Assessment Policy

Assessment Policy

Al-Rayan International School

ARIS Core Purpose: We are a diverse community of learners that are committed to inspire, empower and transform for a better world.


ARIS Core Values

  • Greatness in Everyone
  • Learning with Everyone
  • Creativity and Innovation by Everyone
  • Service to Everyone
  • Change for Everyone

ARIS Characteristics

  • Responsibility and Respect
  • Passion and Mindfulness
  • Collaboration and Communication
  • Reflection and Action

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 students across the world to become active, compassionate and lifelong learners who understand that other people, with their differences, can also be right.


ARIS offers the following programmes:

  • The International Baccalaureate Primary  Years Programme (PYP)
  • The International Baccalaureate Middle Years Programme (MYP)
  • The International Baccalaureate Diploma Programme. (IBDP)
  • The International Baccalaureate Career Programme. (IBCP)



Table of Contents












The ARIS educational model is centred on personalised learning with a special focus on student performance and experiences giving an ode to student agency as they take ownership of their learning.

At ARIS, we view assessment and reporting as a systematic and continuous collection, review, and use of information undertaken for the purpose of tracking student performance and improving student learning. It allows us to identify what students know, understand, value and can do at various stages of the learning process. It also supports us is setting targets and goals that meet the needs of every one of our students.

ARIS encourages all facilitators to use assessment practices that are student-centred and consistent with programme and curricular learning goals. The school expects that these assessment tasks help our diverse student population make judgments about their learning, incorporate varying learning styles, accommodate specific student learning needs, and provide students with feedback on their learning on a regular and consistent basis.

In alignment with our Core Values, our assessment at ARIS is designed to prepare students to be problem-solvers who make meaningful contributions in the real-world. Assessment will be both relevant and meaningful, as well as promote student use of critical and creative thinking skills that allow for connections and applications of knowledge in real-world situations.


Assessment at ARIS is designed to benefit all community stakeholders. Assessment can be used to guide  accountability by providing the following benefits:

For the Students:

  • to give the opportunity to students to demonstrate learning
  • to give the opportunity to understand their own progress
  • to help students challenge themselves and plan the next stages of their learning
  • to provide learners with the opportunity to understand, set and achieve learning goals


For the Facilitators:

  • to determine degrees of learner prior knowledge and connect it to new learning
  • to identify and support learning differences and learning styles
  • to plan, monitor and adapt the curriculum, in addition to learning, teaching and assessment practices


For the Parents:

  • Provides the opportunity to be partners in the learning process
  • Provides accurate information on their children’s progress
  • Provides accurate information on their children’s strengths and areas in need of support




At ARIS, we ground our thinking in the following principles of effective assessment.

  • Improves student learning. Assessments at our school set out to measure intended learning outcomes. Assessments are implemented as tools of learning and for learning.
  • Recognizes learning differences. Understanding that students vary greatly in interests, aptitudes, and development, our assessment tasks offer opportunities for all students to demonstrate their skills and understanding.
  • Is valid, reliable, and consistent. Our facilitators aim for assessments to directly and regularly measure what they are intended to measure.
  • Is fair and ethical. Our assessments measure what students have learned. They are presented in a manner that takes into account socio-cultural differences among students, does not infringe on students individual rights and freedom of expression, takes into account all students learning needs, considers the environment students are learning in, and holds all students equally accountable.
  • Is administered in a variety of ways. A single assessment instrument does not give all of the information that we seek regarding student learning. For this reason, our facilitators use a variety of assessment tools aligned to the specific information they seek and differentiate according to students’ needs.
  • Is standardizes at different level to ensure consistency (departmental, year level, with external bodies…) and that it meets the needs of the programmes that are implemented.
  • Is authentic and contextual. Our assessments emphasize the importance of understanding and applying the acquired knowledge and skills in real world situations.
  • Addresses the Approaches to Teaching and Learning-ATL Skills and the profiles embedded in the IB Programs
  • Involves feedback and reflection. Our assessment tools allow students to get detailed feedback on their performance. Students are given time to reflect on the learning while facilitators consistently use assessment results to reflect on their practice. Comprehensive feedback should be provided to all students on both formative and summative assessments in a timely manner (within 2- 8 working days of work being submitted or at the next lesson) and be supportive. All feedback should be directly and implicitly linked to specific learning goals. Feedback should be descriptive, should highlight specific student strengths, should address specific areas of improvement, and suggest ways to improve using language accessible to all learners. Feedback should provide the opportunity for student reflection on their learning, and allow students to act on that feedback without penalty. Feedback can be both written and verbal.
  • Is ongoing with clear and accurate records. Student learning is best fostered when assessment involves a linked series of activities and opportunities over time. Our facilitators monitor student progress regularly and maintain records of evidence (portfolio, seesaw, managebac, google classroom, files…) as students strive to meet the intended learning outcomes of each unit.
  • Is collaborative as facilitators work together to suggest successful strategies and best practices in assessment research.




We recognise and implement four main categories of assessment: formative, summative, common and external.


Formative Assessment (ongoing)

  • Monitors student learning and to provides detailed and ongoing feedback that can be used by facilitators to improve their teaching and by students to improve their learning
  • is focused on developing students’ skills, understanding and learning.
  • is ongoing and can be both formal or informal, written and verbal.
  • should be used by facilitators to monitor and adjust teaching methods, strategies and plans.
  • is used by students as an opportunity to focus on learning in a low-risk environment
  • helps facilitators meet the unique needs of individual students, because through formative assessment facilitators can discover whether what has been taught has been learned.


Summative Assessment

  • comprises information about student mastery of a unit
  • supports facilitators, school, student and parent accountability
  • is focused on assessing students’ skills, profile, understanding and learning of concepts
  • does not need to be used only at the end of a unit, but can be used during the unit to inform facilitators of student progress
  • can become a formative assessment if students need more time and more practice to demonstrate mastery of unit knowledge and understanding
  • should be linked to relevant real-world premises and how reflecting has led them towards action
  • must be linked directly subject guide statements in, DP and CP
  • is criterion-based and linked to the Statement/Lines of Inquiry in MYP and PYP
  • should be guided by the GRASPS template (MYP)
  • It is not necessary to assess all intended learning outcomes using a summative assessment as long as they have been assessed in some way prior to the end of the unit


Common Assessment

  • is to measure student performance and growth beyond a single classroom or facilitator.
  • is developed by a team of teachers and can be evaluated by someone other than the student’s teacher or before marking begins the team of teachers can moderate together to ensure that marking is consistent.
  • can be formative or summative.
  • Results of these assessments are analysed collaboratively.


External Assessment

  • is used to improve teaching and learning.
  • matches student performance to cumulative data through the use of standardized assessments developed and administered by outside sources (GL, MYP eAssessment, IBCP, IBDP).
  • can be used as indicators of both the educational achievement of students and the quality of instruction in the school.


As is to be expected, the menu of appropriate assessment task types varies from one programme to another (PYP, MYP, DP, and CP) and from one subject to another, and they are elaborated on in each set of departmental policies and procedures. In each case, there will be a balance between tasks to be undertaken in the classroom and for homework. There will also be a balance between tasks assigned on individual and group bases.



Assessment Examples at ARIS


Types of Assessment





Completed Essay





PYP Exhibition





MYP Personal Project





DP Group 4 Project





GL Progression tests





CAT4 test





Guided Reading










DP, CP End of year Exams





BIG Writing





Oxford Reading and Writing Assessment- Primary





DP Extended Essay and CP Reflective Project





MYP eAssessment





Math quizzes





End of Unit Quiz










Mathletics/Mathseeds Tests





Class discussions





Essay/ Written production















Practical report










Portfolio/Dossier Entry





Listening Comprehension





Coursework- MYP, DP, CP





Oral Task





DP Internal Assessment-PHE, Design and art





Portfolio in MYP courses





Personal and Professional Skill document- CP





CAS and Service Learning







Administration of the various types of assessments

The specific types and number of assessments would be determined by each department. However, there should be a minimum number that would ensure equitable and effective assessment of all or the major aspects and components of each topic/unit. It is equally not compulsory for the administration of all the assessment types, however, apart from the ones which are mandatory, each department has to determine which of them to administer as well as the number of times and frequency. However, this may also vary in specific courses within each subject area.


Frequency and Limits of Administration of Summative Assessments


  • Primary Years Programme- PYP
    • Summative assessment at the end of each of the Units of Inquiry
    • Summative assessments at the end of units in Mathematics, Literacy and Languages


  • Middle Years Programme- MYP
    • 4-6 Summative Assessments each Year.
    • Each Subject Objective (A, B, C & D) must be assessed twice each year.
    • 1 End of Year Exam at the end of May


  • IB Diploma Programme- IBDP:


  • 4-6 Summative Assessments each YEAR
  • 1 End of Year Exam at the end of May


  • 4-6 Summative Assessments each YEAR
  • 1 Mock Exam at the end of February


IB Career Programme-IBCP


  • 4-6 Summative Assessments each YEAR
  • 1 End of Year Exam at the end of May
  • tasks, performances or written tests set by the CP partner (BTEC, Swiss Group, SCAD)



  • 4-6 Summative Assessments each YEAR
  • 1 Mock Exam at the end of February
  • tasks, performances or written tests set by the CP partner (BTEC, Swiss Group, SCAD)



ARIS facilitators are required to give descriptive and effective feedback to students on the learning. When providing feedback, facilitators include the learning goals, the progress made toward the learning goals, and the activities that need to be undertaken to improve. According to the research on feedback, the manner in which feedback is given is an important determinant in its potential long term value. Students should be given opportunities to act on the feedback during the retrieval process to close the learning gaps. Students need to be taught on how to interpret feedback. In addition, feedback should be continuous and delivered after each retrieval attempt to help students meet the intended learning outcomes. Lastly, feedback should be timely and the length of time before feedback is given is based on what the facilitator is providing feedback.

ARIS facilitators are asked to evaluate their feedback to students using the following criteria:

  • Does the feedback assist the learner to understand the learning outcome?
  • Does the feedback offer the learner specific strategies on how to close the gap between the desired learning and his/her present position on that learning?
  • Is the feedback understandable to the learner? (e.g. is the rubric or comment in “student-friendly” language)?
  • Does the learner have the opportunity to act on the feedback without penalty?
  • Is the feedback timely? Does feedback occur during learning?
  • Does the feedback promote self-reflection?




Academic descriptors for the Primary Years Programme- PYP

Students are evaluated in relation to the content standards of the PYP scope and sequence. This includes the acquisition of new learning objectives, profiles and skills. Students are graded in the following manner:

  • Highly Competent-HC: Learners have exceeded the majority of the learning objectives described in the scope and sequence for the period in question
  • Competent-C: Learners have achieved the majority of the learning objectives described in the scope and sequence for the period in question.
  • Developing Competency-DC: Learners have achieved some of the learning objectives described in the scope and sequence for the period in question
  • Area of Concern-AC: Learners have achieved some of the learning objectives described in the scope and sequence for the period in question.
  • Not applicable-NA to this semester
  • Explained-Ex but not assessed


Academic descriptors for the Middle Years Programme- MYP

Assessment in MYP is task-specific:

  • Each subject is assessed using 4 subject-specific Assessment Criteria (A, B, C, D); criteria-based descriptor rubrics guide the issuance of grade level with the maximum grade being an 8.
  • Grade band descriptors are subject specific and linked to skills and Command Terms.
  • Type of assessment identifies the strengths and weaknesses of each individual student and provides an overview of student achievement in the various aspects of all subjects.

In MYP, the Overall Level of Achievement-OLA is determined in the following way:

  • Throughout the Year teachers will collect evidence of student’s achievement from many different types of assignments/ task/ presentation/ group work, including formative and summative assessment.
  • Sometimes 4 criteria in the subjects are applied to an assignment but more often one or two criteria are assessed per task.
  • Only the assignment or task that are both summative and criterion related will be directly linked to OLA.



Boundary Guidelines

MYP general Grade Descriptor



Produces high quality, frequently innovative work. Communicates comprehensive, nuanced understanding of concepts and context. Consistently demonstrates critical and creative thinking. Frequently transfers knowledge and skills with independence and expertise in a variety of complex classroom and real life situations.



Produces high quality, occasionally innovative work. Communicates extensive understanding of concepts and contexts. Demonstrates critical and creative thinking frequently. Uses knowledge and skills in familiar and unfamiliar classroom and real life situation often with independence



Produces generally high quality of work. Communicates secure understanding of concept and context. Demonstrates critical and creative thinking sometimes. Uses knowledge and skills with some flexibility in familiar classroom situation, but requires support in unfamiliar real life situation.



Produces good quality of work. Communicates basic understanding of many concepts and contexts with occasionally significant misunderstandings or gaps. Often demonstrates basic critical and creative thinking. Uses knowledge and skills with some flexibility in familiar classroom situation but requires support in an unfamiliar situation.



Produces work of acceptable quality. Communicates basic understanding of many concepts and contexts with occasionally significant misunderstanding or gaps. Begins to demonstrate some basic critical and creative thinking. Infrequently demonstrates critical and creative thinking. Generally inflexible in the use of knowledge and skills in familiar classroom situation



Produces work of limited quality. Expresses misunderstanding or significant gaps in most of the concepts and contexts. Infrequently demonstrates critical and creative thinking. Generally inflexible in the use of knowledge and skills in familiar classroom situation.



Produces work of very limited quality. Conveys many significant misunderstandings or lacks understanding of most concepts and contexts. Very rarely demonstrates critical and creative thinking. Very inflexible, rarely use knowledge and skills.


Academic descriptors for the Diploma and Career Programmes-  DP/CP subjects


IB subjects and IBDP Core



Boundary/ Extended Essay



1 – 5

Minimal achievement in terms of the objectives.


6 – 9

Very limited achievement against all the objectives. The student has difficulty in understanding the required knowledge and skills and is unable to apply them fully in normal situations, even with support.


10 – 14

Limited achievement against most of the objectives, or clear difficulties in some areas. The student demonstrates a limited understanding of the required knowledge and skills and is only able to apply them fully in normal situations with support


15 – 18

A good general understanding of the required knowledge and skills, and the ability to apply them effectively in normal situations. There is occasional evidence of the skills of analysis, synthesis and evaluation. 


19 – 23

A consistent and thorough understanding of the required knowledge and skills, and the ability to apply them in a variety of situations. The student generally shows evidence of analysis, synthesis and evaluation where appropriate and occasionally demonstrates originality and insight. 


24 – 27

A consistent and thorough understanding of the required knowledge and skills, and the ability to apply them in a wide variety of situations. Consistent evidence of analysis, synthesis and evaluation is shown where appropriate. The student generally demonstrates originality and insight. 


28 – 32

A consistent and thorough understanding of the required knowledge and skills, and the ability to apply them almost faultlessly in a wide variety of situations. Consistent evidence of analysis, synthesis and evaluation is shown where appropriate. The student consistently demonstrates originality and insight and always produces work of high quality.


Academic descriptors IB-CP Core and Reflective Project

Facilitators are encouraged to develop their own assessment criteria for all core components except the reflective project, depending on the context of the assessment, the student and the course.

The form of assessment should vary and facilitators must ensure that students are explicitly aware of what is expected and that measurement of their achievements is valid, reliable, consistent, authentic and fair.



The following are the criteria for the assessment of the Reflective Project.



The aspect of the reflective project assessed

Marks available

A: Focus and method

·   Ethical dilemma and issue

·   Research question

·   Methodology

6 marks

B: Knowledge and understanding in context

·   Context

·   Local or global example

·   Alternative perspectives and perceptions of dilemma

9 marks

C: Critical thinking

·   Research

·   Analysis

·   Discussion and evaluation

12 marks

D: Communication

·   Structure

·   Layout

3 marks

E: Engagement and reflection

·   Process

·   Engagement

·   Research focus

6 marks

Total marks





Academic descriptors for the Career-related Study (BTEC)

BTEC has ongoing, continuous assessment, and students will not receive final accreditation until the end of IBCP 2.


At the end of IBCP1 (Year 12) students must have achieved a successful ‘PASS’ for all their BTEC Units and Core components.


Each unit outlines a range of Pass, Merit and Distinction criteria that must be achieved. This is the evidence the student must produce to achieve a specific unit. All units are internally assessed based on the achievement of specified learning outcomes. Each unit within the qualification has specified assessment and grading criteria which are to be used for grading purposes. Each unit will consist of a number of assignments (typically 3-4) which must be completed in order to achieve a final grade for the unit.

  • In order to gain a PASS mark for a unit students must complete all of the Pass criteria to the required standard.
  • In order to gain a MERIT mark for a unit students must complete all of the Pass criteria plus all of the Merit criteria to the required standard.
  • In order to gain a DISTINCTION mark for a unit students must complete all of the Pass criteria, all of the Merit criteria plus all of the Distinction criteria to the required standard.

Students must produce the evidence stated in the assessment evidence. It must fulfill the requirements exactly as stated in the grade criteria. The criteria for merit and distinction focus on improving the quality of the evidence and demonstrating higher-level skills, not producing more evidence.


In Year 13, students sit mock examinations in January and the final IB examinations in May.

The BTEC course will be assessed summatively, and in May of Year 2 it will be externally moderated by representatives of Edexcel-Pearson. Final accreditation will then be approved and certification completed.


Assessment Plan Requirements

It is vital that students understand how they are to be assessed and graded, and the process needs to be transparent. Teachers will craft a unit assessment plan before the unit begins and share this with students and parents so the expectations are clear. It is important to include how much evidence will be collected and to identify which assessments are critical to being able to determine student achievement and learning habits. The assessment plan includes the major summative assessments to be used to determine what the student knows and can do each semester. Below is the list of guidelines for individual assessment plans:

  • The assessment plan must be clearly communicated to students and parents at the start of each unit
  • Any changes made to the original assessment plan during the semester should be clearly communicated to students and parents.
  • Each assessment should be explicitly connected to standards, skill, concept and/or benchmarks
  • facilitators must provide students with criteria for each assessment using rubrics, checklist, oral instruction, modelling and exemplars etc. prior to the assessment.
  • Facilitators must ensure that multiple section courses offer consistent curricular objectives, academic rigor and opportunities to achieve success while preserving diversity in teaching modes and methodologies. The summative assessment tasks in the assessment plan shall be common to all sections within the same course.
  • Formative assessments should primarily be used to help students achieve learning goals via meaningful feedback. These formative assessments will assist the facilitator to adjust teaching and learning activities but should not be included in the assessment plan.



Managebac Recording Guidelines

Each facilitator is responsible for setting up their online Managebac Gradebook (with the support of the IB Coordinator) in line with the assessment policy and guidelines. This can include both formative and summative assessments.


Recording and Documenting Practices

Facilitators should ensure that frequent and open communication about the assessment and student performance occurs in all classes.


Late Submission of Assessments

Dealing with non-submitted and late work will be considered consistently across all subjects and grade levels. Facilitators should insist that all work is submitted on time and is representative of the student’s best ability. If students do not submit work on time the students should be strongly encouraged to do the work within a reasonable time frame. Non-submission of work will be temporarily recorded as insufficient evidence and marked as missing in the achievement category.  

MYP/DP/CP: Students are required to check the ManageBac internal deadline calendar every day and submit all assignments on time and in the appropriate format. Facilitators are responsible for reporting assessment deadlines on ManageBac in a timely manner (minimum 1 week for major assessments and at least 2 days prior to smaller formative assessments).


If students do not submit the work by the original deadline then the following guidelines should be used in the Secondary School:




1-2 Days


1st occurrence in a school year

Formative: Comment should be made on ManageBac and Seesaw, responsibility reminder issued and parents contacted by classroom Facilitator. Feedback will still be provided by facilitator


Summative: Comment should be made on ManageBac and Seesaw, responsibility reminder issued and parents contacted by a classroom facilitator. Grade will still be issued for task.

3-4 Days


2nd occurrence in a school year

Formative: Comment should be made on ManageBac and Seesaw, parents contacted by classroom teacher. Delayed feedback might still be provided by the teacher. A contract will be signed by student and teacher regarding steps the student will take to avoid further late assignments. Appropriate Coordinator notified.


Summative: Comment should be made on ManageBac and seesaw, parents contacted by classroom teacher. Grade will still be issued for task only if students and parents sign a contract regarding steps the student will take to avoid further late assignments. Appropriate Coordinator notified.

> 4 Days


3rd or more occurrences in a school year

Formative & Summative:

Appropriate Coordinator is contacted and an in-school meeting will be scheduled with Parent, Student, Teacher, Coordinator, and as appropriate, Counselor to discuss strategies for Corrective Action.


Student will be issued a No Grade for the task, and this may appear on student transcripts.

Special Circumstances

Consequences may be waived and a new due date issued by the Classroom Teacher for circumstances that include, but are not limited to: illness, personal or family emergency, technical issues.



For research work, students are required to present all work in their own words with appropriate citations as stated in the Academic Honesty Policy. Failure to submit assignments or late submissions will result in consequences determined by the subject facilitator. However, parents will be notified through email when students fail to submit assignments on due dates.



Reassessment should focus on those achievement categories where students do not demonstrate proficiency. If a student has not demonstrated sufficient understanding on an assessment task, where possible, the student should be given the opportunity to demonstrate their understanding within a reasonable time frame without penalty. The facilitator should conference with the student, give initial feedback, and create a plan for reassessment. A reassessment does not have to be a duplication of the original assessment but should be similar in nature and task. There are some external and summative assessments that cannot be reassessed but students must be made aware before the assessments that there is no reassessment possible.


Evaluation of Assessment Data

Evaluation of assessment data is done twice each semester based on assessments and exams. Analysis of assessment data endeavours to help facilitators and the Senior Management Team to reflect on performance and what improvements might be made.

On the receipt of the external examination result, an analysis is made on students’ target grades against performance and will be treated as a performance indicator of the school. Head of School and Program Coordinators clearly explain the assessment report, the meaning of the target grades and performance indicators to staff, students and parents.



ARIS uses ManageBac as the online reporting system: students and parents will have access to grades and comments throughout the academic year. A

  • All teachers must enter assessment marks and comments in ManageBac in a timely manner. This applies to both formative and summative assessments.
  • All assessment scores should be reported in whole numbers (MYP, DP, CP).
  • Only summative assessment will be included in the semester grade calculation.
  • Mock examination conferences will be held with parents to discuss student results and improvement strategies for IBCP, and IBDP.
  • During the semester, parents of underperforming students will need to be notified via email and telephone call; a conference with the subject teacher, Coordinator, Head of Support and Head of School must be set up to determine the course of action and strategies to help student improvement.
  • Three-Way Conference and Student-Led Conference held in semester one and two respectively in the PYP. In the Three-Way Conference, the student, parents, and teacher collaborate to establish and identify the students’ strengths and areas for improvement. Targets are then set, with the process in achieving them all noted. The teacher takes notes of the discussion. The Student-Led Conference involves the student and the parent. The students are responsible for leading the conference, and also take responsibility for their learning by sharing the process with their parents. It may involve students demonstrating their understanding through a variety of different learning situations.


Final Semester Achievement Level

In order to determine the final level of achievement for each student, facilitators are under the obligation to gather sufficient evidence from a range of assessment tasks. The informed judgments made by facilitators reflect their professional opinions about their students’ achievement levels, which are by no means the arithmetical average of the summative performance scores throughout the school year.   





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