August 2025
(Next review and update to this policy will occur in Fall 2026)
Assessment
502 – Assessment Policy
Effective date: August 2017 (as Operational Policy 218)
Review date: Annually
Approved by: The Head of School, Brockton Preparatory School
Applies to: ☒ Students ☒ Staff ☐ Volunteers ☒ Parents ☐ Others:
Contact: Head of School
1. Reason for Policy
The purpose of assessment is to inform teaching and learning. It is a measure of student progress and used to set learning goals. Students are assessed for their process, product and their ability to reflect. Assessment is frequent and ongoing through many formal and informal strategies. Assessment is based on BC Ministry Prescribed Learning Outcomes, IB objectives and Individual Education Plans.
Assessment is communicated through rubrics, written and oral reflections, parent and student conferences, portfolios and formal reports
Assessments at Brockton are structured in a way that student achievement is measurable to a clear set of standards They are designed to reveal understanding of concepts and skills and connect to the world around them
At Brockton, each student is considered to be unique and is assessed according to their own abilities and needs
2. Policy Statement
2.1 Assessment is an active and vital part of the teaching and learning at Brockton School as it provides parents, teachers and students with valuable information about students’ learning and provides a basis for future learning. This information is useful to monitor and improve teaching and learning strategies, to measure the outcomes of learning at particular stages and to provide feedback to students and plan for further improvement.
2 2 Assessment at Brockton is a strategically planned part of the academic program Teachers use the Provincial Prescribed Learning Outcomes and International Baccalaureate assessment criteria to inform the design of relevant assessments Assessment is seen as an integral part of the learning process, identifying what students know, understand and can do at different stages The stages of the
learning process are used to analyze student learning as well as the effectiveness of teaching
2 3 Brockton will use the following IBO Key Principles as a basis for our assessment practices:
● Assessment is integral to planning, teaching and learning
● The assessment system and assessment practices are made clear to students and parents.
● There is a balance between formative and summative assessment.
● The emphasis in assessment is criterion-related.
● Opportunities for peer and self-assessment are planned for.
● Opportunities for students to reflect on their own learning are planned for.
● Students’ current knowledge and experience are assessed before embarking on new learning.
● Students are provided with feedback as a basis for future learning.
● Reporting to parents is meaningful.
● Assessment data is analyzed to provide information about the teaching and learning, and the needs of individual students
● Assessment is used to evaluate the effectiveness of the curriculum (IBO 2008a)
2 4 Brockton will endeavour to provide effective assessments that should:
● Be honest, accurate and fair
● Use a wide range of tools and strategies
● Be scaffolded to individual learning needs
● Engage students in reflection of their learning
● Provide positive and encouraging growth
● Give students the tools needed to be successful in summative assessments designed by the BC Ministry and IBO
2 5 At Brockton, assessment occurs through, but is not limited to oral, written, problem solving, research projects, design problems, performances and interviews
2 6 Brockton will record and report assessment results as consistent with BC Ministry of Education and IB requirements Brockton will share assessments with students, parents, school administrators and colleagues using a variety of methods
2.7 Standards for assessment practices must be maintained. To assist teachers in guaranteeing uniformity and maintaining standards between the Provincial and IB assessment criteria, staff will participate in internal standardization meetings three times a year. As part of the MYP programme evaluation process, Brockton will send assessment samples from each of its subjects to IBO for monitoring as required.
2 8 Brockton staff continue to develop their understanding of assessment, and with it, more comprehensive methods and strategies to add to Brockton’s assessment repertoire The assessment policy will be reviewed annually with staff This document is made available to all board members, teachers, students, parents and others
3. Cross References
Cross-referenced to:
501: Academic Honesty Policy
205: Appeals and Procedural Fairness
208: Discipline
210: Graduation Program Credits
211: Privacy
213: Student Records
Assessment Procedures Guide
Section 1: Brockton School Mission
Mission: Brockton School’s Mission is to inspire the growth of outstanding humans
Vision and Guiding Principles: Brockton will be a global influencer in educating and inspiring the growth of outstanding humans in the contribution to a better world Brockton is and will be a school:
Where every student matters: each student is recognized as unique and is valued for their individual genius; every student is considered important; the student is the centre of all that we do; every student’s potential as an outstanding human is nurtured.
Where every family matters: each family is recognized as unique; each family is considered important; opportunities for a diverse collective of families are promoted and supported.
Where community matters: all members of the community (staff, students, parents, alumni, volunteers, donors, partners, and more) are valued; there is an essential partnership of student-parent-school; relationships, connection, and responsibility to community - at the School, local, and global level - are prioritized
Where learning for life matters: the exceptional, challenging, inquiry-based program is underlined by a fundamental focus on holistic life education (e g , ultimately aiming to meet the ideals of the “portrait of the graduate”); while preparing for the next ‘chapter’ of one ’ s journey is important, the ultimate goal is to educate for one ’ s life journey; Brockton aims to inspire students to WANT to learn throughout their lifetime; Brockton aims to inspire students and community members to make a positive difference to their own lives, to the lives of others, and ultimately to our shared world.
Portrait of the Graduate:
EVERY one of Brockton’s Graduates is unique and valued As an aspiration, Brockton’s Graduates will be outstanding humans who exhibit:
Purpose: appreciate the opportunity and responsibility to live a meaningful life in contribution to a better world
Conscientiousness: live with awareness (of place, time, self, others) and with integrity as a principled and compassionate individual
Humility: generous with gratitude, respect, and empathy, particularly when challenges and differences are present
Self-Discipline: manage and direct the pursuit of aspirations, with an appreciation
Connection: prioritize relationships, communication, and connection; honour the privilege and the responsibility of being a part of a community; think and act with international-mindedness
Inquisitiveness: are curious, creative, courageous, industrious, and critical thinkers prepared not only to find the answers, but to ask the questions
Resilience: have a personal strategy to engage, reflect, recover, persevere, and adapt/pivot; learn from failure as well as success (and recognize the connection between these)
Preparedness: embrace and seek out next steps, continue to learn and grow throughout an ever-evolving life journey
The above attributes showcase the result of developing Purpose through the learner profile, Learning through inquiry, skills, concepts, and local and global contexts, and a culture and environment that support students to be outstanding learners.
Section 2: Aims of the Assessment Policy
The contents of this document are based on best practice, research, and information from the International Baccalaureate Assessment Handbook and workshops, as well as the British Columbia Ministry of Education and Child Care. It intends to satisfy the standards, principles, and practices of both of these external organizations. This document is binding to all members of the Brockton School faculty and administration. This Assessment Policy is a working document developed by staff and administration from each IB Programme (PYP, MYP, DP, and CP), and from each division of the school (Junior and Senior).
Assessment at Brockton is an ongoing part of the academic programme. Teachers use the curricular competencies and content, along with the International Baccalaureate assessment criteria, to inform the design of relevant assessments Assessment is seen as an integral part of the learning process, identifying what students know, understand, and can do at different stages The stages of the learning process are used to analyze both student learning and the effectiveness of teaching
Why We Assess
Effective assessment enables teachers to: ● Reflect on the quality and validity of their own and colleagues’ teaching through moderation and standardization
● Assess and identify students’ learning needs
● Determine the appropriate level, depth, and pace of work for students
● Plan and provide effectively for students’ learning needs
● Evaluate teaching and learning processes
● Provide feedback to students, teachers, and parents
● Inform future planning
● Measure students' achievement based on BC Ministry and IB performance standards.
For students, assessment can:
● Help them reflect upon their own learning and progress, understand and appreciate their strengths, abilities, and areas for development, and assist them in setting individual targets
● Provide motivation for - and a celebration of - their learning
● Help address challenges and celebrate learning through formative feedback
● Reinforce and build upon previous learning
● Improve attainment and achievement
● Enable students to communicate about their own learning
● Uncover what students believe to be true
● Learn more about the connections they are making
● Discover prior knowledge, preconceptions, learning strengths, and areas for growth
● Inspire excellence and growth
● Develop skills to move from being self-assessors to self-monitors, to become self-adjusters
For parents, assessment can:
● Give insight into the level of achievement in each subject area
● Inform them of their child’s activities in the classroom, areas of strength, and current challenges
● Provide motivation for - and a celebration of - student learning
For Brockton, assessment can:
● Help us evaluate the depth of our curriculum and the effectiveness of our programs
● Help us make decisions about targeting resources and support to the most pressing priorities and needs
● Create opportunities for teachers to plan, reflect, and moderate assessment collaboratively
● Provide school-wide professional development opportunities around integrating effective assessment
● Reinforce the links between monitoring, documenting, measuring, and reporting of learning
● Create a shared assessment culture supporting students and teachers to be assessment capable
Section 3: Brockton’s Philosophy Of Assessment
The purpose of assessment is to inform teaching and learning. It is a measure of student progress and is used to set learning goals. Students are assessed on their process, product, and ability to reflect Assessment is conducted frequently and continuously through various formal and informal strategies Assessment is based on the BC Ministry's Prescribed Learning Outcomes, IB objectives, and Individual Education Plans
Assessment is communicated through rubrics, written and oral reflections, parent and student conferences, portfolios and formal reports
Assessments at Brockton are structured in a way that student achievement is measurable to a clear set of standards. They are designed to reveal understanding of concepts and skills and connect to the world around them.
At Brockton, each student is considered unique and is assessed according to their individual abilities and needs.
Assessment Policy Statements
- Assessments at Brockton are structured in a way that student achievement is measurable to a clear set of standards. They are designed to reveal the understanding of concepts and skills and their connection to the broader world. Assessment is communicated through rubrics, written and oral reflections, parent and student conferences, and formal reports
- The purpose of assessment is to inform teaching and learning It is a measure of student progress and is used to set learning goals Students are assessed on their process, product, and ability to reflect Assessment is conducted frequently and continuously through various formal and informal strategies Assessment is based on BC Ministry Curricular Competencies, IB objectives, and Individual Education Plans goals
- Diversity, Equity, Inclusion, and Justice in Assessment. Brockton believes that assessment practices should be varied and are designed to focus on developing skills that deepen conceptual understanding and provide students with the ability to apply these skills to other contexts. Our assessments are designed to support student agency and diversity (students have voice, choice, and responsibility), with clear instructions and assessment criteria, and consistent and timely feedback to allow all students to be successful. Assessments should be designed to be culturally responsive, representing diverse world perspectives and peoples
- Assessment is an active and vital part of teaching and learning at Brockton School, as it provides parents, guardians, teachers, and students with valuable information about students’ learning and provides a basis for future learning This information is useful for monitoring and improving teaching and learning strategies, measuring the outcomes of learning at specific stages, and providing feedback to students to plan for further improvement.
- Assessment at Brockton is a strategically planned part of the academic program. Teachers use the Provincial Prescribed Learning Outcomes and International Baccalaureate assessment criteria to inform the design of relevant assessments. Assessment is seen as an integral part of the learning process, identifying what students know, understand and can do at different stages. The stages of the learning process are used to analyze both student learning and the effectiveness of teaching.
- At Brockton, assessment occurs through, but is not limited to, oral, written, problem-solving, research projects, design problems, performances, and interviews
- Brockton will record and report assessment results as consistent with BC Ministry of, Education and IB requirements Brockton will share assessments with students, parents, school administrators and colleagues using a variety of methods
- Standards for assessment practices must be maintained. To ensure uniformity and maintain standards between the Provincial and IB assessment criteria, staff will participate in internal standardization meetings three times a year. As part of the MYP programme evaluation process, Brockton will send assessment samples from each of its subjects to IBO for monitoring as required.
- Brockton staff continue to develop their understanding of assessment, and with it, more comprehensive methods and strategies to add to Brockton’s assessment repertoire. The assessment policy will be reviewed annually with staff. This document is made available to all board members, teachers, students, parents and others
- At Brockton, we use the following IB Key Principles as a basis for our assessment practices:
● Assessment is integral to planning, teaching, and learning and supports students’ competencies and conceptual understanding
● Design encourages high-quality teaching and learning, and must be appropriate for the broadest possible range of students, allowing them to demonstrate their personal level of achievement.
● The assessment systems and practices are clearly explained to students and their parents/guardians
● Assessment planning supports assessment for learning (to inform understanding of students’ needs and planning), as learning (to support the learning process with timely feedback that students can use to improve), and of learning (to support reporting, teacher reflection, and professional development) There is a strong emphasis on assessment as learning.
● The emphasis in summative assessment is criterion-related.
● Opportunities for peer and self-assessment are planned, consistent with developing IB and Ministry practices.
● Opportunities for students to reflect on their own learning are planned.
● Students’ current knowledge and experience are assessed before embarking on new learning.
● Students are provided with feedback as a basis for future learning.
● Reporting to parents is meaningful and timely.
● Assessment data are analyzed to provide information about teaching and learning, as well as the needs of individual students
● Standardization of assessment within and across disciplines can ensure the authenticity of results.
- We also believe that effective assessments should:
● Be honest, accurate, authentic, and equitable
● Use a wide range of tools and strategies
● Be scaffolded to support individual learning needs
● Engage students in reflection of their learning
● Provide positive and encouraging feedback for growth
● Give students the tools needed to be successful in formative and summative assessments
Section 4: The Junior School - Assessment Overview
Primary Years Programme (PYP) Assessment Practices:
The assessment principles described in Sections 2 and 3 of this manual apply to all programs and divisions at Brockton School These are implemented appropriately to the individual needs of programs and students’ developmental needs
The PYP Early Years (ages 3-6) empowers children to play and learn, enabling them to develop curiosity, creativity, and confidence. The Early Years Programme nurtures a child’s creativity and curiosity by:
● giving them stimulating and appropriate learning in the earliest years when their brains are optimally programmed to benefit from these experiences
● acknowledging that young learners are intelligent, resourceful, and creative individuals who grow, develop, and learn at different rates
● allowing play to be the primary driver for inquiry
● enabling children to build agency and be able to construct their own learning
Assessment of play-based learning opportunities
Supporting students’ learning through play enables them to explore Approaches to Learning Skills, as well as Curricular and Core Competencies As students engage with the world, they delve into inquiries, generate new ideas, solve problems, think critically, communicate with others, and build a cross-cultural understanding of people, places, and materials. Play-based learning opportunities also support students in acquiring literacy, numeracy, and other content knowledge skills. Play is vital to children’s learning, growth, and making sense of the world. However, learning through play is not limited to the primary years. Effective methods for gathering and evaluating assessment information in play-based learning opportunities include:
● Oral responses during play – by listening to a student speaking, or an audio recording, or a video recording
● Visual responses – by looking at what a student drew, painted, or created during their play
● Physical responses – by looking at what a student built out of toys and materials as they played
● Pedagogical narration – a teacher observing, recording, and sharing areas of significance that occurred during play
● Discussions and two-way communication between the teacher and the student
● Student self-assessment using pictures and co-constructed criteria
The PYP approach to assessment gives students a vital role in the assessment process and engages teachers in considering assessments as fit for purpose. Effective PYP assessment practice holistically integrates assessment for, of, and as learning. Assessments are:
● Authentic to support making connections to the real world and promotes student engagement.
● Clear and specific: This includes desired learning goals, success criteria, and the process by which students learn.
● Varied: It employs a broader range of tools and strategies that are fit for purpose to build a well-rounded picture of student learning
● Developmental: Focusing on an individual student’s progress rather than their performance in relation to others
● Collaborative: Engaging both teachers and students in the assessment development and evaluation process
● Interactive: Encompassing ongoing and iterative dialogues about learning through assessment
The PYP assessments are informed by transdisciplinary unit planners, benchmark testing, and performance standards, as outlined by the BC Ministry and the Early Learning Framework, as well as competency-based assessment tools. Unit planners
include conceptual themes and central ideas, key and related concepts taught through lines of inquiry, approaches to learning skills, learner profile focuses, as well as formative and summative assessments Reading and writing assessments occur 2-3 times a year to be sure students are challenged and supported through differentiated learning strategies Assessment is designed to offer feedback on strengths, create goals to support growth, and celebrate the learning journey
The Exhibition
The Exhibition is the culminating, collaborative experience in the final year of the PYP (Grade 5) that asks for support from all Brockton community members. Assessment of the exhibition focuses on the process and the development of student agency. Students are encouraged to document their journey of in-depth, collaborative inquiry in their exhibition booklet/journal, demonstrating their process and ability to take responsible action.
An exhibition booklet/journal provides a tool for collaborating, planning, setting and revising learning goals, self-assessing, and providing peer feedback against success criteria and rubrics, as well as recording and reflecting on feedback from regular meetings with mentors The journal is owned by the student and can be shared with the learning community
Additionally, reflections from different members of the learning community on the exhibition support the review of the exhibition process
Section 5: Senior School - Assessment Overview
The assessment principles described in Sections 2 and 3 of this manual apply to all programs and divisions at Brockton School. These are implemented appropriately to the individual needs of programs and students’ developmental needs.
In the Diploma Programme (DP&BC), the Career-Related Programme (CP & BC), the BC Dogwood program (BC)/ Hybrid (BC and DP/CP courses), and the IB Middle Years Programme (MYP), formative and summative assessments are given throughout the school year All assessment is designed to meet the requirements of individual programmes and Graduation Requirements
Brockton’s formative and summative assessments include but are not limited to: observation, student self-assessments and peer assessments, quizzes and tests (written, oral, practical), samples of student work, projects and presentations, oral and written reports, journals and learning logs, performance reviews, and portfolio assessments. Brockton's teachers are committed to providing ongoing formative feedback, enabling each student to be confident in their strengths and aware of areas that require improvement, in preparation for summative standardized IBO assessments or BC provincial standardized assessments.
Planning of Assessments
Summative assessment due dates are planned collaboratively with students at least one week in advance of the due date Students provide feedback on the proposed timeline, and they should check their LMS (Canvas) to see what assessments may have been scheduled Once the assessment date is set, all involved (teachers and students) should commit to a timeline and complete work by the due date unless there are extenuating circumstances It is essential to understand that moving the due date at the last minute may impact other subject due dates/tests, or student self-management plans.
Late work
When deemed reasonable, late work is accepted and assessed without academic penalty. However, students must communicate with their teachers before the due date to request an extension. Zero marks are given for plagiarized work or non-submitted assignments.
Missed assessment
If a student misses an assessment (often in a class test or assignment), it is the student’s responsibility to communicate with their teacher about alternative assessment dates as soon as possible after missing the due date (e g , email the teacher as soon as you can) Students may be asked to write the missed assessment (test) as soon as they return to school during the class
Missed assignments or tests may result in an IB Level 1, and/or B C Ministry Emerging/ 0-49%
Re-testing
In exceptional circumstances, teachers may choose to offer a retest to support a missed test or to demonstrate sufficient learning of a skill or concept that was assessed, thereby supporting future learning Re-tests are not offered/requested to improve marks, and an alternative version of the previous test will be used The grade should reflect the student's understanding of the learning objectives. This process should not exceed two weeks from the date of the original assessment.
Late, Missed, or Plagiarized Assignments
If a student fails to submit/ complete an assessment or has submitted plagiarized work an IB level 1/ B.C. Ministry Emerging/ 0-49% will be allotted until the assignment is completed.
Final Grades calculations
Final grade calculations are cumulative (not an average) across all subjects, meaning we include all marks on all summative assessments from the start of the year for each reporting period to decide on final standing We follow the most consistent and recent rule of thumb, along with a professional judgment or “best-fit” model, using the grade descriptors by subject area and the BC proficiency scale for each Criterion
-In MYP, the 4 Criterions (A, B, C, D) are assessed At the end of each reporting period, the teacher assigns a final grade for each criterion, taking into account the results of all assessments Totals are added together to establish a final
grade conversion out of 7 and B C proficiency using the conversion chart (see Appendix 1 of this manual)
-In BC Dogwood courses, multiple (often 4) Curricular competencies are assessed At the end of each reporting period, the teacher assigns a final grade for each competency, taking into account the results of all assessments Totals are added together to establish a final grade using the conversion chart (see Appendix 1 of this manual).
-In IB DP courses, we use conversion charts recommended by BCIB schools to establish a final grade (letter grade, percentage) and B.C. proficiency (see Appendix 1 of this manual).
Assessment in the BC Dogwood
Assessment practices for all students at Brocton School is aligned with the BC Ministry of Education requirements. Our framework supports both requirements of IB Programs (DP, CP or MYP) and requirements of the BC Ministry of Education as all students earn a Dogwood Graduation Certificate at the end of their studies at Brockton School.
At the end of a unit of study, students demonstrate their learning through a summative task that assesses one or more criteria. Authentic performance tasks help students:
● show their learning authentically
● show their learning in ways that are most meaningful for them
● show their learning through a multi-modal approach that incorporates design thinking
● integrate their knowledge and skills
● demonstrate how they will utilize their skills through performance tasks
● understand their abilities through their products and reports
● engage with the design and creative cycles to produce meaningful products, presentations, and performances
For formal reporting purposes, the school employs a cumulative assessment practice Each subject course has developed an appropriate assessment rubric (subject-specific competencies/criteria) to be used to assess students' learning on individual assessments. Subject-specific rubrics are provided by the teacher, and they are posted on students’ course classrooms (in Canvas). Students will receive marks on a BC four-point proficiency scale from Kindergarten to Grade 9. Students in Grades 10-12 will still receive a letter grade and percentage to support their entry into postsecondary education.
Assessment in the Middle Years Programme (MYP)
Middle Years Programme assessment is informed by unit planners and the MYP assessment rubrics Unit planners include global contexts, key and related concepts, statements of inquiry, inquiry questions, clearly outlined formative and summative
assessments, explicit differentiation, and resource and reflection sections They also contain explicit connections to the B C curriculum content and competencies Through the process of unit planning, assessments are designed to assist teachers in gauging the needs of learners, developing and supporting student learning through active participation, and providing evidence of learning for reporting
We strive to implement purposeful assessment practices that deliver meaningful feedback to students and teachers, thereby supporting learning. Clear rubrics support students in both understanding their assignments and the associated assessments. Assessment is closely aligned with the written and taught curriculum. The MYP subject objectives and B.C. Ministry competencies correspond to standardized assessment criteria rubrics.
Assessment in the Diploma Programme (DP)
Assessment is an integral part of the teaching and learning process Brockton teachers follow the requirements and framework provided by the IBDP Programme when assessing IB courses taught in grades 11 and 12 of the school year.
Both external and internal assessments are used in the DP. IB examiners mark work produced for external assessment, while work produced for internal assessment is marked by teachers and externally moderated by the IB. The approach to assessment used by the IB is criterion-related, not norm-referenced. This approach to assessment evaluates students’ work based on their performance in relation to identified levels of attainment, rather than comparing it to the work of other students.
In addition, students also receive a Brockton School grade that is reported to the BC Ministry of Education and is reflected on the student's final BC transcript
Assessment in the DP is comprehensive, encompassing the study of six subject groups and the Diploma Core The Diploma Core consists of Theory of Knowledge (TOK); Creativity, Activity and Service (CAS); and the Extended Essay (EE) Full details on the IB Diploma Programme at Brockton are found in our IBDP Parent-Student Handbook
Assessment in the Career-Related Programme (CP)
Assessment in the Career-related Programme focuses on four core components: personal and professional skills, service learning, language development, and the Reflective Project Students must take a minimum of two IB Diploma courses as part of their Career-related Programme The students' chosen Diploma Programme courses are assessed according to the specific requirements listed in the subject guides
The Personal and Professional Skills course is internally assessed by the school The language development course is internally assessed, either by the school or by the external provider, and authenticated by the school. The reflective project is internally assessed by the school but externally moderated by the IB. The personal and professional skills, language development, and service learning courses must be satisfactorily completed to receive the award of the Career-related Programme;
satisfactory completion is determined by the school and reported to the IB through the IB Information Systems (IBIS)
The career-related study is assessed (or validated) by the relevant external authority, not by the IB
Section 6: FORMAL REPORTING
Communication of student learning is ongoing throughout the year. At Brockton, teachers provide timely feedback to parents/guardians, and/or students that is responsive to their individual needs. The communication between home and school can take many forms:
Ongoing learning updates
● Meetings
● Phone calls
● Emails
● Assessed work sent home
● Portfolios
● Student presentations
Scheduled and Formal Learning Updates
● Interviews or conferences
○ Meet the Teacher Night - September
○ Student-Parent-Teacher conferences - October/November
○ Student Led Conferences - April/May
○ Core competencies and student goal setting
○ 3x a year as part of reporting for each Reporting Period
○ Students (6-12)
Junior School Written Reporting (JK-Grade 5)
● Written Formal Report Card - Reporting Period 1
○ Report Card released just before winter break (mid-December)
● Written Formal Report Card - Reporting Period 2
○ Report Card released just before spring break (end of March)
● Written Formal Report Card - Reporting Period 3 (end of June)
○ Report Card released at the end of June
Senior School Written Reporting (Grade 6-12)
● Learning Update - Reporting Period 1- November
● Comprehensive Learning Update - Reporting Period 2- January
● Learning Update - Reporting Period 3- November
What will be included in the Reports:
Grade 6-9 MYP Academic Courses
10 MYP Academic Courses
Courses (Grade 11-12)
Courses (Grade 11-12)
Courses (Grade 11-12)
Courses (Grade 11-12)
APPENDIX 1 - Conversion chart - MYP
APPENDIX 2 - Conversion chart - IBDP
Full IB diploma students' marks are reported at the TOP of range. Hybrid students can earn anywhere within the range listed.
*These figures were agreed upon by BCAIBWS in May 2019