Educational Assessment At Metro Academic And Classical Academy

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The IB Programme The features which make this particular program so unique are its breadth, its in-depth approach to curriculum, its use of direct experience, its emphasis on reflection, its international focus, and its assessment system. Many U.S. universities will award college credit for students who earned sufficiently high scores on their IB examinations. Major universities around the globe admit students simply on the basis of their having earned the IB Diploma. Philosophy of Assessment Metro Academic and Classical Academy is dedicated to ensuring that students learn how to learn. Assessing student mastery and progress provides educators critical information needed to tailor instruction as a means of ensuring that all we do is…show more content…
Students are assessed on their performance against a fixed set of predetermined criteria or learning standards. 6. Assessment expectations in the form of rubrics and/or scoring guides will be provided to all students as means of ensuring that students have a clear understanding of the rationale and necessity for the assessment. Purpose of Assessment The aim of assessing in the IB Programme is to support curricular goals and encourage appropriate student learning. Assessments are criterion referenced. Courses have been aligned so that the criteria and necessary skills are progressed and reinforced enabling transferability from course to course. The criteria and the skill sets necessary for student mastery are either assessed for diagnostic or evaluative purposes. Student growth toward mastery of the established criterion is valued rather than a simple average of scores in a reporting cycle. Therefore, assessments are tools that will assist the teacher in facilitating learning and the student in judging their performance against established criteria, thus enabling them to develop strategies to improve. Types of Assessment Formative – The goal of formative assessment is to monitor student learning and improve or modify instruction while it is happening. The teacher is seen as the supporter of learning rather than the director. The immediate evaluative process of formative assessments is aimed at identifying learning
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