# data[].attributes.headline
Approaches to assessment 1: Students and teachers use feedback to improve learning, teaching and assessment. (0404-01)

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Approaches to assessment 1: Students and teachers use feedback to improve learning, teaching and assessment. (0404-01)

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Students and teachers use feedback to support stated outcomes and expectations, in accordance with IB philosophy and assessment documentation. (0404-01-0100)

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The school uses specific and constructive school-based reporting to provide students and teachers with information that can be used to improve learning, teaching and assessment. (0404-01-0200)

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Approaches to assessment 2: The school uses assessment methods that are varied and fit-for-purpose for the curriculum and stated learning outcomes and objectives. (0404-02)

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Approaches to assessment 2: The school uses assessment methods that are varied and fit-for-purpose for the curriculum and stated learning outcomes and objectives. (0404-02)

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Teachers use a variety of assessment methods that are connected to stated learning objectives and outcomes. (0404-02-0100)

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The school uses the objectives and assessment tools for each subject, and component of the DP core, to build summative assessments of student learning. (0404-02-0131)

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The school records and submits IB-validated assessments for the components of the DP core in accordance with programme documentation. (0404-02-0132)

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The school demonstrates that assessment practices are formed around conceptual learning. (0404-02-0200)

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The school ensures that from the time of enrollment students and legal guardians are aware of and have access to documentation describing the relevant programme regulations and requirements regarding assessment. (0404-02-0300)

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Approaches to assessment 3: The school administrates assessment consistently, fairly, inclusively and transparently. (0404-03)

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Approaches to assessment 3: The school administrates assessment consistently, fairly, inclusively and transparently. (0404-03)

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The school administrates assessment in accordance with IB rules, regulations, and/or relevant programme documentation. (0404-03-0100)

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Teachers standardize their assessment of student work to ensure reliable results in accordance with IB guidelines. (0404-03-0131)

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The school regularly reviews and ensures compliance with all access arrangements. (0404-03-0200)

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The school ensures that external reporting and/or predictions are as accurate as possible, and are appropriately designed for the contexts in which they are required. (0404-03-0300)

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The school communicates forecasted grades to institutions (such as those to higher education institutions) and predicted grades to the IB, in ways that value academic integrity and reflect as much accuracy as possible. (0404-03-0331)

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The school implements, communicates and regularly reviews consistent and fair systems and processes for reporting student progress and handling appeals or challenges. (0404-03-0400)

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The school monitors and evaluates the delivery of assessments to ensure that they are as seamless as reasonable. (0404-03-0500)

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Approaches to assessment 4: Students take opportunities to consolidate their learning through assessment. (0404-04)

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Approaches to assessment 4: Students take opportunities to consolidate their learning through assessment. (0404-04)

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The school provides students with opportunities to consolidate their learning through a variety of assessments. (0404-04-0100)

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The school ensures that students submit the extended essay toward the end of the DP, and focuses on providing students with opportunities to engage in topics of their own choice. (0404-04-0131)

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Describe any major achievement(s) relating to this standard during the period under review.

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Describe any major achievement(s) relating to this standard during the period under review.

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Describe any major challenge(s) relating to this standard during the period under review.

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Describe any major challenge(s) relating to this standard during the period under review.

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☐ Shows notable development

☐ Shows development beyond requirements

☐ Offers opportunity for further development

☐ Requires development

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https://forms.gle/FHkM8ad4B8xVxCbw9

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Access Google Forms with a personal Google account or Google Workspace account (for business use).

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There has been considerable effort and focus in meetings to increase the culture of feedback across all stakeholders.

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Use of exhibitions, shows, critiques to demonstrate and gather feedback in life like setting.

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Students regularly show and critique work in comfortable informal settings, as well as in more formal feedback settings. They become used to discussing and reviewing their outcomes and intentions as well as predicting future work. for example Mock portfolio review: https://docs.google.com/document/d/1wZytYs_JcsT7mPy5ifRR7mCnOX8M66drHCw6cUCoCT0/edit?usp=sharing

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Students submit drafts and receive full criterial feedback for each of the three components, each year of the program.

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PGs for university/college applications are only requested on a need basis and are not shared with students and families, which works well and minimises stressful situations. Students trust in the process, and guidance is given if students are aiming too high or too low.  

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PGs for university/college applications are only requested on a need basis and are not shared with students and families, which works well and minimises stressful situations. Students trust in the process, and guidance is given if students are aiming too high or too low.  

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Our students are getting more ambitious and a larger number are applying to top universities.  As ISH gets better known for its high quality students, offers will become more commonplace.  This is already becoming evident in the UK, where several offers come from top universities.  Reverse applications systems, such as Concourse and Meto are also yielding multiple offers each month.

# data[].attributes.subject
Our students are getting more ambitious and a larger number are applying to top universities.  As ISH gets better known for its high quality students, offers will become more commonplace.  This is already becoming evident in the UK, where several offers come from top universities.  Reverse applications systems, such as Concourse and Meto are also yielding multiple offers each month.

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Developed: Overall but we could do more reflections at the end of each unit.

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Highly developed

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Developed

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Highly developed

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More options/variety for practical work assessment with purchase of more lab gadget, equipment and sensors

Poster making used as assessment for applicable topics

ESS

Physics

Student friendly template and rubric for IAs available, for student to do own assessment prior to submitting draft