Assessment Policy Draft 2 _ September_revised 2025

Neev Academy Assessment Policy October 2025

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Table of Contents Neev Philosophy on Assessments.......................................................................................................... 3 Purpose of Assessments........................................................................................................................ 3 IB Standards and Practices:.................................................................................................................... 3 Teachers Expectation and Assessment:.................................................................................................. 4 Students & Parents Expectations and Assessments:...............................................................................4 Artificial Intelligence (AI) Expectation and Assessment.......................................................................... 4 Toddle (LMS) - Systemisation of Assessments....................................................................................... 5

Academic Calendar..................................................................................................................... 5 Assessments in the PYP (Grade 1-5)...................................................................................................... 6 Parent Involvement:.......................................................................................................................................7

Report Card Samples for PYP.................................................................................................8 Term End Report Sample attached.............................................................................................................. 8 Assessments in the MYP (Grade 6-10)....................................................................................................8 Internal Standardization:............................................................................................................................... 9 Appeal in the MYP - EUR (Enquiry upon Results)...................................................................................... 10 Report Card Samples for MYP....................................................................................................................10 Assessments in the ICSE...................................................................................................................... 11 Report Card Samples for ICSE....................................................................................................................12 Assessments in the DP (Grade 11 & 12)................................................................................................ 12 Core components........................................................................................................................................ 13 Predicted Grade (PG).................................................................................................................................. 14

Calculation of Predicted Grades............................................................................................ 14 Release of Predicted Grades.................................................................................................14 Appeal Process for Predicted Grades................................................................................... 15 Report Card Samples for DP:......................................................................................................................16

Assessments in the CP (Grade 11 & 12)..................................................................................16 Types of Assessment................................................................................................................ 16 DP Course Assessment- Students study a minimum of two DP courses, assessed by external IB examiners on a 1–7 scale. A minimum of Grade 3 is required in each chosen HL or SL subject..........................................................................................................................16 CP Core Assessment................................................................................................................ 17 Transition:.............................................................................................................................. 18 Link between Assessment policy and other policies:.............................................................................18 Communication of the Policy................................................................................................................ 18 Assessment Policy Review Process...................................................................................................... 18 References:.......................................................................................................................................... 18

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Assessment Policy Neev Philosophy on Assessments At Neev, we believe every child possesses a distinct identity and perspective of the world and assessments are stepping-stones to promote lifelong learning. Assessment is a continuous holistic process with quantitative and qualitative measures across - accompanied by teacher observations, documented tasks capturing varied skills, content, concepts and dispositions, and long term self led projects that track student development evaluating the progress.

Assessments also reflect the school’s instructional effectiveness.

Purpose of Assessments ●​ ●​ ●​ ●​ ●​

Provide students with meaningful feedback to support learning.

Help deepen understanding, skills, knowledge and concepts across subjects.

Challenge students to transfer skills/knowledge to unfamiliar contexts.

Provide insights to teachers to monitor and refine the effectiveness of instruction.

Extend learning to self-directed ‘Keystone Projects’.

IB Standards and Practices: Leadership 1: The school regularly reviews and follows all IB rules, regulations and guidelines to support programme implementation and ongoing development. (0201-01) Student support 1: The school provides relevant human, natural, built and virtual resources to implement its IB programme(s). (0202-01) Culture 5: The school implements, communicates and regularly reviews an assessment policy or policies to help create a culture of continuous learning and growth. (0301-05) Lifelong learners 6: Students take ownership of their learning by setting challenging goals and pursuing personal inquiries. (0402-06) Approaches to teaching 4: Teachers promote effective relationships and purposeful collaboration to create a positive and dynamic learning community. (0403-04) Approaches to teaching 5: Teachers remove barriers to learning to enable every student to develop, pursue and achieve challenging personal learning goals. (0403-05) Approaches to assessment 1: Students and teachers use feedback to improve learning, teaching and assessment. (0404-01) Approaches to assessment 2: The school uses assessment methods that are varied and fit-for-purpose for the curriculum and stated learning outcomes and objectives. (0404-02)

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Approaches to assessment 3: The school administrates assessment consistently, fairly, inclusively and transparently. (0404-03) Approaches to assessment 4: Students take opportunities to consolidate their learning through assessment. (0404-04)

Teachers Expectation and Assessment: Teachers are expected to clarify task expectations, provide students with exemplar samples wherever logical and share the assessment criteria ensuring students understand these.

Teachers collaborate with colleagues to ensure a balanced range of assessment tasks is given across subjects. Each program releases an academic calendar that outlines assessments planned through the year, providing students with visibility and time to prepare. Teachers are responsible for reviewing and correcting student work promptly, returning it with constructive feedback and grades where applicable. All learning must be assessed. If it's not worth assessing, it's usually not worth teaching.

Students & Parents Expectations and Assessments: Students at Neev are expected to take responsibility for their learning by staying informed about all tasks and deadlines. They are encouraged to refer to criteria provided by their teachers to produce their best work and are expected to submit assignments on time. Reflecting on teacher feedback is an essential part of the learning process. Students are required to uphold academic integrity at all times, fully understanding the consequences of failing to do so. Assignments that are not submitted on time will be marked but not awarded credit. Students may still be required to complete the task in order to demonstrate their ability to meet the relevant assessment criteria and fulfil course requirements.

Parents play a crucial role in supporting their child’s academic development. Neev encourages parents to be actively involved in their child’s school life by offering constructive support and regularly monitoring their learning. Parents are expected to ensure that their child adheres to deadlines and has access to the necessary resources for effective learning. Maintaining a supportive home environment and communicating with teachers when needed are important aspects of this partnership. Parents are encouraged to build conversations and goal oriented actions in their children by referring to criteria rather than a simple metric of a grade or marks.

Artificial Intelligence (AI) Expectation and Assessment Neev Academy is committed to studying evolving AI tools and currently does not allow the use of any AI tools in the cause of assessments, or to achieve learning outcomes. The responsible use of AI is limited to personal organisation of time, resources, etc. at present. Teachers confirm that a student’s work is their own when it has been developed over time, the student can explain 4

and discuss it confidently, ideas and AI-generated content are properly referenced, and the quality aligns with the student’s demonstrated abilities. Any use of AI in the course of a task must be acknowledged fully in the citations. Failure to appropriately declare AI use will be treated as a breach of academic honesty and addressed under the school’s academic integrity procedures.

Please refer to Academic Integrity and AI policies for more information.

Toddle (LMS) - Systemisation of Assessments Toddle, our Learning Management System (LMS), streamlines the process and accountability of assessments and provides tools for creating, delivering and analysing various assessments. It supports students to manage learning resources, task submission, monitor their own progress and engage in self and peer reflection. Toddle also offers analytical views on student performance individually and within a grade helping teachers track learning, provide constructive feedback and gather meaningful insights on student learning. It also documents and archives short and long term tasks, drafts, feedback and grades.

Toddle tracks students’ attendance, recognising a direct correlation between regular attendance and student performance. Neev requires every student to maintain a minimum attendance of 95%. All Mid-Term and Term reports for all programs are published to parents on Toddle.

Reports include each student’s attendance percentage, and reports will be withheld for students who do not meet the minimum attendance requirement of 95%.

Academic Calendar Each program develops an academic calendar each year that is structured to align with teaching and learning. In the PYP, the academic calendar guides teachers giving an overview of the year learning across different subjects, ensuring that each concept has dedicated time for meaningful learning and reflection. The calendar supports the transdisciplinary learning for subject integration where teachers have a view into the learning in other subject areas and intentionally plan rich learning experiences, with assessments woven throughout the process. In the Senior school, the academic calendar is shared with students and parents to give an insight into students’ learning. The calendar reflects submission deadlines and assessment timelines for each course. It is designed to help students manage their learning effectively, supported by Toddle (Learning Management System), which provides visibility into upcoming tasks and deadlines. This structure encourages students to stay organized, take ownership of their studies, and meet expectations consistently. The calendar is also shared with parents, enabling them to stay informed and engage in meaningful conversations with their child to support their learning journey. All assessments are scheduled and published in advance for both students and parents.

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Assessments in the PYP (Grade 1-5) The prime objective of assessment in the PYP is to provide feedback on the learning process, specified on the outcomes within a stage.

Assessment in the PYP is closely aligned with the Programme of Inquiry (POI) and the subject-specific scope and sequence documents. The POI provides the conceptual framework that guides teaching, learning, and assessment across transdisciplinary units, ensuring coherence, progression, and balance over time. Assessment evidence gathered through units of inquiry reflects students’ conceptual understanding, skills, action, and learner profile attributes as outlined in the POI. The scope and sequence documents support this by outlining learning progressions in each subject area, enabling teachers to design developmentally appropriate assessments, track growth over time, and ensure continuity and consistency across grades.

Together, the POI and scope and sequence inform planning, assessment, feedback, and reporting, ensuring that assessment practices remain purposeful, aligned, and responsive to student learning.

Assessment focuses on continuous feedback through four dimensions - monitoring, documenting, measuring and reporting on learning. The four dimensions of assessment are not weighted the same; the emphasis on monitoring and documenting learning is critical in providing actionable feedback for the learner. This understanding helps teachers plan and prepare for an inclusive and supportive classroom environment. Monitoring and Documenting happen through observations in the class environment, open-ended tasks, oral presentations, performance assessments, rubrics, checklists, anecdotal records continuums, peer and self assessments.

Another important dimension of assessment is Measuring learning, what students understand at a specific point in time. Each assessment tool supports understanding student’s overall progress and achievement. This process supports in providing feedback to students in setting personal learning goals that nurture their holistic development. The data from Monitoring, Documenting and Measuring informs on teaching and learning that is reported to the Parent community.

Beyond the formal reports, learning is also communicated through parent–teacher meetings and gallery walks, which provide meaningful opportunities for dialogue, reflection, and celebration of student learning.

Reading, Writing and Mathematics are core foundational skills for learning and assessment on the core skills are ongoing, purposeful, and focused on the four dimensions of assessment over time. Reading assessment examines how students make meaning from texts and use reading strategies. Teachers use baseline and formative assessments such as reading conferences, running records, comprehension tasks, journals, and observations to identify reading levels, strategies, and next steps. Writing assessment emphasizes the writing process. Baseline samples and ongoing conferences, draft reviews, rubrics, and peer/self-assessments help track progress, set goals, and improve writing skills. Mathematics assessment begins with a baseline to understand prior knowledge and continues through formative tools like problem-solving tasks, discussions, journals, performance tasks, and observations, focusing on conceptual

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understanding, reasoning, and application of learning.

The PYP Exhibition is the culminating process of students’ learning through the PYP years of Grades 1 to 5. It is a student-led, collaborative inquiry where children research real-world issues, demonstrate their learning and take action. This gives students an opportunity to demonstrate and apply their knowledge, conceptual understandings, skills, and the attributes of the learner profile they have learned through the PYP years. The process emphasizes student agency, voice, and research skills preparing them for Middle School.

Standardised assessments in the PYP are conducted to benchmark our students’ learning and our teaching practices against global standards. Students in Grades 1–4 take GL Assessments, while Grade 5 students take both GL and ISA. These assessments help measure individual growth, provide teachers with actionable data, and ensure alignment with curriculum standards.

The assessments are conducted during school hours in the months of February and March and require no special preparation. By this time, students have spent approximately three quarters of the academic year in their grade, allowing the final quarter to be used to further support student learning. The standardised assessment reports are shared with parents.

Evidence of student learning is documented in student portfolios and used to inform instruction, provide feedback, support goal-setting, and report progress in line with PYP philosophy.

Portfolios enable students to share and celebrate their learning journeys with parents and peers.

A portfolio showcases students’ growth, successes, thinking, creativity, and reflections over time, providing a holistic picture of their progress both as individuals and as members of the class and school community.

Parent Involvement: Parent involvement in assignments and assessments is an integral part of developing educational values from the primary years. It helps promote positive learning routines, enables parents to understand what and how their child learns, identify interests, nurture holistic development, and creates pathways for lifelong learning through active partnership. At Neev, parent involvement is ongoing and occurs in multiple ways, such as through the school diary, student work, and regular conversations (with their child, their child’s classmates, other parents, and teachers). In addition to these informal interactions, the following structured and calendared opportunities enable parents to engage meaningfully in their child’s learning: ●​ Parent–Teacher Conferences are scheduled and held after baseline assessments at the beginning of the academic year and again at the end of term 1. Apart form this, parents or teachers can request a meeting at any time during the academic year to discuss the child. These interactions build a partnership in understanding the child, their strengths, interests, and learning needs.​ ●​ Term 1 and Term 2 Reports are shared with parents to provide feedback on student progress, development, and achievement over time. These reports reflect both academic growth and developmental readiness.​

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●​ Gallery Walks are scheduled at the end of specific units, offering students opportunities to present and reflect on their learning journey with their parents. These experiences promote student agency, celebrate learning, and strengthen the home–school partnership.

Report Card Samples for PYP Term End Report Sample attached

Assessments in the MYP (Grade 6-10) Assessment is of two types in the MYP at Neev - Formative and Summative Assessments.

Formative assessment tracks learning and informs teaching and happens multiple times as required by a teacher but at least once a week formally. Feedback is an essential part of formative assessment to improve student performance. Summative assessments are conducted at the end of any period of study such as a unit, term or academic year, to provide information on achievement against objectives.

All assessment comprises either one task or a series of tasks. All tasks are graded and reported cumulatively at the end of a term. Tasks not submitted on time may still be required to be completed to demonstrate an ability to meet the criteria for the task and course requirements, but may be graded ‘zero’.

Below is the assessment model in the MYP: Gr 6 & 7

Gr 8

Gr 9

Gr 10

- Continuous formative assessments

- Continuous formative assessments

- Continuous formative assessments

- Continuous assessment (preparation for eAssessment)

- End of unit summative assessment

- End of unit summative assessment

- End of unit summative assessment

- End of year (term 2) examination

- End of term (term 1 & 2) Examination

- End of term (term 1) Examination - Practice Examination mid of term 2 - IB Board eAssessment end of year

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Apart from this, in grade 10, the following components are assessed.

Assessment Components

Time frame

Assessment format

Milestone assessment: Personal project

Starts in term 2 of grade 9 and culminates in grade 10 Term 2

Assisted Assessment: MYP ePortfolio (Arts/PHE)

Portfolio work starts from the 1st of Oct in grade 10 with the partially completed unit plan released by the IB

Service as Action (SAA)

Starts at the beginning of grade 9 and is sustained over the two years.

Authenticated by the school

Unassisted Assessment

On-screen examination in L&L, LA, I&S, Sciences, Mathematics and IDU-at the end of Grade 10 (max: two-hours)

Externally assessed

Internally assessed and externally moderated. The school submits teacher-assessed totals, along with sampled student work, to the IB for moderation.

The school may recommend that a student take fewer subjects (Science) or move subject levels(LA, Math) for eAssessment in consultation with Parents.

Access to Grade 10 requires a pass score in grade 9.

For Grades 6–9, four reports are published across the academic year, with one mid-term report in each term based on six identified learner attitudes and one term-end report in each term based on MYP assessment criteria along with attitude grading. In Grade 10, one term-end report based on continuous assessments as well as term examination is published at the end of Term 1, followed by a Mock Examination in February after which a report is issued; in addition, a mid-term report based on the six identified learner attitudes is also published in term 1.

MYP assessment is based on tasks designed and assessed by teachers using subject-specific assessment criteria (A, B, C and D), with student achievement measured against eight achievement levels. These levels become developmentally more demanding as students progress through the MYP and are discussed with students to clarify expectations, highlight strengths, and indicate what higher levels of skill look like. At the end of each term, the total achievement levels across the four criteria in each subject are converted into a final IB MYP grade ranging from 1 to 7 using the MYP 1-7 scale. In addition, the term end report includes subject comment and an overall comment from the form tutor.

Internal Standardization: This is a collaborative process by which teachers consider work produced by their students to make consistent, reliable and valid decisions across different points of time, to ensure shared

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understanding of assessment expectation. The evidence of student work is carefully moderated by subject teachers and Heads of Department. In Grade 10 Predicted Grades are generated by school based on the student’s performance across grades 9 and 10.

Appeal in the MYP - EUR (Enquiry upon Results) Enquiry Upon Results (EUR) is a service offered by the International Baccalaureate (IB) that allows schools to request re-marks or other services for students' results for a fee and depending on what you are ordering, with student and parent permission, allows schools to apply for: Category 1 Re-mark: Re-mark of externally assessed on-screen examinations for an individual student.

Category 1: Report Step 1: Return of externally assessed material from a single on-screen examination for an individual student.

Step 2: Report on a category 1 re-mark for an individual student.

Category 2: Return of externally assessed material from a single on-screen examination for all students.

Category 3 Remoderation: Remoderation of marks for internally assessed and moderated subjects

Report Card Samples for MYP Mid Term Report Sample attached Term End Report Sample attached

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Assessments in the ICSE Assessments in the ICSE Programme at Neev are designed to evaluate student learning through a balanced and comprehensive approach. The school follows four modes of assessment — each serving a distinct purpose in supporting and measuring student progress.

Mode of assessment

Internal assessment

Project-based assessment

Unit test

Term examination

Purpose The primary purpose of internal assessments is to provide feedback to students and teachers, identify gaps in the instruction or understanding. These assessments are multimodal and aligned with the school’s Definition of Learning (DOL). They aim to develop critical thinking, creativity, and conceptual understanding through experiential and reflective learning experiences.

Project-based Assessments engage students in open-ended inquiries that require research, analysis, problem-solving, and presentation skills. These assessments promote deeper understanding of content and help students apply their knowledge to real-world contexts, encouraging independence and sustained inquiry.

Unit Tests are conducted once in each term to assess student understanding of specific units or topics. They serve as checkpoints for teachers and students to gauge progress and readiness for summative evaluations.

Term Examinations are culminating assessments conducted at the end of each term to evaluate student achievement against the prescribed learning objectives of each subject. These examinations assess conceptual understanding, analytical skills, and application of knowledge.

Apart from this, the Grade 10 students appear for Model Examination and final ICSE Examination (CISCE) in the month of February - March.

Unit Tests and Term Examinations will not be rescheduled for students who are absent on the designated examination day. This multi-layered assessment structure ensures that evaluation remains comprehensive, continuous, and reflective, supporting both academic achievement and the holistic growth of every learner.

There are four progress reports published in an academic year — Two Mid-Term Reports reflecting six identified learner attitudes, and Two Term-End Reports summarizing academic performance.

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Term-End Report Includes: ●​ Academic Performance: Marks from Internal Assessments (20), Term Examination (80), Unit Test (25), and Project-Based Assessment (25), totalling 150 marks, converted into a percentage. ●​ Co-Curricular Performance: Grades awarded as per the school’s Grading Criteria. ●​ Teacher Feedback: Subject-specific comments highlighting strengths and areas for growth. ●​ Overall Summary: Final percentage and a form tutor comment reflecting holistic development.

Students must secure a minimum of 40% in each core subject and maintain satisfactory overall performance to be promoted to Grades 9 and eventually to Grade 10.

Report Card Samples for ICSE Mid-term sample report attached Term-end sample report attached

Assessments in the DP (Grade 11 & 12) Assessment is of two types in the DP - Formative and Summative Assessments. Formative assessment is also referred to as continuous assessment and its purpose is to provide feedback and identify gaps in instruction or understanding. These assessments check the students’ understanding from multiple perspectives like – creative and analytical skills or critical thinking skills. Self-assessments and peer assessments are encouraged for evaluation, adding another layer to the learning process that helps students become more self-aware and independent.

Summative assessment is a culminating assessment that comes at the end of a period of learning. Its purpose is to provide information on achievement against the objectives of a particular course.

The following constitutes the summative assessments in the DP: DP Yr 1

DP Yr 2

Term 1

-​ -​

Summative assessment 1 Summative assessment 2

-​

Summative assessment 5

Term 2

-​

Summative assessment 3

-​

Mock Examination

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-​

End of Year Examination (EOYE) or Summative Assessment 4

-​

Final IBDP examination conducted by the IB in Apr-May of an examining year

There will be a total of four reports published in the diploma program : A.​ Mid Term Report during Term 1 B.​ End of term report at the end of Term 1 C.​ DP 1 Mid Term Report during Term 2/DP 2 Mock Examination Report D.​ End of term report at the end of Term 2/Not applicable for DP 2 Features of the report published: A.​ This report will contain an achievement grade (1-7) for each subject based on the Summative assessments conducted during the term.

B.​ This report will contain an ‘Effort Grade’ for each subject, which indicates the effort (Exceeding Expectations, Meeting Expectations, Approaching Expectations, Needs Improvement) made by the student in the course of the term.

C.​ The report will contain a written comment on a student’s progress in each subject during the course of the term D.​ The term report will also have form tutor’s comment.

Unit Tests and Term Examinations will not be rescheduled for students who are absent on the designated examination day. With respect to student absence for summative assessments, the school follows the same policy as the IB: there is no opportunity for re-assessment. It is therefore essential that students attend all scheduled assessments unless they are hospitalized. Exceptions will be considered only in cases of severe illness requiring hospitalization, supported by official medical documentation, or, with prior permission, when a student is representing the school or the state in a tournament that cannot be rescheduled. The Principal, in consultation with the Section Head and DP Coordinator, will determine whether an exception may be granted. This multi-layered assessment structure ensures that evaluation remains comprehensive, continuous, and reflective, supporting both academic achievement and the holistic growth of every learner. Additionally, four progress reports are published in an academic year—two Mid-Term Reports reflecting six identified learner attitudes, and two Term-End Reports summarizing academic performance.

Core components Theory of Knowledge (TOK): Theory of knowledge will be reported in the form of anecdotal comments in DP1 End of Term 1 and 2 and DP 2 end of Term 1 report published by the school.

These comments will be based on in-class participation, research work, and reading.

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Extended Essay (EE): Progress on the extended essay is reported in the report generated at the end of the second term in grade 11 and at the end of first term in grade 12.

Creativity, Activity, and Service (CAS): A student’s progress in CAS is reported in Grade 11 End of Term1 and 2 and Grade 12 End of Term 1 reports in the form of labels indicative of achievement of the seven CAS learning outcomes and in the detailing of the key CAS experiences of the student.

Predicted Grade (PG) Predicted Grades (PGs) are the anticipated grades that a student is likely to achieve in their IB Diploma Programme (DP) subjects. PGs are crucial in the DP as they are used by universities and colleges to make conditional offers to students. PGs are a reflection of a student's academic performance and potential. At Neev we release predicted grades in stages. The first round of predicted grades for all students are released in the month of October followed by the second round of predicted grades in the month of December. The second round of Predicted grades are only Regular decision students. Early Admission/Early decision students’ PGs are not revised in the second round.

Calculation of Predicted Grades Predicted Grades (PGs) are calculated on the basis of a student’s overall performance and are not dependent on summative assessment results alone. In arriving at PGs, teachers take into account a number of factors that represent the student’s overall engagement and development in the subject. These factors include regular class participation, the quality and timely submission of homework assignments, performance in formative assessments, and performance in summative assessments. There is no specific weightage given to any of these factors, as each one is an important part of a student’s overall learning experience. PGs, therefore, are not based on a single event or assessment. The Predicted Grades will include grades for the Extended Essay (EE) and Theory of Knowledge (TOK).

EE grades will be derived from the first draft submitted, and the overall quality of the essay.

TOK grades will be derived from the TOK exhibition commentary and practice tasks leading up to the essay.

Release of Predicted Grades The first round of predicted grades for all students are released in the month of October followed by the second round of predicted grades in the month of December. The predicted grades are released via PG report on Toddle.

The Predicted Grades will be released on a scale of 1-7, with 7 being the highest grade.

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To be eligible for the release of Predicted Grades, students must meet all deadlines and submit original work free of plagiarism for all IB assessments.

Appeal Process for Predicted Grades ●​ The PG appeal window opens for DP2 Students post PG release. Once PGs are released, students are given 2-3 days time to appeal against Predicted Grades. ●​ Students can appeal for a maximum of 2 subjects. They will receive and complete the Predicted Grades form, paying special attention to the justification for each subject.

Students should write 3-5 sentences in order to accurately reflect their thought process. ●​ Students must not have any conversation with the teacher regarding the appeal. After the appeal If the appeal is successful, a new Predicted Grade will be released to the student. If not, then there will be no change in the final PG report shared with students. ●​ The PG Appeal review will be done by DP Head in consultation with respective HODs and subject teachers. ●​ DP Core (EE and TOK) PGs are not open for appeal. ●​ The DP leadership team reviews and PG reports are revised if the appeal is successful. ●​ Final PG reports out of 45 will be released on Toddle for students.

EUR (Enquiry upon Results) Enquiry Upon Results (EUR) is a service offered by the International Baccalaureate (IB) that allows schools to request re-marks or other services for students' results for a fee and depending on what you are ordering, with student and parent permission, allows schools to apply for: Schools can request forRe-marks: Schools can request re-marks for individual candidates Category 1 Re-mark: This is a re-mark of externally assessed material for an individual student. r, the re-marking does not include multiple-choice components of an examination in a sciences subject or components for which a mark has been carried over from a previous session. A re-mark cannot be requested for individual components.

Category 1 report: If information is required on how marks were awarded in a category 1 re-mark, a category 1 report may be requested. A category 1 report must be preceded by a category 1 re-mark. The report will not result in any changes to the marking of the work.

Category 2A - Return of externally assessed material: All assessment material will be returned to the school for a single externally assessed component from a given subject and level. A category 2A enquiry is for the purpose of returning assessment material only and does not constitute a student’s claim of exclusive copyright in that material. Schools can request copies of externally assessed material, such as Theory of Knowledge and Extended Essays.

Category 2B is the return of externally assessed material by subject/level for an individual student, which may include TOK, the EE or, for example, coursework for arts subjects. A 15

category 2B enquiry is for the purpose of returning externally assessed material only and does not constitute a student’s claim of exclusive copyright in that material.

Category 3: Remoderation of internal assessment sample work: This category is a remoderation of a school’s IA marks in a given subject and level based on the original sample material. (For some subjects, this will be a combined SL/HL sample; therefore the remoderation will affect both SL and HL students for the subject concerned.) This includes completion of an IA feedback form when a statistical adjustment has been applied to the marks awarded by the teacher.

Marks and grades may be raised as a consequence of remoderation, but not lowered.A remoderation will only be undertaken in cases where the mean of the students’ moderated IA marks differs from the mean of their raw marks (the marks awarded by the teacher) by at least 15% of the maximum mark for the component. This is based on the marks of the entire cohort for the component, not just the sample students.

Report Card Samples for DP: Mid Term Report Sample attached Term End Report Sample attached

Assessments in the CP (Grade 11 & 12) Types of Assessment Type

Purpose

Examples

Formative

Timely feedback to identify gaps, guide instruction, and develop critical thinking

MCQs, short responses Reflections, essays, portfolios Investigations Self/peer assessment

Summative

Measures achievement against course objectives at end of unit/learning period

DP examinations Internal assessments CRS evaluations

IBCP Assessment & Award Criteria DP Course Assessment- Students study a minimum of two DP courses, assessed by external IB examiners on a 1–7 scale. A minimum of Grade 3 is required in each chosen HL or SL subject.

Career-Related Study (CRS) Assessment

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CRS comprises 720 guided learning hours, assessed internally by Neev and externally by the provider. Examinations are held annually before DP exams. Results are communicated via email.

CP Core Assessment Component

Hours

Focus

Assessment

IB External?

Reflective Project

50

Independent exploration of an ethical dilemma linked to career area

Internal + viva voce; min. Grade D required

Yes — externally moderated

Community Engagement

50

Real-world service projects addressing community needs

Portfolio + 3 formal interviews with SL Coordinator

No

Personal & Professional Skills (PPS)

90

Transferable skills: personal development, communication, ethics, intercultural understanding

Internal formative assessment; competencies demonstrated across both years

No

Language and Cultural Studies

50

Additional language study; all four skills assessed

Language Portfolio (internal); differentiated by proficiency level

No (may be sampled)

Reporting & Communication Channel

Details

Formal Progress Reports

Issued per school reporting calendar to parents/guardians

CRS Results

Communicated via email after external provider assessment

Service Learning Interviews

3 formal interviews (start, midpoint, end); documented by student and coordinator

Students are guided to uphold IB academic integrity standards across all programme components, including the Reflective Project, CP internal assessments, and CRS modules, with support on authentic authorship, citation, and ethical research practices.

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Transition: From PYP (Grade 5) to MYP/ICSE (Grade 6) It is the parents' choice to continue with the IB curriculum or choose ICSE when their child moves from PYP (Grade 5) to middle school.

From MYP/ICSE Grade 10 to DP/CP Neev Academy recommends all students to pursue a full diploma program. The school reviews Grade 9 and Grade 10 term end reports of students who wish to take admission in DP/ CP and on the basis of the same, the DPH in consultation with subject teachers, HODs, Career counsellor, student and parents will recommend subject combinations as well as Standard and Higher level subjects to the student. A student must pass Grade 10 on all fronts to be eligible for DP/CP at Neev.

Link between Assessment policy and other policies: Academic Honesty In the event of a student being involved with malpractice consult the school's Academic Honesty Policy for guidance.

Inclusion Policy Accommodations provided will be as outlined in the Inclusion Policy of the School based on the supporting evidence provided.

Communication of the Policy The Neev Assessment Policy is available to the Neev community through multiple pathways including Neev’s public website and Neev’s internal shared drive. New staff will be familiarized with the document during the orientation programme. The printed copies of the policy are available for the Admissions Department and for reference in each school section.

Assessment Policy Review Process The Neev Assessment Policy is reviewed by a team of leaders, once annually and submitted as a draft, for approval.

Policy review done in the month of October 2025.

References: ●​ https://www.aischool.org/academics/international-baccalaureate/academicintegrity ●​ https://www.ibo.org/globalassets/new-structure/programmes/shared-resources/pdfs/a cademic-integrity-policy-en.pdf

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Annexure A

IB Learner Profile Source: International Baccalaureate Organization (IBO). The IB Learner Profile, 2013.

The IB learner profile represents 10 attributes valued by IB World Schools. The International Baccalaureate® (IB) learner profile describes a broad range of human capacities and responsibilities that go beyond academic success. It implies a commitment to help all members of the school community learn to respect themselves, others and the world around them. 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. These attributes are embedded across the Primary Years Programme (PYP), Middle Years Programme (MYP), Diploma Programme (DP), and Career-related Programme (CP).

Attribute

Description

1. Inquirers

IB learners nurture their curiosity, developing skills for inquiry and research.

They know how to learn independently and with others. They learn with enthusiasm and sustain their love of learning throughout life.

2. Knowledgeable

IB learners develop and use conceptual understanding, exploring knowledge across a range of disciplines. They engage with issues and ideas that have local and global significance.

3. Thinkers

IB learners use critical and creative thinking skills to analyse and take responsible action on complex problems. They exercise initiative in making reasoned, ethical decisions.

4. Communicators

IB learners express themselves confidently and creatively in more than one language and in many ways. They collaborate effectively, listening carefully to the perspectives of other individuals and groups.

5. Principled

IB learners act with integrity and honesty, with a strong sense of fairness and justice, and with respect for the dignity and rights of people everywhere. They take responsibility for their own actions and their consequences.

6. Open-minded

IB learners critically appreciate their own cultures and personal histories, as well as the values and traditions of others. They seek and evaluate a range of points of view, and they are willing to grow from the experience.

7. Caring

IB learners show empathy, compassion and respect. They have a commitment to service, and they act to make a positive difference in the lives of others and in the world around them.

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Attribute

Description

8. Risk-takers

IB learners approach uncertainty with forethought and determination; they work independently and cooperatively to explore new ideas and innovative strategies. They are resourceful and resilient in the face of challenges and change.

9. Balanced

IB learners understand the importance of balancing different aspects of their lives — intellectual, physical and emotional — to achieve well-being for themselves and others. They recognize their interdependence with other people and with the world in which they live.

10. Reflective

IB learners thoughtfully consider the world and their own ideas and experience. They work to understand their strengths and weaknesses in order to support their learning and personal development.

The IB learner profile applies to all students across the PYP, MYP, DP, and CP programmes. It represents the beliefs and aims that underpin this school’s policies and practices.

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