Assessment Policy

General provisions

Assessment policy at School-Gymnasium №153 named after A.Rozybakiyev is an integral part of the educational process, aimed at tracking student progress and supporting individual development. The school implements a criteria-based assessment system aligned with international standards and the principles of the International Baccalaureate Middle Years Programme (MYP). This approach emphasizes not only final results but also the learning process itself, encouraging student motivation, critical thinking, independent understanding, and real-world problem-solving skills. The assessment policy ensures a consistent and fair approach, aligned with the school’s educational philosophy, and promotes continuous reflection and improvement in teaching and learning.

The Mission of the International Baccalaureate

The main goal of the International Baccalaureate is to educate inquisitive, erudite and caring young people who will contribute to the improvement and security of the world through the demonstration of intercultural understanding and respect.

As part of this goal, this organization, together with schools, government and international organizations, develops programs of international education of increased complexity and a procedure for rigorous testing of the knowledge acquired.

These programs motivate students around the world to become more active, compassionate, ready to improve the level of education throughout life, and to recognize the rightness of others, even if they have different worldviews.

Mission of School-Gymnasium №153 named after A. Rozybakiyev

We create a multilingual educational environment that encourages global and critical thinking, creative inquiry and a deep understanding of values.

IB Learner Profile

As International Baccalaureate learners, we strive to be:

Inquirers  - We nurture our curiosity by developing research skills. We know how to learn independently and collaboratively. We learn enthusiastically and maintain a love of learning throughout our lives.

Knowledgeable - We develop and use conceptual thinking, acquiring knowledge in a variety of areas. We engage with issues of local and global significance.

Thinkers - We think critically and creatively, analyzing complex problems and acting responsibly in solving them. We take initiative in making informed and ethical decisions.

Communicators - We express our thoughts and feelings confidently and creatively in a variety of languages and ways. We collaborate effectively by listening carefully to the points of view of others.

Reflective - We think deeply about the world, our own ideas and experiences. We seek to understand our strengths and weaknesses so that we can use this knowledge in our education and personal development.

Open-minded - We value our own culture and history as well as the values and traditions of others. We consider different points of view and strive to use our experiences to develop ourselves.

Principled - We act with integrity and honesty, fairly and impartially, respecting the dignity and rights of all people. We take responsibility for our own actions and their consequences.

Caring - We show empathy, compassion and respect. We are committed to serving our community and act to make a difference in the lives of others and the world around us.

Balanced - We understand the importance of being well-rounded (intellectually, physically and emotionally) for our own well-being and the well-being of others. We recognize our interdependence with others and the world around us.

Risk-takers - We face the unknown with determination and willingness. We work independently and collaboratively to explore new ideas and innovative approaches. We are resourceful and resilient in the face of challenges and change.

National and IB Assessment

The school delivers both the national curriculum requirements and International Baccalaureate (IB) programmes. Therefore, the procedures for national assessment and IB assessment are distinguished and governed by separate regulatory frameworks.

1. National Assessment

• Conducted in accordance with the requirements of the Ministry of Education and national curriculum standards.
• Results are used to confirm completion of the compulsory programme, progression to the next grade level, and the awarding of national certificates/diplomas.
• The forms and criteria of national assessment are determined by national educational authorities and are mandatory for all students.

2. IB Assessment

• Carried out in line with the requirements of the International Baccalaureate and the school’s internal regulations.
• Includes formative and summative assessment, as well as internal and external IB assessments and examinations 
• Results are intended to determine the level of achievement of IB programme objectives and are used for the awarding of international qualifications 
• IB assessment criteria are criterion-related, internationally consistent, and independent of national standards.

4. Principle of Separation

• National and IB assessments do not replace one another, but may complement each other within the overall educational process.
• Students and parents/guardians are informed about the differences in aims, procedures, and assessment criteria of each framework.
• The school ensures transparency and a clear separation of requirements in order to avoid duplication, maintain fairness, and uphold academic integrity.

National assessment

Types of assessment

This document represents the basic agreements reached by all teachers and staff of School-Gymnasium №153 regarding the assessment procedures that all colleagues must follow in relation to the official/formal assessment of students in Middle school - (Grades 5-9).

Assessment is the process of relating actual learning outcomes achieved by students to expected learning outcomes based on established criteria;

Pre-assessment

All teachers assess students’ prior knowledge and experience before beginning a new learning experience.

Formative assessment (FA)
 Conducted during the learning process to monitor student understanding and adjust teaching. It affects the final grade but helps students improve their performance.

Formative assessment is recorded in kundelik.kz using a 10-point system, which is shown in the following table:

Summative Assessment (SA):

Summative Assessment for Unit (SAU): Conducted after completing a specific topic or unit.

Summative Assessment for Term (SAT): Conducted at the end of the term and affects the final grade.

Final Grade for the term:

The final grade is based on the results of all summative assessments during the term. It is calculated using a special formula that takes into account the results of summative and formative assessment: 

50% is the grade for SAT

25% is for SAU

25% is formative assessment.

Grade for the term=  x

50% +   x 50%

The maximum score for Formative Assessment (FA) is 10.

Grade conversion scale for grades 2-11

• In the 1st grade, students' academic achievements are not assessed
• The form (test, practical or creative work, project, essay, dictation, presentation, composition, etc.) and time spent in the lesson for completing the SAU are determined by the teacher independently.
• The maximum score for the SAU is no less than 7 and no more than 15 points in grades 1-4, no less than 7 and no more than 20 points in grades 5-11(12).
• With an academic load of 1 hour per week, SAU is conducted no more than twice per term, with sections of the curriculum combined as necessary. A final grade is assigned at the end of the semester, reflecting the cumulative performance of the student.
• No more than three SAT are held in one day, taking into account the level of difficulty of the subjects. SATs are not held on the last day of the end of the term. SAU and SAT for one subject are not held at the same time on the same day.
• When assessing students with special educational needs, the teacher employs differentiated and/or individualized assignments and adjusts the assessment criteria to accommodate the student's unique abilities and needs. This approach is also applied when implementing individualized educational programs.
• SAU and SAT are not conducted in the subjects of "Art" "Music," and "Physical Education." At the end of the quarter, semester, or academic year, students in these subjects receive a "pass" or "fail" grade based on their overall performance and participation.
• In the absence of SAU and SAT results, the student will temporarily not be certified until the required assessments are completed.
• Information on the results of the summative assessment is provided to students, parents or other legal representatives in paper or electronic format.
• The annual grade for subjects for students in grades 2-11 (12) is set as the arithmetic mean of the sum of term grades rounded to the nearest whole number and it is the final grade.

IB Formative assessment: 

In the IB Middle Years Programme (MYP), formative assessment is not graded using points or percentages. Instead, it is used as an ongoing process to provide feedback and guide student learning and progress toward meeting the assessment criteria.

When providing feedback, the teacher is recommended to:

- note the strengths of the student's work;

- avoid the words "wrong", "incorrect" without explaining what was done incorrectly;

- give recommendations on how to correct shortcomings or improve the student's work;

- exclude the use of negative comments, including irony, ridicule of the student's answer, for example, "stupid answer", "how could you think of that".

Thus, the assessment system in our school is aimed at ensuring the most objective and transparent assessment of academic achievements, creating conditions for the growth and 

self-improvement of each student, as well as supporting all participants in the educational process in their quest for quality learning and development.

IB Assessment

IB Summative assessment:

Summative Assessment in the IB MYP refers to evaluations conducted at the end of a unit, semester, or course to measure student learning and determine their achievement in relation to predefined criteria. These assessments are designed to gauge students' understanding, skills, and knowledge acquired during the learning process. In the MYP, summative assessments are criterion-related, meaning students are assessed against specific learning objectives rather than in comparison to their peers. Examples of summative assessments include final projects, presentations, written tests, or performances that provide an overall picture of student progress and achievement.

Recording assessment data

Teachers have a responsibility to document assessment data on all their students. During the course of MYP units, teachers will need to record assessment data using appropriate technology to support the determination of an achievement level. Teachers will need to take all the data into account when determining a summative achievement level for a student in each criterion. Summative assessment data must be recorded as an achievement level as described within a criterion. 

According to the subject guides teachers should use:

Awarding the final grade (1-7)

The final grade is the total of levels for each criterion reflecting realistic level of student’s achievements. 

Using criteria approach teachers carry out the summative assessment during the academic year. Academic year consists 34 academic weeks and is divided into two semesters. Awarding the final grade takes place in the end of academic year.

During each semester teachers develop assessment tasks considering the key concept of the unit, observing students’ achievements on each criterion upon the results of assessment and registering them in appropriate document (assessment list). 

            When awarding the final grade every teacher   follows  the IB/MYP requirements: make judgments on the various tasks, determine the single most appropriate level for each criterion (where the judgments for a criterion differ, the teacher must decide which level best represents the student’s final standard of achievement), then final levels for each criterion are added together to give a final criterion levels total for the subject for each student. All MYP subject teachers    use the prescribed MYP 1-7 scale grade boundaries (MYP: From Principles into Practice, page).  

Procedure of reporting

The system and process of reporting in the college is logical completion of planning, teaching and assessment process.   

For the reporting information about students’ achievements we developed the formats of reports: Progress Report Cards and Final Report Cards. 

 Progress Report Cards are completed by subject-teachers and students at the end of each semester and are sent to parents.

There are two recording assessment data system at school:

Assessment of the Personal Projects in MYP

In the final year of the programme, each MYP student must develop a personal project independently, which the IB externally validates. Producing a truly personal and creative piece of work over an extended period stands as a summative review of their ability to conduct independent work.

Elements of the personal project

The personal project formally assesses students’ approaches to learning (ATL) skills for self-management, research, communication, critical and creative thinking, and collaboration.

The project is made up of a process, a product and a reflective report.

1. process —ideas, criteria, developments, challenges, plans, research, possible solutions and progress reports
2. product or outcome—evidence of tangible or intangible results: what the student was aiming to achieve or create
3. report—an account of the project and its impact, to a structure that follows the assessment criteria. The report describes both the process of creating the project and an evaluation of the impact of the process on the student or their learning.

Assessment for the MYP personal project is criterion-related, based on three equally weighted assessment criteria.

The relationship between assessment criteria, objectives and marks

In the MYP, objectives correspond to assessment criteria. Each criterion has eight possible achievement levels (1–8), divided into four bands that generally represent limited (1–2); adequate (3–4); substantial (5–6); and excellent (7–8) performance. Each strand within each band has its own unique descriptor that teachers use to make “best-fit” judgments about students’ progress and achievement.

 This guide provides the required assessment criteria for the personal project developed in year 5 of the MYP. Schools must use the appropriate assessment criteria as published in this guide to report students’ final achievement in the programme. 

The personal project coordinators and supervisors clarify the expectations for the MYP personal project with direct reference to the assessment criteria. Reference to the command terms and their definitions will help coordinators and supervisors to explain clearly what 

Roles and Responsibilities

Bibliography:

1. Order "On approval of the Model rules for conducting ongoing monitoring of academic performance, midterm and final certification of students" (Order of the Ministry of Education and Science of the Republic of Kazakhstan dated March 18, 2008 №125)

2. On approval of the criteria for assessing the knowledge of students of secondary, technical and vocational, post-secondary education

Order of the Minister of Education and Science of the Republic of Kazakhstan dated January 21, 2016 № 52. Registered with the Ministry of Justice of the Republic of Kazakhstan on February 19, 2016 №13137.

3. On approval of model curricula for general education subjects and elective courses at the levels of primary, basic secondary and general secondary education

4. Order of the Minister of Education of the Republic of Kazakhstan dated September 16, 2022 № 399. Registered with the Ministry of Justice of the Republic of Kazakhstan on September 23, 2022 №29767.

5. Programme Standards and Practices 2014 IB MYP 1 August 2022

6.Assessment with Bloom's Taxonomy https://docs.google.com/document/d/1kLgpXN1N657io77GT0p5Wgt3DhsBQJxr4wM2g-MhUvY/edit?usp=sharing

7.https://romyp.weebly.com/uploads/8/9/0/1/89012760/myp_personal_projects_guide_2021-assessment.pdf

8.https://www.toddleapp.com/learn/blog-post/introduction-to-the-myp-personal-project/

9. From principles into practice 2014 (updated August 2022)