teachers are expected to use a “best-fit” approach to marking
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 Report Card
 IA Calendar
 Credit Check
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1. IBO, Diploma Program assessment procedures
2. American School of Milan in our preparation of this policy.
3. Footnote 1: IBO, Guidelines for developing a school assessment policy in the Diploma
Program, 2010
4. Soft landing Guide from Nova Scotia, January 2020

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At the Canadian International School Bangladesh, it is our goal to assist every single student in attaining their academic and social potential. Our school has high learning expectations of children