Assessment and Feedback

Comprehensive Assessment System

Formative Assessments

Firstly, teachers employ a variety of formative assessment strategies and tools to continuously monitor and understand student learning. These assessments are integrated into the teaching process, allowing for real-time adjustments in teaching strategies and pacing to meet the evolving needs of students. This responsive approach facilitates an interactive and dynamic learning environment where feedback is immediate, and student growth is consistently nurtured.

Summative Assessment

Summative assessments, which evaluate students' learning outcomes, extend beyond traditional midterms and finals. They encompass a diverse array of elements such as homework, unit tests, essay writing, project presentations, oral test and more, depending on the subject. Each component is weighted differently, reflecting the variety of skills and knowledge we aim to assess. These tasks are recorded in ManageBac, our online platform, which calculates grades based on the predefined weights of each assessment element, offering a balanced and holistic reflection of student academic performance. The use of ManageBac allows for transparency and consistency in the assessment process, ensuring that students, teachers, and parents have clear insights into the students' academic standing.

Alignment with DP Assessment Objectives

The assessment elements are carefully designed to align with the assessment objectives of each DP subject. This ensures that our internal assessments mirror the rigor and focus of the DP assessments, preparing students for the specific demands of their subjects.

Regular Reporting

Our school maintains a rigorous and supportive system of academic progress reporting to ensure that the learning journey of each student is closely monitored and nurtured. 

Homework Monitoring

Teachers utilize ManageBac and tracking sheets to keep a close eye on students' homework submissions. They promptly encourage students to complete their tasks and share regular updates with homeroom teachers. Homeroom teachers, in turn, facilitate essential communication with both parents and students to address any concerns and provide support.

Unit Testing

Following each unit of study, teachers organize and conduct unit tests. The results of these assessments are communicated to homeroom teachers and academic leaders, who engage in necessary discussions to address the students' performance and provide targeted feedback or intervention when required.

Mid-Term Three-Party Conferences

After mid-term examinations each term, the school convenes meetings involving teachers, students, and parents. These three-party discussions focus on reviewing the student's achievements and areas for improvement. Together, they establish realistic and supportive goals for the remainder of the semester.

End-of-Term Reports

At the end of each term, teachers compose comments that evaluate the student's learning of the subject, ATL skill development, and Learner Profile development. These comments are compiled into an end-of-term report, which is then distributed to both parents and students.

Academic Counseling

In cases where needed, the Diploma Programme Coordinator (DPC), along with the student's teachers and/or college counselors, arrange meetings with students and parents. These meetings serve as academic check-ins, providing early warnings if necessary, and offering constructive advice for academic improvement.

Throughout the year, our school provides continuous support to ensure that every student can achieve their full potential. The combination of regular feedback, personalized communication, and collaborative goal-setting forms the backbone of our commitment to student success. 

By implementing a comprehensive assessment and reporting system and academic support, our school creates an environment where students feel empowered to excel academically, knowing that they are supported by a network of dedicated educators and advisors.

Assessment of the IBDP

Students in their final year of high school participate in the IBDP examinations, which determine their IBDP score. The maximum score for the IBDP is 45 points, comprising six subjects with a maximum of 7 points each, as well as bonus points for Theory of Knowledge (ToK) and the Extended Essay (EE), which contribute up to 3 bonus points.

Assessment of IBDP courses

Each subject, whether at the Higher Level (HL) or Standard Level (SL), has a maximum score of 7 points, with 3 points being the minimum requirement for a pass. The assessment for each subject includes:

•         External Assessment (EA): EA of most subjects is conducted in the form of exams in May (DP2). These exams account for most of the subject's points and usually consist of various papers, each focusing on different aspects of the subject matter.

•         Internal Assessment (IA): Completed during the 2-year DP study, these assessments are conducted and graded by the subject teachers based on subject guide and assessment criteria, but then submitted to the IB for moderation. The types of IA tasks may include oral presentations, commentaries, laboratory reports, exhibitions, and more, varying by subject.

Assessment of the 3 core elements

Creativity, Activity, Service (CAS): CAS requires students to engage in activities that meet one or more of the three stands: creativity, activity, and service. Students must also collaborate on a CAS project that lasts for at least one month. Although CAS does not contribute to the score, it is a mandatory component that must be completed to obtain the diploma.

Extended Essay (EE): The EE is akin to a thesis students might write at a university. It requires students to conduct independent research on a topic of their choice and produce a formal academic paper. The EE, which is externally assessed by IB examiners, must be a well-structured, coherent, and appropriately presented academic work of 4,000 words in English (or 4,800 characters in Chinese), conveying the student's academic ideas and findings. The EE is completed independently by students under the guidance of a supervisor and is submitted to the IB for external assessment.

Theory of Knowledge (ToK): All DP students must complete the ToK course. It is a course about critical thinking and inquiring into the process of knowing, rather than about learning a specific body of knowledge. ToK assessment is divided into two parts:

•         ToK Essay: Accounting for two-thirds of the ToK score, the essay should not exceed 1,600 words in English (or 2,000 characters in Chinese). Students write on one of the six prescribed titles set by the IB for each examination session. This external assessment component is graded by IB examiners.

•         ToK Exhibition: Accounting for one-third of the ToK score, this assessment requires students to create an exhibition that explores how ToK manifests in the world around us. This component is internally assessed by the teacher and externally moderated by the IB.