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The document needs to allow the Control+F so people can search quickly through it.

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The document needs to allow the Control+F so people can search quickly through it.

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It would be nice if ISBerne were to create a webpage that contains all the  different policies. I cannot ever find them on Google Drive.  WE need an internal webpage(s) where we can easily find  all of the documents.

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´Frequency and amount:

Summative assessment supports balance and fairness for students. In order to achieve the best demonstration of learning, students in grades 6-8 should not have no more than one summative assessment per day and no more than two per week;

Students in grades 9-10 should have no more than two per day and no more than two per week.

Exceptions to this rule can be made when students are working on summative assessments exclusively in class or on a long term project``

Agree, with all of this. One thought... is it all well and good saying this. Who  is going to constantly to keep track of this changing information, and how? Also, how are teachers to be informed of clashes and upcoming clusters. It seems this year it has been largely last minute via students which is obviously not ideal considering it is tricky enough to accurately plan assessments 2 or 3 weeks in advance down to an exact lesson when also considering lessons before and after. Just a thought to consider.
Cheers, Kev S.

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Hats off to those of you who completed this!

For the language for formatives, are  we to use all of those words for each level? novice, beginning, observation; learner, developing, emulation; practitioner, using, demonstration; professional, sharing, self-regulation.

Do we use colours and the words for grade 6?

Does it make sense to call students in grades 8-10 professionals? Is it not quite a fatuous way of referring to 14-year-olds?

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nice layout
I don't completely understand what this feed up feed-forward business is. In the oxford dictionary, feed up means to give a lot of food to a person or animal to make them fatter. Can't we call them learning objectives or learning intentions?
Feed forward is confusing. Is that like leftovers?
Why not stick with feedback, which is widely understood?

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The deadlines are clear, so thanks.
?: If 6-8 grades are to have a max. of two summative assessments per week, how will that work practically? Toward the end of a semester, that means they can have math and german one week, english and science the next, art and design the next, PE and drama the next and then I & S and music on the last week? That's more than a month of summative assessments. And which subjects would like to volunteer to have their summative assessment 5 weeks before the term ends?

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Thank you for completing the document at the end of this school year and now we will have a clear understanding of the assessments for the next school year.

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Thank you for completing the document at the end of this school year and now we will have a clear understanding of the assessments for the next school year.

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-thanks a lot for completing this.
-does this mean that we will replace formative' assessment with informative assessment? Academia continues to use formative and so do many int'l schools. Why change from formative?

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In the PYP sections, the language seems very driven towards UoI assessments, and assessments related strictly to IB. We give other assessments, running records, spelling inventories, etc, that don't seem to fall into the realm of the policy.

Also, what about students who receive accommodations for reasons such as SEN or EAL?

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Like: I also like how clear it is to read and navigate through. Clear distinction between all 3 programs.
I am not so sure about the difference between informative/formative?

Clarify. Page 7: So in MYP we are expected to accompany the task-sheet with
- IB criteria
- task-specific clarification
- success criteria. That's a lot to put on paper. Students can always check the IB criteria on Schoology since it is linked to the task.  Shouldn't the task-specific criteria be sufficient on the assignment?

Clarify: Grade 6: just to confirm, they do not receive any grade the entire  academic year until the final report?

Clarify: Page 9: End of year exam Grade 9: this year they sat exams like  Grade 10 and 11. Will they do their end of year exams during class time next year ? Difficult for mixed G9/10 classes,  though.

Clarify: if a student misses a summative, do we need to find time to catch-up? Not always possible, especially with listening/viewing exams in LangAcqu.

Improve (addressed to staff) I would like to underline to please put summative assessments on schoology, so we can check the students' work-load before posting 'our' assessment.

Hülya

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I like how clear and easy to understand it is.
I wonder what happens to children who either need accommodations or

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Moderating assessments ought to be included and make-up exams.

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Moderating assessments ought to be included and make-up exams.

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What about cheating on assessments?

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Very neat, and concisely written policy. 

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Very neat, and concisely written policy. 

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I wonder if it needs to reference something about students missing assessments due to some unforeseen circumstance and differentiating them for EAL and SEN students and for students who have anxiety.

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1. It is clear, concise.
2. "Teachers will return student work as soon as possible" as soon as possible will look different for each of us? Clarification needed.
3. Grade 6 rubric template?

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1.Really like the common language: novice, learner, practitioner, professional and the GRIT feedback.
The graphics for these need to be displayed in classes so that students and parents know  how we assess; and so that it quickly becomes part of our whole school practice.
I also liked the use of rubrics across the school rather than just MYP/DP. It unifies our approach.

2. Do we need to include something about marking  of work as this is part of informative assessment; and the quality of it varies across school?

3. To improve: could there be an exemplar of the colour coded rubrics for Grade 6 in the appendix?

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Please edit the reference for Alison Yang's brilliant blog:

Yang, Alison. "Developing Self-regulating Learners through a Systematic
Formative Feedback Process." Alison Yang, Weebly, June 2020,
alisonyang.weebly.com/. Accessed 30 June 2021.

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For MYP, why do we write reports with suggestions for improvement at the end of the year, when students are about to finish a class and therefore have no opportunity to improve!

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Positive: the document is concise and clear.  it covers all the important aspects of assessement at ISberne.

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Positive: the document is concise and clear.  it covers all the important aspects of assessement at ISberne.

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Improvement: not so much the document itself, but the common practice of teachers.  if schoology is our platform to communicate assignments and levels of achievements, then we all need to do it.  At the present, irregularity in posting the information.
second suggestion: If formative assessment  is important, what are the expectations in terms of recording in schoology? in teachers' books?

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Like: it is to the point. Not unnecessarily lengthy
Clarify: report grades for semester 2 are for the whole year - is this in map and dp?
Improve: as service and action is reported should it mention that cas is also reported 4 times in g11 and three times in g12 to parents?
Dave

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Please use this, as you did for the Language Policy to present your feedback.

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Please use this, as you did for the Language Policy to present your feedback.