This policy describes the principles and expectations for assessing student achievement in the International Baccalaureate Diploma Programme.
The most accurate demonstration of a student’s performance, not an average of grades over a reporting period.
This means that instead of achievement being measured only by a single examination, other items such as research, practical work, written and oral class work are considered as important contributions to the measurement of student outcomes1.
Formal Summative Assessment
Formal summative assessment is defined by the IB as assessment directly contributing to the final qualification [represents the final summative assessment practice in the IB continuum of education].
Formative assessment is a tool or process that teachers can use to improve student learning; it is about assessment for learning, rather than simply assessment of learning.
The International Baccalaureate aims to develop inquiring, knowledgeable and caring young people who help to create a better and more peaceful world through intercultural understanding and respect.
To this end the organisation works with schools, governments and international organisations to develop challenging programmes of international education and rigorous assessment.
These programmes encourage students across the world to become active, compassionate and lifelong learners who understand that other people, with their differences, can also be right.
The Merici College Mission and Vision Statement2 aligns with the philosophy and principles of the International Baccalaureate to develop young women who are ready to take their place in the world.
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