Author: Jinli Wei, Jingxiao Chen, Jie Zhu      

Date of publication: May, 2022

Target audience: Students and parents who aims to participate in IB program in Chongqing No.1 Secondary School      

Date for next review: May, 2025  

 

 

Contents

1. School Philosophy……4

2. Assessment Criteria……4

2.1 Formative Assessment……4

2.2 Summative Assessment……5

2.3 Approaches to Learning (ATLs)……6

2.4 Self-Assessment……6

2.5 Peer Assessment……6

2.6 Internal Assessment……7

2.7 External Assessment……7

2.8 School-based Assessment……7

3. Reporting, Recording, and Grades……9

3.1 Grade Scale……9

3.1.1 Group 1: Studies in language and literature……9

3.1.2 Group 2: Language acquisition……10

3.1.3 Group 3: Individuals and societies……11

3.1.4 Group 4: Science……13

3.1.5 Group 5: Mathematics……15

3.1.6 The Core……16

3.1.7 Internal Assessment (IA) Timeline……17

3.2 Predicted Scale……18

3.3 Semester Grades……18

3.4 Diploma and Completion Certificate……19

3.5 Homework……20

3.6 Graduation Requirements Completed……20

4. Responsibilities……21

4.1 Teachers’ Responsibilities……21

4.2 Students’ Responsibilities……21

4.3 Parents/Guardians’ Responsibilities……22

5. Assessment and Other Policies……22

5.1 Academic Honesty Policy……22

5.2 Language Policy……22

5.3 Inclusion Policy……22

6. Resources……23

 

1. School Philosophy

Assessment is the process of collecting information from various sources to measure students' degree of achievement of the curriculum outcomes, to provide feedback for future guidance and to promote student learning. The assessments provide students with feedback and skills to inform and improve their learning, therefore, help to establish high academic attainments to meet school. International Baccalaureate, and university standards. Chongqing No. 1 Secondary School regard the assessment as one of the crucial procedures of the educational experience, focusing on the integrated development of students, seeking to provide timely, professional, specific, and contextualized feedback to all students, teachers, administrators, and parents.

Students should participate in their own assessment through self and peer assessment to demonstrate what they have learned, assess their progress during the whole learning period and identify specific strategies to evaluate their strengths and weaknesses to maximize their own potential. As far possible, teachers should consider different students' interests, learning preferences and their needs, continuously assess and manage students over a period of time, so that students can have various opportunities and platforms to prove their full learning content.

2. Assessment Criteria

2.1 Formative Assessment

Teachers use formative and summative assessments to combine current teaching experiences and IB’s guidelines. Formative assessment is one important component of classroom practices at Chongqing No. 1 Secondary School. It represents the 'process of gathering, analysing, interpreting and using evidence to improve student learning and to help students to achieve their potential'. It provides evidence for students' learning progress; as a result, it is the foundation for learning for both students and teachers. Teachers can use information and data to provide clear, specific, and significant descriptive feedback of students' learning process, and therefore to adjust and improve instruction of teaching, and finally to help students better achieve their potential towards meeting IB standards. Students can also benefit from the formative assessment a lot by assessing their own/peers' work, identifying their strengths and v/weakness. and developing strategies to improve themselves.

Our teachers from Chongqing No. 1 Secondary School will measure student s achievements at the end of each unit or study session, which will provide the most accurate reflection of student achievements rather than simply average grades over time. It is an essential approach for students to combine evaluation and reflection within one academic year, so that teachers are able to adjust their teaching methods and plans accordingly. Formative assessment at Chongqing No. 1 Secondary School can be but not limited to the following:

• Students self-assessment

• Peer assessment

• Oral/visual presentation

• Classroom discussion

• Experiment

• Assignment draft

• Quiz

  Summative Assessment

  Summative assessment measures student performance and levels of attainments against Diploma Programme assessment criteria, and usually occurs at the end of a semester or academic year. Summative assessment summarizes what students learned and what didn't learn and measure the overall learning performance of students against the standard given by IB. It includes the process of gathering and interpreting descriptive information to evaluate students' understanding and mastery in authentic tasks and course material, so it is the culmination of teaching and learning.

  Teachers use summative assessment based on IB assessment criteria to evaluate the quality and quantity of students learning during the period, assign values to represent that quality and quantity and to support the delivery of information about achievements to students, teachers, administrators, and parents. As a result, students and parents would gain specific information about how students are progressing towards achieving IB standards. In the Diploma Programme summative assessments model in format and material tested the formal assessments that are set by the IB organization. Summative assessment at Chongqing No. 1 Secondary School can be but not limited to the following:

• Final essay

• Research paper (project reports, lab reports, questionnaire analysis, etc.)

• Mid-term/Final examination

• Oral/visual presentation

• IB mock examination (interview and paper test)

  All assessments are designed in alignment with IB Diploma Programme course objectives and subject specific assessment criteria. Teachers will share the rubrics of assessments in advance and provide students with detailed instructions that clarify expectations to help students better meet standards needed during the learning process.

  Approaches to Learning (ATLs)

  The ATL skills include:

• Communication skills

• Research skills

• Self-management skills

• Social skills

• Thinking skills

  We judge students of their performance based on these ATL skills when we do the formative assessment for learning.

  Self-Assessment

  Student self-assessment is the foundation of the assessment process. Self-assessment helps students to realize their own strength and weaknesses, which enables students to set suitable goals for their personal development and help students themselves to be responsible for their own learning. Students may do self-assessment regularly at the end of each unit study during the academic year. Self-assessment can help students summarize their learning process and let them adjust their goals and strategies to fit personal developments, which also helps teachers to know about the students deeper and adjust their teaching.

  Teachers will offer students opportunities to examine their own assignments, test papers, essays, etc. through strict assessment rubrics. Students can self-identify their study conditions and reflect upon what they can improve their academic performance from time to time.

  Peer Assessment

  Peer assessment is an important supplement to the overall development of students. This assessment can help students make up for their deficiencies in self-evaluation and enable students to better understand themselves and others. Students can benefit about communication, open-mindedness, and critical thinking from this assessment. Peer assessment usually happens after students finish the group discussions, members of different groups can do this assessment which based on clear criteria given by the teachers and mediated by teachers. Students can give for example oral feedback about peers and evaluate on how they perform and learn strengths from others.

  Internal Assessment

  IB Organization (IBO) provides schools and teachers to assess some of students' work during the course. Students can show their mastery of skills and knowledge through the internal assessment. Internal assessments may include science courses practical work, language presentations and historical investigations. Our IB teachers at No. 1 Secondary School will mark the internal assessment component first and then moderate these marks to the IBO. The moderators would provide review and feedback to our IB teachers to help them improve assessment in the future. Teachers can get specific list of criteria of how to assess and mark the students work, they will choose the level of achievement that best describe the work from the IB official website. Teachers communicate with each other to share, discuss, and evaluate students' work to ensure that the students are graded and evaluated precisely, fairly, and comparably.

  External Assessment

  External assessments are completed by students individually with appropriate guidance at Chongqing No. 1 Secondary School. This is overseen and guided by the IB teachers at school and marked by external IB examiners who are authorized by the IBO. IB final exams are the major external assessment and are administered in May of the second year to all students in the Diploma Programme, Beside the final exams, other work such as the Extended Essay. English Written Assignment, TOK Essays are also externally assessed by the IB examiners.

  School-based Assessment

  IB teachers exploit school-based assessments to assess students' work in addition to using the internal and external assessments from IBO. These school-based assessments are essential for student success and contribute to the students' report card marks. Students' report card marks during the course are primarily based on unit and cumulative tests using past IB exam questions, practice exams, in class and homework assignments modeled on IB assessments.

  IB teachers use IB required standards to evaluate school-based assignments and determine the IB 1-7 scores based on IB grading criteria and mark bands that provided by IB. However, the report card marks earned by students in IB courses doesn't contribute to the final marks that provided by the formal IB assessments, they just help to reflect the preparation of work for these formative assessments.

  The IB Diploma Programme

 

 

 

1. Chongqing No.1 Secondary School use of IB Programme Assessment Criteria

   IBDP Courses: IB Teachers provide students with the IB assessment criteria associated with their course. Whenever possible, teachers provide feedback to students with reference to the IB assessment criteria. Teachers also refer to past assessment feedback, subject reports and specimen papers to ensure accurate understanding of the IB assessment criteria. Throughout the DP course delivery, students are provided with practice (formative) activities that mirror the IB assessments and align with the IB assessment criteria.

   DP Creativity, Activity and Service: The CAS Coordinator provides each student with access to the CAS learning objectives. Each student’s progress toward meeting the objectives is reviewed continuously throughout the two- year program.

   DP Extended Essay: The Extended Essay coordinator provides each student and supervisor with access to the EE assessment criteria, as well as the most recent EE subject reports. The assessment criteria are reviewed continuously throughout the EE writing and research process.

   CP Service-Learning: The Service-learning Coordinator provides each student with access to the service-learning objectives. Each student’s progress toward meeting the objectives is reviewed continuously throughout the two- year program.

   CP Language Development: The CP Coordinator provides each student with access to the language development learning objectives. Each student’s progress toward meeting the objectives is reviewed continuously throughout the two-year program.

3. Reporting, Recording, and Grades

3.1 Grade Scale

There are numerous ways to communicate student success during the academic year. Parents would receive written reports for students after mid-term exams and final exams to help students to improve learning process. The parent-teacher conferences would be held each semester, in order to discuss the performances and success of the students over a period of time. What's more, parents can have one-on-one meetings with subject teachers when necessary.

Marks in our IB courses are reported by using the IB 1-7 scale as described below. The 1-7 levels are based on the IB criteria on levels of achievement in each course.

 

3.1.1 Group 1: Studies in language and literature

Chinese A

 

3.1.2 Group 2: Language acquisition

English B (HL)

Assessment component	Weighting
External assessment (3h 30min)	75%
Paper 1 (1h 30min) Productive skills- writing (30 marks) One writing task of 450-600 words from a choice of three, each from a different theme (included in the syllabus), choosing a text type from among those listed in the examination instructions.	25%
Paper 2 (2h) Receptive skills- separate sections for listening and reading (65 marks) Listening comprehension (1h) (25marks) Reading comprehension (1h) (40 marks) Comprehension exercises on three audio passages and three written texts, drawn from all five themes.	50%
Internal Assessment A conversation with the teacher, based on an extract from one of the literary works studied in class, followed by discussion based on one or more of the themes from the syllabus (30 marks）	25%

 

3.1.3 Group 3: Individuals and societies

Business Management

Assessment component (SL)	Weighting
External Assessment	75%
Paper 1 (1h 15min) Based on a case study issued in advance, with additional unseen material for Section B Section A: Students answer two of three structured questions based on the pre-seen case study. (20 marks) Section B: Students answer one compulsory structured question primarily based on the additional stimulus material. (20 marks)	30%
Paper 2 (1h 45min) Section A: Students answer one of two structured questions based on stimulus material with a quantitative focus. (10marks) Section B: Students answer one of three structured questions based on stimulus material. (20 marks) Section C: Students answer one of three extended questions primarily based on two concepts that underpin the course. (20 marks)	45%
Internal assessment (15h) This component is internally assessed by the teacher and externally moderated by the IB at the end of the course. Written commentary Students produce a written commentary based on three to five supporting documents about a real issue or problem facing a particular organization. Maximum 1500 words. (25 marks)	25%

 

Assessment component (HL)	Weighting
External assessment (4h 30min)	75%
Paper 1 (2h 15min) Based on a case study issued in advance, with additional unseen material for Section B and C. Section A: Students answer two of three structured questions based on the pre-seen case study. (20 marks) Section B: Students answer one of three structured questions based on the additional stimulus material. (20 marks) Section C: Students answer one compulsory extended response question primarily based on two concepts that underpin the course. (20 marks)	35%
Paper 2 (2h 15min) Section A: Students answer one of two structured questions based on stimulus material with a quantitative focus. (10marks) Section B: Students answer two of three structured questions based on stimulus material. (40 marks) Section C: Students answer one of three extended questions primarily based on two concepts that underpin the course. (20 marks)	40%
Internal assessment (30h) This component is internally assessed by the teacher and externally moderated by the IB at the end of the course. Research project Students research and report on an issue facing an organization or a decision to be made by an organization (or several organization). Maximum 200 words. (25 marks)	25%

 

Psychology

Assessment component (SL)	Weighting
External assessment(3h)	75%
Paper 1 (2h) Section A: Three short-answer questions on the core approaches to psychology.(27 marks) Section B: One essay from a choice of three on the biological, cognitive, and sociocultural approaches to behavior (22 marks)	50%
Paper 2 (1h) One question from a choice of three on one option (22 marks)	25%
Internal assessment (20h) Experimental study: a report on an experimental study taken by the student. (22 marks)	25%

 

Assessment component (HL)	Weighting
External assessment(3h)	80%
Paper 1 (2h) Section A: Three short-answer questions on the core approaches to psychology.(27 marks) Section B: One essay from a choice of three on the biological, cognitive, and sociocultural approaches to behavior. One, two or all the essays will reference the additional HL topic (22 marks)	40%
Paper 2 (2h) One question from a choice of three on each of two options (22 marks)	20%
Paper 3 (1h) Three short-answer questions from list of six static questions (published in this guide) on approaches to research (24 marks)	20%
Internal assessment (20h) Experimental study: a report on an experimental study taken by the student. (22 marks)	20%

 

3.1.4 Group 4: Science

Physics

Assessment component (SL)	Weighting
External assessment (2h 45 min)	80%
Paper 1 (45min) 30 multiple-choice questions on core, about 15 of which are common with SL.	20%
Paper 2 (1h 15min) Short-answer and extended-response questions on core material.	40%
Paper 3 (1h) This paper will have questions on core and SL option material. Section A: one data-based question and several short-answer questions on experimental work. Section B: short-answer and extended- response questions from one option.	20%
Internal assessment(10h) Investigation of an experiment and writing 6-12 pages report. The investigation could be measurement-based, simulation, data-based, video-analysis.	20%
Assessment component (HL)	Weighting
External assessment (2h 45 min)	80%
Paper 1 (45min) 40 multiple-choice questions on core, about 15 of which are common with HL.	20%
Paper 2 (2h 15min) Short-answer and extended-response questions on core and AHL material.	36%
Paper 3 (1h) This paper will have questions on core AHL and option material. Section A: one data-based question and several short-answer questions on experimental work. Section B: short-answer and extended- response questions from one option.	24%
Internal assessment(10h) Investigation of an experiment and writing 6-12 pages report. The investigation could be measurement-based, simulation, data-based, video-analysis.	20%

 

Chemistry

 

Assessment component(SL)	Weighting
External assessment ( 3h)	80%
Paper 1(45min) 30 multiple-choice questions on core, about 15 of which are common with HL. (30 marks)	20%
Paper 2 (1h15min) Short-answer and extended-response questions on core material.(50 marks)	40%
Paper 3 (1h) This paper will have questions on core and SL option material. (35 marks)	20%
Internal assessment (10h)	20%

 

Assessment component(HL)	Weighting
External assessment ( 3h)	80%
Paper 1(1h) 40 multiple-choice questions on core and AHL, about 15 of which are common with SL. (40 marks)	20%
Paper 2 (2h15min) Short-answer and extended-response questions on the core and AHL material.(95 marks)	36%
Paper 3 (1h 15min) This paper will have questions on core, AHL and option material. (45 marks)	24%
Internal assessment (10h)	20%

 

 

3.1.5 Group 5: Mathematics

Mathematics: Analysis and Approaches (HL)

Assessment component	Weighting
External assessment(5h)	80%
Paper 1 (2h) This paper consist of section A: short-response, and section B extended-response questions. Students are not permitted access to any calculator on this paper.	30%
Paper 2 (2h) This paper consists of section A, short response question, and section B extended response questions. A GDC is required for this paper, but not every question will necessarily require its use.	30%
Paper 3 (1h) This paper consists of two compulsory extended-response problem-solving questions. A GDC is required for this paper, but not every question part will necessarily require its use.	20%
Internal assessment Internal assessment in mathematics is an individual exploration. This is a piece of written work that involves investigating an area of mathematics.	20%

 

 

3.1.6 The Core

The numeric grades from the six subjects are added together to allow a student to obtain final score of IB. Apart from these subjects. Extended Essay (EE) and Theory of Knowledge (TOK) are graded on an A-E basis, contribute up to 3 additional points to the students' total grade, according to the matrix below. In order to receive an IB Diploma, a student must complete all the assessments components for all six subjects along with the TOK. EE and CAS requirements. Students must earn at least 24 points to be awarded the Diploma.

CAS requires students to complete 150 CAS Hours during the two DP academic years with supervision, concentration, and reflection.

The following matrix is used to assess points for TOK and EE.

 

 

The final IB scores are given by the IBO based on the IB internal and external assessments. Across the Diploma Programme two years, records of the total marks of students will be placed in individual student files on the IB website. IBIS (IB s information system) will record the subject and component grades for each student, and Diploma Programme Coordinator has access to these files and will update information on our school website constantly.

 

3.1.7 Internal Assessment (IA) Timeline

Term/Mon.

G1

G2

G3

G4

G5

Core

Cn A

En B

Econ

Busin

Psy

Geo

Physic

Chem

Math

TOK

CAS

EE

DP 1 S1

Sep

1st Int

Oct

Nov

Dec

Prep

Jan

IA

Feb

DP 1 S2

Mar

Essay

Ist dr

Apr

May

Jun

IA

IA

Exhibit

2nd Int

Jul

IA

2nd dr

Aug

IA

DP 2 S1

Sep

IA

Oct

IA

Nov

Mock 1

Mock 1

Mock 1

Final

Dec

Mock 1

IA

Mock 1

Mock 1

Jan

IA

Mock 1

Mock 1

Mock 1

Feb

DP 2 S2

Mar

Mock 2

Mock 2

Mock 2

Mock 2

Apr

Mock 2

Mock 2

Mock 2

Mock 2

Mock 2

May

3nd Int

 

3.2 Predicted Scale

Students will be given two predicted grades in Diploma Programme. One happens in around October of DP Year 2. Each subject teacher will predict grades for each student including TOK and EE. Then we will notify to students the transcript including individual subject grade and total grade. IB seniors take their IB mock exams during the semester exam in January of DP Year 2. so teachers can make some adjustments to their predicted grades when there is individual basis. The other one happens after the mock exams at about March. Teachers will give revised predicted grades to students for all subjects.

These grades predictions will depend on formative assessment and summative assessment of each subject in DP Year 1. All teachers will objectively and authentically give their final predictions on the IB scores (1-7) of each student. The predicted grades can provide foreseeable academic evidence to aid students to go through their college admissions and find pathways to direct their study aims toward the final examinations. The predictions will be reference for the student's performance of external assessment, and will not influence the final score of IA and EA.

 

3.3 Semester Grades

Teachers will estimate how well each student masters the essentials of each subject. While assessment materials may vary from subject to subject, we use the following ways to calculate the semester.

 

 

 

 

 

Students participate final examinations in January and June of the academic years (For IB IA and EA. please refer to 3.1.1-3.1.7). All semester grades will be calculated by subject teachers in collaboration with the DP Coordinator, and will be recorded as a student's GPA (Grade Point Average) on the Manage system.

 

 

3.4 Diploma and Completion Certificate

Students will earn the diploma if their accumulated marks of the six subject groups and the three cores are higher than 24. However, in some cases candidates may fail in one or two subjects or their grades are lower than 24. These students who failed would be allowed to continue through the exams and learning, but they would get the completion certificate but not diploma. This completion certificate is not equal to diploma that can give students access to all higher education. Universities would enroll students after they get IB diploma generally. Some universities may enroll students with special gift, for example, if a student earned really perfect marks in individual subjects, but got the completion certificate only. These requirements may be different from country to country and university to university.

 

 

Alternatively, students can consider another curriculum system to complete their study at No. 1 Secondary School. If a student finds himself not eligible for IB diploma completion well ahead of time, usually at the end of Senior 1, we also provide the combination of IB course and AP course. The DP entry evaluation will be carried out before Senior 2 when the DP starts. All students shall participate in the evaluation in the integrated academic performance testing, including language abilities, subject knowledge, communicative skills, research skills, social skills, etc. All teachers and the DP Coordinator will evaluate on the students' eligibility of taking the IB course. Students who have not satisfied all requirements will be suggested to select the alternative approach (IB completion certificate + AP subject). This curriculum system will be considered more appropriate for students who are good at standardized examinations and many science subjects.

 

 

3.5 Homework

Homework is a supplement to the class content and in collection with curriculum. Homework is an extension and consolidation of the classroom work, which can motivate students to check and fill vacancies, encourage self-discipline, and build interest in learning and researching. Homework at Chongqing No. 1 Secondary School is highly recommended students spend at least 30 minutes each day for each subject, but the amount of time will differ depending on course workloads and can be adjusted at different circumstances flexibly. The common categories of homework assignment are listed below.

 

Written Work	Quiz, reading, writing, lab report, investigative report, poster, research paper, questionnaire, movie review, etc.
Oral Work	Audio recording, oral presentation, visual presentation, drama performance, interview, group discussion, conversation seminar, etc.

 

 

3.6 Graduation Requirements Completed

To satisfy provincial high school graduation requirements, throughout their high school years, IB students

complete a combination of provincial courses and IB courses. (The NL Department of Education accepts

all IB courses as equivalent to provincial credits.)

• Successful IB Diploma students will receive an IB Diploma and a NL High School Graduation

Diploma

• Successful French Immersion IB Diploma students will receive an IB Diploma, a French

Immersion Certificate, and a NL High School Graduation Diploma

• An IB Diploma student who fails to satisfy the requirements for the IB Diploma will be awarded

certificates for individual subjects and, in combination with the successful completion of appropriate

provincial requirements courses, a Newfoundland and Labrador High School Graduation Diploma.

 

4. Responsibilities

 

The Associate Principal of Curriculum and Instruction schedules professional development and trainings at No. 1. She also oversees the Diploma Programme. The IB Diploma Programme Coordinator provides up to date policy and documents, gives assistance to the Associate Principal of Curriculum and Instruction, schedules IB trainings for current new teachers on the IB center and collects data to inform instructions and assessments. Subject teachers would attend specialized IB workshops which provide training in the instruction and assessment of IB courses. All subjects of our IB teachers communicate and cooperate with each other to ensure consistency of application of the IB criteria. IB teachers can also use the IB Programme Resource Centre to share their practices with other IB teachers from around the world to improve their teaching experiences.

 

 

4.1 Teachers’ Responsibilities

In order to make the assessments to be more effective, teachers are required to:

Explain the assessment criteria and rubrics clearly to all the students

•to ensure that students understand and familiar with the expectations of the IB Diploma Programme at the beginning of the semester. Teachers can support students with samples of grade work to ensure them better understand the requirements.

•Use a variety of assessment tools to analyze individual student performance and needs, to help them realize their strengths and weaknesses and thus improve their learning.

•Collaborate with other teachers to design and assess assessments to make sure the balance of assessment tasks.

•Post the assessment criteria, rubrics, and dates on the website.

•Communicate with colleagues to improve and update the existing assessment system constantly to ensure the assessment of students" outcomes to be more scientific and reasonable.

•Communicate with students and parents regularly and immediately to help students fully develop their potential and help parents to understand children better in case of concern.

•Use grading marks or standards to show students what the successful work are.

•Put deadlines for multiple assignments on the website of No. 1 Secondary School.

 

 

4.2 Students’ Responsibilities

Students are the subject of the assessment, and they are required to:

Be autonomous and independent learners and finish all the tasks and work on time.

Refer to the standards and requirements of the assessment to maximize potential and make outstanding and successful outcomes adequately.

Make appointment with teachers to get their personal feedback in order to make comprehensive assessment of their own learning and correct timely the deficiencies and problems so that improve learning when necessary.

Analyse their own formative and summative assessment data to evaluate their own progress of learning.

Always respect the academic honesty and know the consequences and results if they don't, (please refer to the Academic Honesty Policy at Chongqing No. 1 Secondary School)

• Follow the deadlines of tasks and submit the work on time without excuse.

 

4.3 Parents/Guardians’ Responsibilities

 

Parents/Guardians play an important role in implementing the assessment successfully, they should:

•Monitor student progress and communicate with subject teachers.

•Communicate with teachers if there are questions or conflicts so the problem will be solved in a timely manner.

•Attend all parent meetings and information evenings to better understand the IB Diploma Programme.

•Discuss assignments and assessments with student frequently.

 

5. Assessment and Other Policies

5.1 Academic Honesty Policy

Promoting academic honesty is highly expected in the school community. Students should obey all the rules of the school's Academic Honesty Policy when they are completing all the work and assessments, which are primarily outlined below:

•All students demonstrate academically honest behaviour in regarding to their own and authentic.

•All students regularly reflect on their attitudes and actions relating to the academic honesty policy.

•All students understand and accept the consequences of academically dishonest behaviour in accordance with the requirements in this assessment and Academic Honesty Policies.

 

5.2 Language Policy

The Language needs of all students will be taken into consideration when creating and improving our polices. What's more, all our teachers are language teachers and we will regularly communicate with each other and provide feedback about students' language learning and application. All internal and external assessments shall be conducted through English language. Assessments follow all the requirements outlined by Language Policy. (Please refer to the Academic Honesty Policy at Chongqing No. 1 Secondary School)

 

5.3 Inclusion Policy

There are some students may need special arrangements to demonstrate their intellectual capacity to meet all the assessment requirements. As a result, these candidates with special education needs may be in a disadvantage and can t better reflect students learning outcomes. IB organization may authorize special arrangements to fully demonstrate their level of attainments. Essential aids shall be provided by the school community to ensure a fair and justice external environment for the SEN students. However, the academic performance of each student must be assessed through the uniform IB rubrics and standards without exception. Assessment would follow all requirements outlined by Inclusion Policy. (Please refer to the Inclusion Policy at Chongqing No. 1 Secondary School)

 

 

6. Resources

1. Diploma Programme Assessment. Principles and Practice. International Baccalaureate Organization, 2004

2. Guidelines for developing a school assessment policy in the Diploma Programme, International Baccalaureate Organization, 2010.

3. Handbook of procedures. International Baccalaureate Organization. 2016.

4. The conduct of IB Diploma Programme examinations. International Baccalaureate Organization, 2016
   

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