IBDP Assessment Policy

MODERN AMERICAN SCHOOL ‫المدرسة األمريكية الحديثة‬ International Baccalaureate Programmes (IB PYP, IB MYP & IBDP) American High School Diploma Program COGNIA for Schools (AdvancED)

IBDP Assessment Policy

Tel. 00962 6 5810027 - 00962 6 5816861 - Fax: 00962 6 5816860 - P.O. Box: 950553 - Amman 11195, Jordan e-mail: admin@mas.edu.jo - www.mas.edu.jo

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Table of Contents Content

Page Number

Vision, Mission and Philosophy

3

IB Learner Profile

4

Purpose of the policy

5

Assessment practices

6

Assessment types

7

Other assessment-related practices

9

Range of assessment tasks

10

Grading/marking system

10

Promotion from DP Year 1 to DP Year 2

12

Diploma Programme examinations

12

Award of the IB Diploma

14

Tawjihi – Jordanian Equivalency

16

Inclusive assessment arrangements for IBDP assessments

17

Support for assessment

18

The structure of the formal IB assessment in each course

18

Rights and Responsibilities

22

Links to other school policies

24

Assessment policy review

24

Communicating the Assessment Policy

25

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IB Mission Statement The International Baccalaureate aims to develop inquiring, knowledgeable, and caring young people who help to create a better and more peaceful world through intercultural understanding and respect. To this end, the organization works with schools, governments and international organizations to develop challenging programmes of international education and rigorous assessment. These programmes encourage learners across the world to become active, compassionate and lifelong learners, who understand that other people, with their differences, can also be right.

MAS Vision Statement The Vision of the Modern American School in Amman is to nurture lifelong learners and global thinkers to become responsible citizens with leadership qualities and universal values while instilling pride in one’s cultural identity.

MAS Mission Statement The Mission of the Modern American School is to provide learners with an engaging and challenging blended learning environment within a diverse community. The school focuses on international programs, caters to learners’ well-being, fosters international-mindedness, and offers various opportunities and experiences that contribute to learners’ growth.

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IB learner profile The aim of all IB programmes is to develop internationally minded people who, recognizing their common humanity and shared guardianship of the planet, help to create a better and more peaceful world.

As IB learners we strive to be: Inquirers – We nurture our curiosity, developing skills for inquiry and research. We know how to learn independently and with others. We learn with enthusiasm and sustain our love of learning throughout life.

Knowledgeable – We develop and use conceptual understanding, exploring knowledge across a range of disciplines. We engage with issues and ideas that have local and global significance.

Thinkers – We use critical and creative thinking skills to analyse and take responsible action on complex problems. We exercise initiative in making reasoned, ethical decisions.

Communicators – We express ourselves confidently and creatively in more than one language and in many ways. We collaborate effectively, listening carefully to the perspectives of other individuals and groups.

Principled – We act with integrity and honesty, with a strong sense of fairness and justice, and with respect for the dignity and rights of people everywhere. We take responsibility for our actions and their consequences.

Open-minded – We critically appreciate our own cultures and personal histories, as well as the values and traditions of others. We seek and evaluate a range of points of view, and we are willing to grow from the experience.

Caring – We show empathy, compassion and respect. We have a commitment to service, and we act to make a positive difference in the lives of others and in the world around us.

Risk-takers – We approach uncertainty with forethought and determination; we work independently and cooperatively to explore new ideas and innovative strategies. We are resourceful and resilient in the face of challenges and change.

Balanced – We understand the importance of balancing different aspects of our lives – intellectual, physical, and emotional – to achieve well-being for ourselves and others.

Reflective – We thoughtfully consider the world and our ideas and experience. We work to understand our strengths and weaknesses in order to support our learning and personal development.

We recognize our interdependence with other people and with the world in which we live.

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1. Purpose of the policy This document stipulates the standards and best practices for learning, teaching, and assessment for students studying the IB Diploma Programme at Modern American School. The school's assessment practices are in line with the current IB requirements and the national requirements for assessment and grading.

1.a. Assessment philosophy and principles Assessment is considered by the school as an inseparable part of the teaching and learning process, and its results, supported with constructive feedback, give students space for continuous learning and growth. If the assessment is conducted on a regular basis against clear criteria and requirements, it will provide continuous insight into the student’s progress, highlight their current achievements, and identify areas for improvement, which will lead to the further development of knowledge and skills. Assessment is expected to be conducted in such a way, with the use of appropriate assessment types and instruments and differentiation for students’ individual needs, that it will support student learning and progress.

1.b. Purpose of Assessment Assessment is fundamental to teaching and learning. It is defined as “any of the different ways in which learner achievement can be gathered and evaluated” (IBO, 2018), using a variety of assessment strategies to give learners many opportunities to showcase their understanding, whereby they are assessed fairly and appropriately. It provides a framework for planning and delivering constructive feedback to encourage growth and further development based on learners’ needs and capabilities to reach the curriculum outcomes set for each grade level. It is ongoing, wide-ranging, and essential, reflected in various forms; formal or informal, formative and/or summative, internal or external. It affirms how the assessment process reinforces good, authentic classroom practices that promote and foster critical and creative thinking.

Reflection on the teaching and learning methodology and implementation is ongoing; data analysis is regularly conducted, and accordingly, future planning is adjusted as needed. Ensuring the use of a wide range of strategies and tools—gathering evidence of learner learning, reflecting on it, and then acting upon it—aids in informing the teaching and learning.

The learning journey is monitored, documented, measured, and reported. Learning goals and successful criteria are co-constructed and communicated through the collaboration of all teachers. Learners are actively engaged in their learning and are given the opportunity to self-assess and get assessed by their peers, reflecting on both their work and the work of others, receiving ongoing constructive feedback, whether orally or in written format, from both teachers and peers to feedforward to the next steps in learning.

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1.c. MAS Assessment Principles In recognition that learners have different learning styles, teachers at MAS need to utilize different assessment methods and strategies to challenge each learner. In principle, MAS operates a continuous assessment system as follows: •

Assess learners consistently and continuously

•

Use a variety of assessment tools, strategies and techniques.

•

Provide practices that are fair and transparent based on criteria shared with the learners prior to assessment

•

It is communicated and explained to students and parents by teachers before coursework begins.

Each teacher is required to introduce general subject-related assessment criteria for the whole course at the beginning of the school year of DP Year 1 (accompanied with a course summary students receive in every subject taught in the programme), and for any task the students are to complete while setting the task.

•

Evaluates knowledge, concepts, skills, and attitudes.

•

Use assessment as a base for guided instructions and feedback to tailor learning and teaching

•

Use assessments designed and evaluated against defined published objectives and criteria in accordance with the IBDP guidelines.

•

Assessments should be sensitive to cultural, linguistic, racial, learning, physical, and gender differences, which are offered through authentic tasks to assess different facets of learning

•

Evidence of progress

2. Assessment Practices Diagnostic Assessment Admission into MAS is based on the successful completion of entry tests and interviews with the Admission Committee. Applicants with learning differences, difficulties, or language needs will be considered for admission following evaluations by the academic support team to ensure the school can meet the learner’s needs.

Assessment for Learning (formative assessment) The primary goal of formative assessment is to provide feedback to both teachers and students about students' strengths and weaknesses, aiding in their development. It fosters student engagement and shifts the responsibility for learning to students, encouraging them to take an active role. Tools for formative assessment include self-assessment, peer-assessment, and teacher assessment, applicable to drafts, presentations, projects, discussions, and quizzes. This approach allows students to learn without fear of 6

mistakes, focusing on improvement rather than grades. It is widely practiced in schools, with teachers required to give constructive feedback on student assessments.

Assessment of Learning (summative assessment - Internal and External Assessments) It is conducted at the end of the unit and offers learners the opportunity to measure their development of knowledge, conceptual understanding, and skills. It features exams, quizzes, standardized tests, and projects.

Standardization of Assessments Teachers are expected to standardize their assessment of student work following IB guidelines to ensure that the assessment results will be reliable. Standardized assessment refers to a method of evaluating students’ knowledge and skills consistently and uniformly. For instance, in a standardized test, students must answer the same or a selection of questions from a bank of questions. Scores are awarded in a standard, consistent manner, which later makes it possible to compare the results of students’ performance.

3. Assessment Types 3.a. In-school assessments While planning the course content for DP Year 1 and DP Year 2 each subject teacher decides on the assessment tasks and instruments that will be used to monitor students’ progress and the type of assessment used to evaluate them. These should include in-class evaluations, tests, short tests, project work, exam-style questions, etc. The type of assessment is subject-specific and should be assessed by the IB criteria for a particular subject, if applicable. When practice or mock examinations are conducted at the school, they must be assessed in line with the latest IB grade boundaries.

3.b. Official IB assessments 3.b.1 Internal assessments (IA) IBDP internal assessment allows students to show mastery of skills outside the final DP examinations and allows subject teachers to assess some of the students’ work during the IBDP course. The internal assessment components are graded by the subject teacher and later moderated by the IB examiners. Each subject's internal assessment counts toward the IBDP final grade according to the weighting determined by the IB for each course. Examples of Internal Assessments (IAs) are practical work in science courses and individual language oral examinations. Teachers are provided with IB guidelines on delivering this type of assessment using specific rubrics. The marks are then submitted to the IB along with some representative samples of the work from the cohort (as described in the Diploma Programme Assessment Procedures); an internal calendar with required deadlines for submission of internally and externally assessed course components is drafted every year for every new student cohort starting the Diploma Programme. This aims to maximize students’ 7

achievement and minimize students’ stress. Therefore, students (and their parents/legal guardians) must abide by the deadlines detailed in the calendar given and explained to students at the beginning of the program's first year.

3.b.2 External Assessments (EA) IBDP final examinations, which will be conducted in May of the program's second year, are regarded as external assessments since IB examiners assess them. Other work, including non-examination components such as the extended essay and theory of knowledge essay, are also externally assessed and must be submitted to the IB for marking.The International Baccalaureate Organization sets the dates for IBDP examinations, and the schedule is shared with students 6 months before their exams. IBDP exams are conducted strictly with the IB procedures for conducting examinations, updated annually.

3.c. Assessment submission and deadlines The school calendar of internal and external deadlines specifies the deadlines for submitting all assignments.

IBDP teachers and students are required to follow and meet these deadlines.

At the beginning of IBDP Year 1 students and parents/legal guardians are given guidance on how to ensure all deadlines are met at the required time. If a student fails to meet the internal deadlines, they may be given an extension on submitting the work. In such a case, the student must make a written request for a deadline extension with a justification for not meeting the deadline. Requests for extensions to the deadlines will be considered on an individual basis at the discretion of the DP coordinator. The maximum time a deadline can be extended is two weeks.

If the extended deadline is not met and the student submits no work for internal assessment, an “F” will be entered for a mark on IBIS - the IB system for student coursework submission. Failure to submit the internal assessment course component in a subject will result in no grade being awarded for the subject and level in the examination session the student is registered for.

If a non-examination component (e.g., an extended essay) that is externally assessed has not been submitted, non-submission will be selected on IBIS, and an “N” will be issued for the subject and level. The IB lists acceptable reasons for incomplete work if the circumstances were not reasonably within the student's control (DP Assessment procedures can be referred to in this respect).

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4. Other assessment-related practices 4.a. Observation of students’ progress All students’ performance and progress are monitored regularly. The results of any type of assessments students take in class should be discussed with students, and constructive feedback should be given about their strengths and areas for development or improvement. Based on teacher observations and assessment results, information about a student’s progress is given to their parents/legal guardians via the school portal or in person during consultation hours at the school. A total of 3 report cards with comments on the student’s progress are issued and shared with students and parents/legal guardians during the year.

4.b. Teacher's feedback IBDP teachers are crucial in guiding students to successfully complete their Internal Assessments (IAs).

Since IA requirements differ across subjects, it's essential for subject teachers to clearly communicate the nature, type, and timing of the assistance and feedback they can provide. For instance, in the case of the Extended Essay, EE Supervisors are permitted to provide comments on only one complete draft of the essay and must review the final version to confirm its authenticity.

4.c. Moderation Moderation refers to the checking and unifying of assessment standards. Internal moderation takes place in the IBDP programme at the school where this is possible. Where there are at least two teachers of an IBDP subject,they are expected to collaborate in curriculum development, in-class assessment planning, and internal assessment preparation, conduct and evaluation. An internally assessed course component should be marked first by the IBDP Year subject teacher, and then, if possible, moderated by another teacher of the same subject to ensure marking corresponds to the standards defined by the IB for this subject and component. Where there is only one teacher of a subject, internal moderation is impossible, and collaboration with other IB schools is a potential alternative. The school will provide teachers with opportunities to attend either online/virtual IB-recognized professional development workshops about internal assessment or other ones organized in this field by other IB World Schools, e.g., Jordan Association of IB World Schools, as part of a collaboration between schools.

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5. Range of assessment tasks A variety of types of assessment tasks and components are used in relation to the IBDP at the school. The following are examples of assessment tasks: • • • • • •

Multiple-choice question Short-response question Extended-response question Essay Project Research assignment.

One or more tasks which are collected make up an assessment instrument/component.

The range of assessment components and the tasks included in them ensure that student achievement can be set against all the objectives for a given subject. Since a variety of skill types can be represented by the objectives, the assessment tasks and components may vary within and across subjects.

6. Grading/marking system 6.a General regulations For both in-school and IB assessments, students are assessed according to the IB grading scale (1-7) and IB grade descriptors. For the Theory of knowledge and the Extended essay assessment, a letter grade is used.

The CAS requirement is not assessed.

To meet the national standards of assessment and grading, the Jordanian grading numerical scale out of a maximum 100% is added to the report card. Jordanian grades are entered in the EMIS and on annual school certificates or grade transcripts, and any other documentation subject to the national regulations and requirements.

6.b IB grading scale Student performance in each DP subject is graded on a scale from 1 to 7, where 1 is the lowest grade, and 7 is the highest grade.

6.c The TOK course and the Extended essay grading (EE/TOK matrix) Student performance in the Theory of knowledge and the Extended essay are each graded on a scale from A to E, where A is maximum, and E is minimum.

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Grade

Grade description

A

Excellent

B

Good

C

Satisfactory

D

Mediocre

E

Elementary (failing grade)

N

No grad

6.d EE/TOK matrix For Theory of knowledge course components and the extended essay the IBDP student may be awarded a maximum of 3 points which will count towards the total score on the IB Diploma.

6.e Internal assessment marks and predicted grades (PG) As it is stated in Diploma Programme Assessment procedures, “The involvement of subject teachers in the internal assessment and grading of their candidates is a key part of the IBDP assessment process.” Therefore, it is required of the teachers to submit marks for internal assessment on the work done by the candidate.

Teachers are also expected to predict the grade they believe each candidate will get in their subject in the upcoming examination session. For this purpose, teachers should refer to the IB document Diploma Programme grade descriptors. Marks for internal assessment and predicted grades must be entered on IBIS no later than 20th April for the May examination session.

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Teachers are also required to predict the grades for the purpose of university applications and in this case, it might happen that predicted grades will be requested at the beginning of DP Year 2. ➢ The teachers base their university-predicted grades according to the following formula: 80% from the final exam at the end of Y1 20% from the students work throughout Y1

➢ The teachers base their IBIS-predicted grades according to the following formula: 80% from the mock exam at the end of Y2 20% from the students work throughout Y1 & Y2

7. Promotion from DP Year 1 to DP Year 2 The minimum grade that allows one to achieve promotion from DP Year 1 to DP Year 2 is grade 2 in standard-level subjects and at least grade 3 in higher-level subjects. If the DP student attains grade 1 in any of the subjects in DP Year 1, they are entitled to take a make-up exam not later than the 30th of August, before DP Year 2 begins. The exam will cover knowledge and skills taught and practiced during the school year, and the student will receive assessment criteria from the subject teacher. Also, additional hours of tutorials may be offered to students to ensure they get all possible support. There is a possibility of repeating DP Year 1 if necessary.

8. Diploma Programme official examinations The administration of IBDP examinations is governed by IB procedures, which are updated yearly (e.g., DP Assessment procedures and the Conduct of Examinations booklet). The methods are communicated to students and their parents/legal guardians at an information meeting at the beginning of the school year when students sit the final examinations and apply for all mock examinations. Students and parents/legal guardians sign a statement that they have read and understand the IB examination procedures and the criteria for the award of the IB Diploma. At the beginning of April, the IBDP coordinator meets the students of IBDP Year 2 once again to remind them of the procedures, examination stationery permitted for examinations, and items not permitted.

IBDP school teachers and staff who invigilate IB examinations must undergo training on examination procedures. The IBDP coordinator organizes this in the second semester of the school year. Teachers sign a statement that they have read and understood the procedures for conducting IB examinations.

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8.a. IB examination rules for students The school examination rules require students to arrive at school at least 30 minutes before the start of the examination. They must be in the examination room at least 15 minutes before the exam starts. Students take their seats per the seating chart. Food is not allowed during the examination. Drinking water from a bottle without a label is allowed. Before the beginning of the examination, the invigilator will read the instructions.

All communication is strictly forbidden. Students cannot move around or pick up anything from the floor.

Should a student need to go to the toilet, they must call one of the invigilators by raising their hand. During the exam, one invigilator must be in front of the candidates and one of them behind. The starting and ending times of the exam must be written on the board. The invigilators will collect all finished exam papers. The DPC will send them to the prescribed places/scanning centres for assessment purposes.

8.b. Exam Registration The exam registration process is conducted using the IB information system (IBIS) and must be undertaken by the school’s IBDP coordinator. Students can register for examinations 20 months before the written examinations for the session. The registration deadline for exams in the May session, which is the school's main examination session, is 15 November of the previous calendar year.

8.c. Alleged academic misconduct during an examination Academic misconduct, which may be witnessed by the IBDP coordinator and/or invigilators of the examination,may occur during both written and oral examinations. This type of situation must be reported to the Assessment Division, IB Global Centre, Cardiff, by a report to IB Answers as soon as possible (ideally within 24 hours). The report must include a full account of the incident. (refer back to the Academic integrity policy for further details) 8.d. Publication of results As specified in the Diploma Programme Assessment procedures, the results are released as shown in the table below: Date

Event

July 5th

The results will be released to DP Coordinators on IBIS.

July 6th

Release of results to candidates on candidates.ibo.org.

July 7th

The release of component marks and grades to coordinators on IBIS.

July 9th

The release of school, global statistics, and results CSV files to coordinators on IBIS.

Sep

Receive the IB Diploma, Diploma results, and Course results.

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8.e. Feedback and enquiry upon results Enquiry upon results (EUR) may be requested according to the categories in the table below in any order up to 15 September (the formal end of the May examination session). The IBDP Coordinator submits the request, and the outcomes of the enquiry upon results request are sent to them. The student or their parents/legal guardians must give consent in writing to the school to request any category of EUR. Type of Enquiry CAT 1 Remark CAT 1 Report CAT 2A CAT 2B CAT 3 Re-moderation

Assessment The re-mark of externally assessed material for an individual candidate.

A report on a category 1 re-mark for an individual candidate.

The return of externally assessed material by component for all candidates.

The return of externally assessed material by subject/level for an individual candidate.

The re-moderation of marks for internal assessment by subject/level.

Max. Time complete Enquiry 18 days 30 days 10 days 10 days 21 days

Teachers are encouraged to submit comments to the IB on the quality of the examinations. They must be submitted using the online questionnaire no later than 28 days after the examinations. It must be noted that due to a category 1 re-mark the candidate’s grade may be raised or lowered.

8.f. Retake examinations When a candidate’s grade in examinations is lower than expected, the candidate must be made aware of the enquiry upon results service and the opportunity to resit examination(s). Candidates retaking a subject or subjects six months after their last session will need to be registered by 29 July (for the November session) or by 29 January (for the May session).

9. Award of the IB Diploma All assessment components for each of the six subject groups and the additional Diploma requirements must be completed to qualify for the IB Diploma.

9.a. Passing conditions The IB Diploma will be awarded to a candidate provided all the following requirements have been met: • Six DP subjects and three core subjects (TOK, EE, CAS) have been studied.

• The overall maximum points from subject grades, TOK and the EE is 45 • The minimum threshold for the award of the Diploma is 24 points.

• CAS requirements have been met. CAS is not assessed but must be completed in order to pass the Diploma.

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• There is no “N” awarded for Theory of knowledge, the Extended essay or for a contributing subject.

• There is no grade E awarded for Theory of Knowledge and/or the Extended Essay.

• There is no grade 1 awarded in a subject/level.

• There are no more than two grade 2s awarded (SL or HL).

• There are no more than three grade 3s or below awarded (SL or HL).

• The candidate has gained 12 points or more on HL subjects (for candidates who register for four HL subjects, the three highest grades count).

• The candidate has gained 9 points or more on SL subject (candidates who register for two • SL subjects must gain at least 5 points at SL).

• The candidate has not received a penalty for academic misconduct from the Final Award Committee.

9.b. Failing conditions • CAS requirements have not been met.

• The candidate’s total score is below 24.

• N (no grade) has been given for TOK, Extended essay or for any chosen subject from a given group.

• Grade E has been given for one or both (TOK, the Extended essay.)

• Grade 1 has been given in any subject at (SL or HL).

• Grade 2 has been given three or more times (SL or HL).

• Grade 3 or below has been awarded 4 or more times ( SL or HL).

• The candidate has gained fewer than 12 points on HL subjects.

• The candidate has gained fewer than 9 points on SL subjects.

9.c. Bilingual diploma Candidates who have completed the conditions for the award of the IB Diploma in multiple languages may be eligible for a bilingual diploma.

A bilingual diploma will be awarded to a successful candidate who fulfils one or more of the following criteria: • Completion of two languages selected from the studies in language and literature subject group with the award of a grade 3 or higher in both languages.

• Completion of one of the subjects from the individuals and societies, or sciences subject groups in a language that is not the same as the candidate’s nominated studies in language and literature language.

The candidate must attain a grade 3 or higher in both the studies in language and literature language and the subject from individuals and societies, or sciences subject groups.

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10. Tawjihi Jordanian Equivalency International Baccalaureate Equivalency Certificate for students seeking Jordanian Ministry of Education recognition, according to the following criteria: First: The student must have completed twelve academic years as a regular student, with the last three years of study stipulated in the accreditation and licensing standards of educational programs and transfers between them, issued pursuant to Article (31/A) of the Education Law No. (3) of 1994.

Second: Graduates of Jordanian schools at all levels must pass the following school subjects in grades 11 and 12 from the approved Jordanian curricula, in addition to International Baccalaureate subjects: • • •

Arabic Language Islamic Education (for Muslim students) Jordanian History

Third: 1. Passing at least six IB subjects.

2. Passing at least two of the six subjects at the Higher Level (HL).

3. None of these subjects may be duplicated.

4. Passing Mathematics and at least one Science subject among the six, either at Standard Level (SL) or Higher Level (HL).

5. For Arab students, Arabic (A or B) must be one of the six subjects at either level.

Fourth: Passing points are from (3–7) at the Higher Level and from (2–7) at the Standard Level. If a student sits for an additional subject at the Higher Level, it will be calculated as a Standard Level subject with the same points.

Fifth: The International Baccalaureate Diploma is considered equivalent to the Jordanian General Secondary Education Certificate – Scientific Stream, under the following conditions: a) The student must pass three science subjects, one of which must be Mathematics, provided that at least two are at the Higher Level, in addition to Arabic, one foreign language, and one elective subject. b) The student must obtain a total of 21 points out of 42.

Sixth: The International Baccalaureate Diploma is considered equivalent to the Jordanian General Secondary Education Certificate – Literary Stream, under the following conditions: a) The student must pass three literary subjects, one of which must be Arabic, provided that at least two are at the Higher Level, in addition to Mathematics, one science subject, and one elective subject. b) The student must obtain a total of 21 points out of 42.

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Seventh: The graduation year for all certificates will be the last academic year in which the student completes the requirements for equivalency.

Eighth: Method of Calculating the IB Average: The six IB subjects are totaled, then divided by their number, using the following scale:

IB Score

Equivalent Percentage

7

100%

6

95%

5

88%

4

77%

3

66%

2 (SL only)

55%

11.Inclusive assessment arrangement for IBDP assessment In accordance with MAS and IB inclusion policy, Diploma students with special needs are entitled to special examination arrangements set by the IB to ensure the success of its students. Students eligible for inclusive assessment arrangements are those with individual needs such as: • Learning disabilities.

• Specific learning difficulties.

• Communication and speech difficulties.

• Autism spectrum disorders.

• Social, emotional and behavior challenges.

• Multiple disabilities and/or physical, sensory, medical or mental health issue.

Students with special assessment needs must produce medical documentation at the start of the course so that measures to support them can be put into place. Then, the IBDP coordinator, on behalf of the student, will request an inclusive assessment arrangement for students with special needs to IB 6 months before the written examinations using the online request. Therefore, a special assessment request should be submitted to the DPC no later than the first term of the second year for the student to be able to perform to the best of her ability and have a realistic understanding of her levels of achievement. (refer back to the Inclusion policy for futher details)

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12.Support for assessment The following school documents specify how assessment is supported at the school: 11.a. Access and admission policy The school’s access and admission policy outline the requirements that must be met by a student who would want to study the IB Diploma Programme. Both prospective students and their parents/legal guardians are informed that the IB programme is demanding and requires both skills and a frame of mind. The school reserves the right to refuse a student whose general attitude contradicts IB values.

11.b. Academic integrity policy The school’s academic integrity policy reflects the values of critical thinking, respect for intellectual property, and a desire to foster students’ intellectual development. Its provisions are crucial in reference to assessment.

11.c. Language policy The school’s language policy specifies which languages are used in the classroom. In general, the policy's objectives aim to develop students’ language skills and related cultural knowledge. English is used as the language of instruction in classes for all subjects except Arabic A Literature, where the language of instruction is Arabic.

11.d. Inclusion Policy The school’s inclusion policy is supposed to support students in making progress toward mastery and allow them to engage actively in their educational journey. Teachers understand that students have different abilities and educational needs and that differentiation and inclusive access arrangements must be applied to facilitate their learning and achievement.

13.The structure of the formal IB assessment in each course Each subject's structure breaks down formal IB external and internal assessment tasks and corresponding weights. The final grade for each subject corresponds to the prescribed grade descriptors. The table below shows the formal IB external and internal assessment for the Diploma Programme courses offered at MAS for the class of 2026.

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Course Language A Literature Arabic SL

External Assessment Components External assessment (3 hours) Weight 70%

Internal Assessment Components Individual oral (15 minutes) Weight 30%

Paper 1: Guided literary analysis (1 hour 15 minutes) Weight 35%

Supported by an extract from one work written originally in the language studied and one from a work studied in translation, students will offer a prepared response of 10 minutes, followed by 5 minutes of questions by the teacher, to the following prompt: Examine the ways in which the global issue of your choice is presented through the content and form of two of the works that you have studied. (40 marks)

The paper consists of two passages from two different literary forms, each with a question.

Students choose one passage and write an analysis of it. (20 marks) Paper 2 Comparative essay (1 hour 45 minutes) Weight 35% The paper consists of four general questions.

Responding to one question, students write a comparative essay based on two works studied in the course. (30 marks) Language B English B HL

External assessment (3 hours 30 minutes) Weight 75%

Individual oral assessment Weight 25%

Paper 1 (1 hour 30 minutes) Weight 25%

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)

Productive skills—writing (30 marks) One writing task of 450–600 words from a choice of three, each from a different theme, choosing a text type from among those listed in the examination instructions Paper 2 (2 hours) Weight 50% Receptive skills—separate sections for listening and reading (65 marks) Listening comprehension (1 hour) (25 marks) Reading comprehension (1 hour) (40 marks) Comprehension exercises on three audio passages and three written texts, drawn from all five themes.

Individuals and societies Business SL

External assessment (3 hours) Weight 70%

Business research project (20 hours) Weight 30%

Paper 1 (1 hour and 30 minutes) Weight 35%

Students produce a research project about a real business issue or problem facing a particular organization using a conceptual lens.

Maximum 1,800 words. (25 marks)

Based on a pre-released statement that specifies the context and background for the unseen case study 19

Assessment objectives: AO1, AO2, AO3, AO4 (30 marks) Section A Syllabus content: Units 1–5 excluding HL extension topics Students answer all structured questions in this section based on the case study (20 marks) Section B Syllabus content: Units 1–5 excluding HL extension topics Students answer one out of two extended response questions based on the case study (10 marks) Paper 2 (1 hour and 30 minutes) Weight 35% Based on unseen stimulus material with a quantitative focus Assessment objectives: AO1, AO2, AO3, AO4 (40 marks) Section A Syllabus content: Units 1–5 excluding HL extension topics Students answer all structured questions in this section based on the unseen stimulus material (20 marks)

Science Biology HL

Section B Syllabus content: Units 1–5 excluding HL extension topics Students answer one out of two questions comprised of some structured questions and an extended response question based on the unseen stimulus material (20 marks) External assessment (4 hours 30 minutes) Weight 80% Paper 1 (Total 75 marks) (2 hours) Weight 36% Paper 1A—Multiple-choice questions Paper 1B—Data-based questions (four questions that are syllabus related, 20

Scientific investigation (10 hours)weight 20% This component is internally assessed by the teacher and externally moderated by the IB at the end of the course.

(Total 24 marks)

addressing all themes) Paper 2 (Total 80 marks) (2 hour and 30 minutes) Weight 44% Section A—Data-based and short answer questions Section B—Extended-response questions

Chemistry HL External assessment (4 hours 30 minutes) Weight 80% Paper 1 (Total 75 marks) (2 hours) Weight 36% Paper 1A—Multiple-choice questions Paper 1B—Data-based questions Paper 2 (Total 90 marks) (2 hour and 30 minutes) Weight 44% Short answer questions and Extendedresponse questions Mathematics Analysis and Approaches SL

Scientific investigation (10 hours)weight 20% This component is internally assessed by the teacher and externally moderated by the IB at the end of the course.

(Total 24 marks)

External assessment (3 hours) Weight 80%

Mathematical exploration Weight 20%

Paper 1 (90 minutes) Weight 40% No technology allowed. (80 marks)

Internal assessment in mathematics is an individual exploration. This is a piece of written work that involves investigating an area of mathematics.

(20 marks)

Section A Compulsory short-response questions based on the syllabus.

Section B Compulsory extended-response questions based on the syllabus.

Paper 2 (90 minutes) Weight 40% Technology required. (80 marks) Section A Compulsory short-response questions based on the syllabus.

Section B Compulsory extended-response questions based on the syllabus 21

14. Rights and Responsibilities The Leadership Team is responsible for: o Ensuring that the assessment policy and the IB Standards and Practices are implemented consistently o Analyzing and discussing student data to inform goals for school improvement purposes o Delivering professional development to aid subject teachers in matters of assessment and IB Approaches to Teaching and Learning and philosophy of assessment o Ensuring that students reach consistently high levels of achievement o Communicating and leading the reporting process to parents o Providing enough time to allow teachers to collaborate, plan, teach all parts of the course and analyze their data from assessments to inform teaching o Providing adequate resources to cater for a variety of assessment tasks o Shaping a vision of assessment success for all students and teachers o Quality assuring assessment practices throughout the year

The DP Coordinator is responsible for: o Setting high standards and rigorous assessment goals o Promoting collaboration in developing and aligning assessment standards o Collaborating with Heads of Faculty and teachers to develop and implement assessment practices consistent with the assessment policy o Analyzing data to identify patterns of student progress to inform the development of curriculum, assessment and instruction o Analyzing ongoing tracking data to identify possible intervention needs – both academic and pastoral Coordinating and monitoring the accuracy of predicted grades for reporting and university applications o Keeping all teachers informed of IB assessment updates o Collaborating with Heads of Faculty and teachers to create the shared IB deadline calendar o Communicating the shared deadline calendar to all stakeholders and ensuring that teachers and students meet the expectations. o Promoting high standards of academic integrity and investigating any possible instances of academic misconduct o Overseeing CAS and TOK implementation and assessment o Supporting the EE Coordinator and CAS advisors o Coordinating and overseeing the mock exams o Coordinating the uploading of assessments and entering of predicted grades o Coordinating the IB exams o Creating and monitoring faculty assessment tracking documents o Analysing data for identifying student intervention needs and for curriculum/faculty development initiatives o Ensuring that assessment data is regularly updated on appropriate platforms o Monitoring the balance, types and quality of assessments given by teachers o Promoting collaboration within their team members on assessment creation and moderation o Coordinating the moderation of IA/EA assessing and creation of predicted grades o Communicating about any student concerns: achievement, academic honesty, deadlines, etc.

Teachers are responsible for: o Planning for diagnostic, formative and summative assessment o Monitoring the development of students over the course of the school year 22

o Maintaining up-to-date records on all students in their classes o Using a range of assessment strategies and tools for diagnostic purposes as well as to document learning and promote student ownership and reflection o Using assessment data to inform teaching and differentiation o Incorporating inclusive arrangements to promote the greatest student access and achievement o Regularly offering students timely, meaningful and descriptive feedback o Engaging with parents about their child’s progress o Ensuring that assessment strategies used will provide the best picture of student performance and achievement. o Making assessment criteria available and transparent o Updating tracking documents in a timely fashion o Monitoring student progress, identifying students requiring intervention, and communicating with the DP Coordinator o Providing opportunities for intervention and reassessment as necessary o Ensuring that IA and EA processes follow the IB expectations for the course o Completing IA and EAs in line with the deadline calendar o Seeking out development as necessary o Following the Deadline and Academic Honesty Policies Role of Students: o Actively engage in all aspects of instruction and assessment o Reflect on progress and be ambitious in learning goals o Demonstrate their knowledge and understanding, skills, Learner Profile attributes through a wide range of evidence including assessment tasks o Complete all assessments to a high standard of academic honesty and to the best of their ability o Use feedback to adjust their learning, organisation and revising strategies o Follow the deadline calendar o Request extra help or reassessments when necessary o Communicate with DP Coordinator and/or the class teacher for any questions, needs or concerns Role of Parents: o Play a significant role in monitoring and supporting students in their home study o Support student through CAS activities outside school o Regularly attend parent-teacher conferences o Communicate any concerns with DP Coordinator

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15. Links to other school policies This policy has been produced in alignment with the school admission policy, Language policy, Inclusion policy, and Academic integrity policy.

16. Assessment policy review The policy is subject to review on a yearly basis to ensure it aligns with the standards and practices of the IB, the national regulations of the Ministry of Education about assessment, and the current students’ needs. The DP Coordinator ensures that any new or updated documentation with regard to the Assessment policy provisions, which are published by the IB, will have its reflection in the school’s working policy. The policy is reviewed at the general meeting of the DP Faculty held yearly and any observations or suggestions from the DP staff shall be communicated to the DP coordinator on an ongoing basis. Any necessary changes to this document, introduced during the annual general meeting, will come into effect from 1 September the following school year. Yet in order to introduce any urgent amendments, a special meeting can be summoned at any point in the school year.

The last review meeting was held on April 2025.

17. Communicating the Assessment policy The policy will be presented to all DP students by the DP coordinator at the beginning of DP Year 1. The policy will also be communicated and explained to parents/legal guardians at the beginning of DP Year 1 at an information event. DP students and their parents/legal guardians sign a statement that they have read and understand the school assessment policy and accept the rules, regulations and requirements outlined therein.

Similar to other school documents connected with the Diploma Programme, the Assessment policy will be made available to students and parents/legal guardians via the school’s website, which they can access at any time.

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This policy has been produced in alignment with:

•

Programme Standards and Practices (IBO October 2018, last update April 2022)

•

Diploma Programme assessment procedures 2024 (IBO September 2023, last update May 2024)

•

Diploma Programme: From principles into practice (IBO April 2015)

•

Guidelines for developing a school assessment policy in the Diploma Programme (IBO 2010)

•

Teaching and learning informed by assessment in the Diploma Programme. Guide and teacher support material (IBO, June 2021)

•

Assessment principles and practice – Quality assessments in a digital age (IBO July 2020, last update November 2023)

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