• • Assessment at the school aligns with the requirements of the International Diploma Programme
  • IB DP community communicates its assessment philosophy, policy and procedures to the school community
  • Assessment is crucial in supporting learning as well as in measuring learning
  • Is intended to support curricular goals
  • Assessment is criterion-related in order to identify achievement levels
  • We encourage assessment for learning rather than assessment of learning
  • We provide students with feedback to provide information and improve their learning
  • We have and regularly improve systems for recording and reporting on students’ progress in line with IB DP assessment philosophy
  • We regularly analyse assessment data to gain an insight into teaching and learning
  • We provide opportunities for students to participate in and reflect on the assessment of their work
  • Students are provided with all necessary facilities and organisational support to be able to demonstrate specific programme demands: exhibitions, Extended Essay, Project 4, etc.

• • Assessment as an integral part of teaching/learning process
  • Assessment focused on goals and outcomes, related to levels of achievement
  • Skill-based and criterion-related assessment
  • Feedback as a crucial part of the assessment process
  • Assessment organised by teachers to measure and support learning
  • We encourage students’ self-assessment and peer-assessment
  • We encourage student-teacher evaluation once a year

• • Admission assessment (when needed as stated in Admission policy)
  • Exam Week (at the end of semester)
  • Mock Exam (during March in second year)

Summative assessment measures students’ performance against DP assessment criteria to judge levels of achievement. We are determined to follow all the IB DP principles, practices and deadlines in providing this kind of assessments. Our formative and summative assessments are inherently linked in order to prepare students for final exams. In that respect, teachers use their best knowledge and practice, as well as feedback from previous exams, to provide optimal possible outcomes.

The way we adapt summative assessing to formative is by applying DP assessment criteria, grading scale and providing feedback at the end.

Mock exams are a great opportunity for students to experience how the final exam works.

Teachers apply grade descriptors following their subject guides to assess internal and external materials in order to produce Predicted grades for Final exam assessments.

Grading in IB DP at PGV

• • We apply grading scale from 7 (maximum), to 1 (minimum)
  • 7 to 3 are passing grades at HL,
  • 7 to 2 are passing grades at SL
  • TOK and Extended essay are assessed on a scale from A (maximum) to E (minimum)
  • A to D are passing grades, E means failure

Attached documents (priloženi dokumenti):
Assessment Policy