Vicky Mayers, Head of Secondary School, April 2016 P ag e1 THE CODRINGTON SCHOOL (TCS) DIPLOMA PROGRAMME (DP) ASSESSMENT POLICY SECTIONS: A: Statement of philosophy & underpinning principles B: Forms of assessment & feedback B1: Summative assessment B2: Formative assessment B3: Formative/summative assessment feedback B4: Examinations B5: Group work B6: Reporting of assessment C: Final assessment D: Links with other TCS policies E: Policy formulation, implementation, evaluation & review A: Statement of philosophy & underpinning principles Assessment in the DP at TCS aligns with guidelines set out by the International Baccalaureate (IB) in the DP: From Principles into Practice (for use from August 2015) handbook and in the subject guides. Assessment in the DP is an integral part of all teaching and learning. Assessment in the DP informs all stakeholders in a student’s education about performance, achievement, progress, areas of strength and areas for growth. The feedback that assessment provides to teachers plays a fundamental role in guiding future planning. Assessment in the DP is always relevant and authentic. That is, it allows for practical application of learned skills and concepts, through the use of real-life situations. Teachers ensure that students understand what the assessment expectations, standards and practices are, and these are introduced early in the DP and revisited routinely throughout. Such expectations, standards and practices are prevalent in instruction, class, tested, examined and homework activities. The results of assessment form the basis for further teaching and learning, as they are the indicators of a student’s current levels of knowledge, understanding and application of concepts explored within the classroom. The results of much assessment are analysed. Assessment in the DP makes use of the rubrics, criteria and descriptors provided by the IB in the discrete subject guides. In short, assessment in the DP Supports curricular goals, i.e. course aims and objectives. Ensures students readiness for the formal assessment requirements. Encourages student learning. Measures student learning.