The primary purpose of assessment and evaluation at HIS is to support, improve and give students feedback so they can reflect on their learning process. Students have different abilities, interests, experiences, and learning styles. Therefore, assessment and evaluation must be varied and valid and must allow students to demonstrate the full range of their learning.

HIS attempts to implement the best assessment practices across the whole school, particularly in the Early Years and Elementary levels. There is a booklet that informs teachers, students, and parents about the Assessment procedures and guidelines that are used at H.I.S. including; Assessing Unit of Inquiries, different subject areas, skills, PYP attitudes, and learner profile.

General Assessment Guidelines in the Early Years and Elementary Classes:

Assessing using the level of performance:

There is a criteria performance which is used for reporting the student’s level in different disciplinary areas.

In addition to the level of performance, each disciplinary area and the Learner Profile attributes are communicated descriptively.

  • A written description of the student’s level should be stated in order to clarify his/her level within the Units of Inquiry.
  • Within each Unit of Inquiry, students will be assessed using at least five different forms of assessment and not less than ten across all the Units of Inquiry.
  • Students should also be engaged in self-assessment in each Unit and in different subject areas.
  • Teachers will develop their own assessment forms to assess the attitudes and learner profile attributes. Students must use some of these forms for self-assessment.
  • Students are promoted in normal cases as long as they are showing progress. However, if the student is not progressing for a long period of time, the student is retained.

General Assessment Guidelines in the Middle Years Classes:

Assessment in MYP classes is criterion-based. The aim of MYP assessment is to support and encourage student learning. The teachers constantly gather and analyze information on student performance and provide feedback to students to help them improve their performance. On the other hand, students must be involved in evaluation of their own progress using self-assessment and reflection. In doing so, they should develop wider critical thinking and self-assessment skills.

 

Assessment includes:

  • Summative Assessment
  • Formative Assessment
  • Pre-assessment
  • Student-led Conferences

Reporting includes, but not limited to:

  • Progress Cards
  • Teacher- Parent Conferences
  • Home-Learning Menu and Week-at-a-glance
  • Monthly Portfolio
  • End-of-Year Portfolio
  • Tests and Quizzes