Assessment Philosophy
BIG PICTURE:
How do assessments tie into the IB mission and our school vision?
As an IB World School, we embrace the IB mission “to develop inquiring, knowledgeable and caring young people who help to create a better and more peaceful world through intercultural understanding and respect.” Our assessment philosophy aligns with this mission and our school vision of supporting students to challenge themselves and succeed. At BCC, assessments go beyond measuring achievement; they fuel a love of inquiry and a growth mindset. By providing opportunities for self-reflection and skill development, assessments empower students to achieve their full potential and contribute meaningfully to the world.
HOLISTIC GRADING:
What is holistic grading, and why do we use that approach?
At BCC, we utilize a standards-based holistic grading approach which aligns with IB practices. This method focuses on a student’s mastery of specific skills and their achievement over time, rather than a point system for classwork, homework, or behavior. Grades represent a “snapshot” of a student’s current achievement based on recent summative performance, with an emphasis on growth throughout the grading period and across the year. This approach provides a clear picture of a student’s strengths, areas for development, and progress towards achieving the challenging goals of the IB curriculum.
TEACHING AND LEARNING:
How do assessments support teaching and learning at our school?
To achieve these goals, teachers utilize a series of ongoing formative assessments that culminate in a set summative assessment for each unit. Formative tasks align to MYP and DP rubrics used to evaluate student learning on summative assessments to ensure a seamless progression for students as they practice and refine essential skills. Teachers use these assessments to gather data, adapt instruction, and provide timely, specific feedback that allows students to self-reflect and adjust their approach. This continuous cycle of learning, assessment, and feedback fosters the development of mindsets, knowledge, and skills that are essential to student success.
Stakeholder Expectations
We expect STUDENTS to own their learning through…
-
Preparation and Dedication:
Come prepared for assessments by reviewing materials, completing assignments and homework, and asking clarifying questions beforehand. Put forth your best effort during learning activities and assessments. Avoid distractions to the learning environment out of respect to yourself and peers. -
Reflection and Growth Mindsets:
Reflect on formative and summative performance. Work with teachers to set goals and monitor progress toward achieving them. Utilize feedback to revise work and move toward mastery. -
Communication and Organization:
Submit all assignments on time. Maintain an organized record of notes, work, and resources. Keep families and teachers updated on your progress and when you need help
We expect TEACHERS to support students through…
-
Task Alignment:
Develop standards-based formative and summative tasks. Ensure formative tasks and learning activities are directly aligned to and prepare students for summative tasks. -
Multiple Assessment Methods and Clear Expectations:
Incorporate a range of formative and summative tasks which allow students to demonstrate learning in a variety of ways. Provide students with task-specific rubrics that clearly define expectations including academic integrity. -
Data-driven Decisions:
Adapt lesson activities to address student needs in response to formative and summative assessment results. Facilitate student academic goal setting and reflection to improve learning. -
Meaningful and Timely Feedback:
Provide meaningful feedback to students in a timely manner. Report assessment results on a regular basis using the school’s online gradebook so students and their families can monitor academic progress.
We expect SCHOOL LEADERS to support students & teachers through…
-
School-wide Goals:
Establish and communicate clear goals and success measures as outlined by the school performance plan. Utilize assessment data to identify trends and address student and teacher needs. Ensure equitable practices are implemented for all teaching and learning. -
Professional Development:
Encourage a culture of collaboration amongst teachers to improve assessment practices. Identify areas for growth and provide opportunities for assessment-related professional development. -
Evaluation and Feedback:
Ensure stakeholders adhere to the expectations established in this policy. Analyze formative, summative, and external assessments (IB, AP, etc.) and provide feedback to improve assessment practices.
We expect FAMILIES to support student learning by…
-
Monitoring Student Progress:
Work with students outside of school to ensure they’re meeting the expectations set out in this document. -
Promoting Self-Advocacy:
Encourage students to seek out opportunities for enrichment and support, as needed. Include students in communications, so they can own their learning and learn to advocate for themselves. -
Staying Involved:
Collaborate and provide feedback to students, teachers, and school leaders. Track student academic progress and attendance through the online learning management systems (Infinite Campus and Toddle).