Assessment for Learning 2010 by Saint Maur International School

Saint Maur International School Coeducational Pre-K-12 Yokohama Established in 1872

A Parent and Student Guide to

Assessment for Learning and other policies concerning Curriculum, Assessment and Reporting Accredited by Council of International Schools New England Association of Schools & Colleges

Contents INTRODUCTION FOR PARENTS THE CONTEXT OF ASSESSMENT FOR LEARNING ....................................................... 5 WHAT IS ASSESSMENT FOR LEARNING? ...................................................................... 6 A SUMMARY OF THE SAINT MAUR INTERNATIONAL SCHOOL ASSESSMENT POLICIES FOR PARENTS ......................................................................... 7 - STATEMENTS OF BELIEF- ............................................................................................. 7 POLICIES AND GUIDELINES FOR PRACTICE ASSESSMENT PROGRAMS AND ASSESSMENT TASKS ............................................... 9 EXTERNAL AND ADDITIONAL INTERNAL ASSESSMENTS...................................... 12 Entrance Assessments ...................................................................................................... 12 Standardized Tests ........................................................................................................... 12 External Examinations ..................................................................................................... 12 HOMEWORK ..................................................................................................................... 13 Elementary School Homework Policy .............................................................................. 13 Middle School Homework Policy .................................................................................... 14 High School Homework Policy ........................................................................................ 14 SUBMISSION OF ASSESSMENT TASKS ........................................................................ 15 Late Tasks ....................................................................................................................... 15 Extensions ....................................................................................................................... 16 Failure to Undertake an In-School Assessment Task Due to Illness .................................. 16 EXAMINATIONS (Secondary School Only) ...................................................................... 18 Arriving Late or Missing an Examination ........................................................................ 18 Co-curricular Activities during Examination Periods ....................................................... 19 Homework Prior to Exams ............................................................................................... 19 Exams which Double as Both Internal Exams and Mock Exams for External Examinations ........................................................................................................................................ 19 MARKING AND GRADING ............................................................................................. 20 The Saint Maur Grading Scale – Elementary School ........................................................ 20 The Saint Maur Grading Scale – Secondary School ......................................................... 20 Assessment Criteria ......................................................................................................... 21 Combining Task Grades to Determine Semester Grades & Combining Semester/Exam Grades to Determine Year Grades .................................................................................... 21 Grade Point Average (GPA) in the High School .............................................................. 23 Externally Referenced Grading Systems in the Secondary School .................................... 23 Effort ............................................................................................................................... 23 Marking and Self and Peer Assessment ............................................................................ 24 Group Tasks .................................................................................................................... 24 Drafts .............................................................................................................................. 24 Academic Honesty........................................................................................................... 24 Feedback to Students ....................................................................................................... 25 Feedback from Student to Teacher ................................................................................... 25 REPORTING STUDENT ACHIEVEMENT ....................................................................... 26 Official School Report Card............................................................................................. 26 The Interim Report .......................................................................................................... 26 Progress Reports .............................................................................................................. 26 Parent-Teacher and Student-Led Conferences .................................................................. 26 2

Transcripts and Academic Records .................................................................................. 27 PROMOTION, COMPLETION and GRADUATION REQUIREMENTS .......................... 28 Elementary School Promotion and Completion Requirements ......................................... 28 Middle School Promotion and Completion Requirements ................................................ 29 High School Promotion and Graduation Requirements .................................................... 30 Non-Academic Completion/Graduation Requirements (Secondary School) ..................... 31 Exceptions to the Above Completion/Graduation Requirements ...................................... 31 END-OF-YEAR YEAR AWARDS TO STUDENTS .......................................................... 32 AWARD FOR DISTINCTION IN STUDIES in Middle and High School. ...................... 32 CERTIFICATE OF MERIT in MS and HS ...................................................................... 32 SENIOR AWARDS for OUTSTANDING CONTRIBUTION TO A SUBJECT .............. 32 AWARD OF ACADEMIC EXCELLENCE AND LEADERSHIP ................................... 33 THE SCHOOL HEAD’S AWARD .................................................................................. 33 JCIS AWARD ................................................................................................................. 33 EARCOS GLOBAL CITIZENSHIP AWARD................................................................. 33 Yale Book Award ............................................................................................................ 34 THE PRINCIPAL’S AWARD ......................................................................................... 34 SPECIAL PRIZES ........................................................................................................... 34 MS HONOR ROLL ......................................................................................................... 34 MS Citizenship Award..................................................................................................... 34 MS Cause for Applause Award ........................................................................................ 34 Elementary School Certificate of Recognition.................................................................. 35 Special Prizes in the Elementary School .......................................................................... 35 Special Sports Award: ..................................................................................................... 36 Other Sports Awards: ...................................................................................................... 37 DIFFERENTIATED LEARNING AND THE ASSESSMENT OF IDENTIFIED STUDENTS ON ADAPTED AND MODIFIED PROGRAMS ................................................................ 37 APPEALS RELATING TO ASSESSMENT ....................................................................... 39 Elementary School Students ............................................................................................ 39 Secondary School Students .............................................................................................. 39 Parents ............................................................................................................................. 39 RESPONSIBILITIES AND ACCOUNTABILITY .............................................................. 40 The Administration .......................................................................................................... 40 Department Heads ........................................................................................................... 40 Teachers .......................................................................................................................... 40 Students ........................................................................................................................... 41 Parents ............................................................................................................................. 41 Monitoring, Evaluation and Review of Assessment Policies and Practices ....................... 41

A Parent and Student Guide to Assessment for Learning This handbook is an abridged version of the school policy document entitled ‘Assessment for Learning’ (AFL). It deals with curriculum, assessment, teaching and learning at Saint Maur. A copy of the full (official) policies is available for viewing by parents at the school at any time. After a brief introduction for parents, this summary document describes the beliefs and policies that guide teaching, learning and assessment practices at Saint Maur International School. As would be expected, many of the policies summarized herein deal explicitly with key aspects of Assessment for Learning (AFL). However, this document is comprehensive and also contains the school policies on many other curricular and academic issues and procedures. In order to adapt to meet the needs of learners and the complexities and diversity which exist within international schools, the school continually reviews and, when and where necessary, revises its curriculum, policies, procedures, practices, etc. We therefore retain the right to exercise our professional expertise and judgment by making necessary adjustments or amendments, which we believe to be in the best interest of our students and the overall program offered. This handbook is the sole property of Saint Maur International School. It is authorized exclusively for the use of its staff, students and parents, and should not be made available to or copied for any other persons or agency without the written permission of the School Head.

INTRODUCTION FOR PARENTS THE CONTEXT OF ASSESSMENT FOR LEARNING The Assessment for Learning policies at Saint Maur are a part of the wider curriculum. This document explains how the Assessment for Learning policies stem from our broader approach to learning and teaching. Curriculum at Saint Maur is founded in the knowledge that:

    

A rich, guaranteed, viable and operational curriculum is the right of every child at Saint Maur International School. Learners construct meaning from the world around them by making their own connections between that which they know, and that which is new. Each child has unique abilities, talents and ways of learning, and each is, therefore, entitled to access the curriculum via different pathways. The students in our classrooms today will become adults in a world that is changing exponentially around them. Saint Maur graduates need to be effective thinkers and communicators who are able to thrive in this rapidly evolving environment. Students learn more effectively when they are involved in, and responsible for, their learning.

Some of the implications of this include:

    

The 21st Century Curriculum ,

(understanding knowledge, skills, dispositions)

INDIVIDUALIZED LEARNING STUDENTS CONSTRUCT THEIR OWN MEANING FROM THE LEARNING THEY EXPERIENCE

HOW will we HELP them to learn it? (Assessment FOR learning, Differentiation, Technology, teaching activities, etc.)

HOW will we know they HAVE learned it? 5

(Assessment OF learning)

ASSESSMENT

CONTENT WHAT will they learn?

(Includes AFL)

LEARNING & TEACHING STRATEGIES TEACHING (Includes AFL) STRATEGIES



A curriculum which teaches essential knowledge and skills for today, while equipping students with the ability to adapt and apply these to the world of tomorrow. A curriculum which emphasizes active student engagement; learners will be involved in an enquiry-based approach to their learning. A curriculum which actively emphasizes deeper understanding by reinforcing the connections within and among grade levels, subject areas and student’s own prior experience. A curriculum which is taught in such a way as to respect and value each child as an individual learner and which empowers students by giving them ownership of and responsibility for their learning. A curriculum which emphasizes the application of knowledge to the world around us rather than the acquisition of knowledge as a purely academic pursuit. A curriculum which emphasizes skills which will be of lifelong importance, such as the ability to work effectively with others, the ability to problem solve, the ability to communicate, the ability to adapt to new technologies, the ability to empathize, the ability to reason and the ability to take care of one’s self and others.

WHAT IS ASSESSMENT FOR LEARNING? The term Assessment for Learning (AFL) was first used by the Cambridge (UK) based ‘Assessment Reform Group’, led by Professor Paul Black in 1999. It is synonymous with the term ‘Formative Assessment’. The principles of Assessment for Learning now guides the established approach to teaching and learning in all good international schools and in many national education systems worldwide. Commensurate with our tradition of staying contemporary with best educational practice, Saint Maur began to implement Assessment for Learning in 2005. Assessment for Learning is not a curriculum in itself, nor is it a set of rules, procedures or strategies through which the curriculum is implemented. Rather it is an approach to teaching and learning which asks teachers, as professionals, to pull together many aspects of their practice into a single ‘philosophical’ and ‘practical’ approach. The basic premise of this approach is that assessment should be used primarily to help students learn. How teachers do this from Grade 1 to Grade 12 and within different academic disciplines may differ widely, as would be expected. However, a core belief in the role of assessment to advance and deepen learning lies at the heart of the choices that teachers make in designing and delivering the curriculum in an AFL classroom. It is important to note that the word assessment is used here in its most inclusive sense – it doesn’t just mean written tests. A teacher can gather assessment evidence in a myriad of different ways – observing students in different contexts, listening to student comments, asking probing questions, setting quality tasks that require students to demonstrate thinking, looking at student work or student notes, asking for feedback on lessons, setting major assignments, tests and examinations, etc. All of these are forms of assessment, and in the AFL classroom the teacher will use each one with the express intention to deepen and advance student learning, not simply to gather data for a report card or a grade. Specifically, the teacher in the AFL classroom might ask:  How can I design and use assessments that assess what is most important and

improve learning?  How can I teach at the conceptual level and so ensure that students develop

enduring understanding?  How can I empower students in the learning process?  How can I best make student learning visible?

Parents who wish to find out more about AFL might look to research the below selection of web resources:

1. 2. 3. 4. 5.

http://www.qca.org.uk/ and please type in ‘Assessment for Learning’ in the Search box which should take you to the right section (UK) http://www.assessmentinst.com/ (USA) http://cms.curriculum.edu.au/assessment/ (Australia) http://www.ltscotland.org.uk/assess/ (Scotland) http://www.tki.org.nz/r/assessment/one/formative_e.php (New Zealand) http://www.oecd.org/dataoecd/19/31/35661078.pdf (OECD)

A SUMMARY OF THE SAINT MAUR INTERNATIONAL SCHOOL ASSESSMENT POLICIES FOR PARENTS - STATEMENTS OF BELIEFThe foundation for Saint Maur’s assessment policies and practices is a set of beliefs about assessment. These beliefs are summarized in the following statements: 

All assessment practices at Saint Maur should be consistent with the school’s philosophy. Therefore, assessment practices must acknowledge and help to develop the unique abilities, strengths and talents of each student while recognizing and accommodating the cultural diversity of the student population and the specific needs of both transient and permanent students.



The prime purpose of assessment is to enable teachers to make judgments about students’ learning. Consequently, if these judgments are to be valid, they must be based upon reliable evidence that was gained in fair and equitable ways.



In all assessment practices, the interests of students are paramount. Therefore, the role of assessment in facilitating student learning should be given priority over all else, including operational convenience.



Assessment practices should be consistent with sound, research-based learning theories.



Assessment should be a means of facilitating student learning, not merely a means of measuring how much learning has occurred. Therefore, each assessment task should be specifically designed to consolidate or advance student learning, and students should be considered an integral part of the assessment process.



Assessment should be based upon clear and defensible learning goals. Students should be informed of the intended learning outcomes for each course and the assessments then aligned with those outcomes.



Significant judgments about student learning should be based upon multiple sources of data which have been derived from varied perspectives. Therefore, teachers must provide students with a range of opportunities to demonstrate their learning.



The development and implementation of assessment policies and practices at Saint Maur should be a collaborative process designed to address the diverse needs of students and their parents. As informed professionals, teachers and administrators should lead this venture.



Grades should be direct indications of academic achievement. Ability, effort, motivation and other factors do influence academic achievement but such factors should not contribute directly to reported grades. When considered necessary, these matters can be reported separately.



Assessment practices should accommodate the identified special needs and language skills of students. Students should be treated without prejudice, and appropriate assistance should be given to help students overcome disability or disadvantage.



Assessment should be challenging and intrinsically motivating for students. Each assessment task should encourage students to perform to the best of their abilities and assessment practices (including marking and reporting) should recognize student achievement and encourage a commitment to further learning.



Assessment is primarily the responsibility of individual teacher, albeit within the context of the wider school. Therefore, each teacher must be accountable for the quality of his/her assessment practices and must also ensure that those practices are consistent with the policies and beliefs contained in this document.



Although it is valuable to involve students in self and peer assessment as a part of their learning, assessments that contribute directly to students’ grades should always be the responsibility of teachers.



Assessment by external agencies can assist students to achieve their post-school goals. Where appropriate, Saint Maur will assist students to take advantage of the opportunities provided by such agencies.



All assessment policies should be readily accessible and all assessment practices should be transparent to all stakeholders, at all times.



Assessment policies and practices at Saint Maur should be regularly monitored and evaluated so that they may be improved continually.

POLICIES AND GUIDELINES FOR PRACTICE ASSESSMENT PROGRAMS AND ASSESSMENT TASKS As part of his/her long-term planning, each teacher will prepare an assessment program for his/her course/subject for each semester. The assessment program will include an indication of which assessment tasks and examinations will be undertaken, a description of each task, and an indication of the weighting of the tasks in calculating overall year/semester grades as appropriate. However, in order to be responsive to the needs of the group, and in order to accommodate unforeseen situations, a teacher may need to make adjustments to the assessment program and will inform students should this be the case. In the case of significant alterations, parents will also be informed. Assessment programs will be made available to all parents (Grades 1-12) electronically, and given to students in paper form in the secondary school. Programs will be available one month after the start of semester one and three weeks after the start of semester two. Teachers are free to choose the most appropriate ways of assessing students in their classes. Each assessment task is selected on the basis that it is a reliable, fair and equitable means of gathering evidence about how well students have acquired the knowledge, understanding or skills the teacher intended them to learn. Each assessment program will include no more than 14 tasks, but may include far less. Assessing students too frequently can lead to learners memorizing discreet ‘facts’ rather than developing deeper concepts and enduring understandings. Some subjects will lend themselves to more frequent assessment than others. Teachers will decide upon the most appropriate assessment program by asking themselves the following questions: 

What do I want the student to know/understand/be able to do? (The OUTCOMES)



What will I be looking for in these tasks that will tell me the students have learned what I intended? (The RUBRIC/CRITERIA)



What is the best (fairest, most reliable) way that students can demonstrate this learning? (The ASSESSMENT TASKS)



How will I arrange my lessons so that the students can be successful in these tasks? (The TEACHING STRATEGIES/LESSON PLANS) (ref: Wiggins/McTigh – Understanding by Design)

Assessment tasks will fall into one of four broad categories as shown in fig.1. These categories describe the context in which the task is completed rather than the task itself. For example, it is very possible for an assignment such as a ‘journal’ to be either a synthesis or an additive task depending upon how it is used.

Fig. 1 ADDITIVE TASKS

SYNTHESIS TASK

Assessment task Assessment task Assessment task Learning Activities

Learning Activity 3

Learning Activity 2

Learning Activity 1

Learning Activity 3 Learning Activity 2

EXAMPLES:  Test  Quiz  Workshee t  Practical

PORTFOLIO TASK

Four Models of Assessment Task

ONE SHOT TASKS

Learning Activity 1

A portfolio is one means of collecting evidence of a student’s learning. It should contain samples of work which demonstrate the student’s progress in meeting pre-defined criteria (i.e. explicit learning expectations). The examples in the portfolio may be selected by the student, by the teacher, or by the student in consultation with the teacher. Assessment of the portfolio should be based on the standard of achievement (relative to the assessment criteria) that is demonstrated through the total collection of evidence. When the portfolio contains several demonstrations of similar learning outcomes, the student should be given credit for the highest level achieved (there should be no “averaging” of the individual portfolio entries.) Three possible models are shown below.

Portfolio – Required Tasks Required Task One

Required Task Two Required Task Three

EXAMPLES: Any task which is completed in stages where each stage is dependent upon the successful completion of the previous stage and there are clear linear connections between the stages. Students should receive formative feedback at each stage and the final submission should be evaluated using a rubric that allows the full task (all its steps/components) to be evaluated as a meaningful whole.   

Diary (one section each week, each new entry building on the last) Journal (one entry each week, each new entry building on the last) Project worked on one component at a time

EXAMPLES: Any task which asks students to synthesize the learning from smaller related activities (on which they have received feedback) into a meaningful product that is more than just the addition of the individual parts.       

Project involving synthesis of ideas Essay Report Investigation Analysis Creation Composition, etc...

Portfolio – Student and/or Teacher Selected Tasks

Selected task 1

Selected task 2

Selected task 3

Portfolio – Combination of Selected/Required Tasks

Required task 1

Required task 2 Selected task 1

Required task 3 Selected task 2

Preventing Overload in Student Work (Secondary School) No more than two assessment tasks (tests and/or projects) may be expected of a single student on any given day. In addition, during the final four weeks of the semester, there is a schedule table for assessment tasks in Grades 11 and 12 indicating the subjects which may set due dates in any given week. This schedule table is published for students at the start of the school year.

EXTERNAL AND ADDITIONAL INTERNAL ASSESSMENTS Entrance Assessments All incoming students are assessed to identify their abilities and needs. Students who, in the view of the school and taking into consideration the constraints that exist, will be unable to benefit from the education we are able to offer will not be offered a place.

Standardized Tests Saint Maur uses a range of standardized tests to provide information to help teachers plan effective learning programs for their students, to help administrators make decisions about the placement of students, and to help identify students who have special learning needs or exceptional talents. Where appropriate, and as a means of informing school improvement plans, standardized tests may also be used to compare the performance of Saint Maur students with other groups of students External Examinations Saint Maur students prepare for exams administered by the IGCSE (High School), IB (High School), AP (High School) and Trinity College London (optional ES-HS). Fuller details can be found in the “Curriculum Overview” booklet.

HOMEWORK Homework for students at Saint Maur is an integral part of the curriculum and homework tasks will be designed to fulfill one or more of the following purposes:            

To help students understand the process of learning by preparing homework that will directly feed into the learning experiences in their next scheduled class To encourage students to explore new ideas and clarify their existing knowledge before the new ideas are dealt with in class To engage students in challenging learning experiences and promote creative thinking in ways that are not possible in class To encourage students to read for enjoyment and learning To encourage students to write for enjoyment and learning To teach and reinforce research skills To encourage students to engage in prolonged learning activities (such as the production of projects) To provide opportunities for student self-assessment To encourage students to take responsibility for their own learning and develop good study habits To develop student initiative and motivation. To help students consolidate their learning by reinforcing the understanding and skills introduced in class To give students time to work on tasks listed on the assessment program (MS/HS)

Elementary School Homework Policy While the quality of homework as a learning experience is more important than the amount of time assigned, nevertheless, the following table is a guide to the approximate time each day that Elementary School students may be expected to engage in homework tasks set by homeroom teachers. In addition to the table (right) the following specialist subjects may set a homework expectation as follows:  

Language Arts, including reading 20 minutes 10-15 minutes 15-20 minutes 20-25 minutes 25-30 minutes

Grade 1 Grade 2 Grade 3 Grade 4 Grade 5

Other Subjects 10 minutes 15-20 minutes 20-25 minutes 25-30 minutes 25-30 minutes

Maximum Total 30 minutes 35 minutes 45 minutes 55 minutes 60 minutes

Japanese -20 minutes per week in Grade 1 and 40 minutes per week in Grades 2-5 Band -15 minutes per night.

The amount of homework assigned over the weekend (including Friday night) should be the same or less than that assigned for a single week night. However, formal homework is often not set on a Friday night or over the weekend in preference of reading or writing for pleasure. Although homework is not set over vacations, homework tasks may be made available to students at this time, and reading and/or writing for pleasure is always strongly encouraged.

In the ES, homework should not usually contribute to semester grades. Parental involvement in homework at this level is often encouraged and consequently homework should be seen as formative assessment, particularly in the lower Grades. As students become older and more independent teachers may wish to utilise evidence from homework to support their judgments about student learning, particularly for extended project tasks. Middle School Homework Policy In Middle School, students may be expected to spend up to an average of 20 minutes per subject on homework daily. As students study 5-6 subjects per day, they can expect to spend up to 2 hours per night on homework assignments. The amount of homework assigned over the weekend (including Friday night) should be the same as that for one week night. No homework should be assigned over short (four-day) vacations. Therefore, no homework task can be set which has a due date earlier than the second lesson back after this vacation. During prolonged holidays such as winter and spring vacations, only journal writing and leisure reading are assigned for homework. For the policy on homework during the examination periods, please refer to the section on ‘Examinations (Secondary School Only)’. (page 17) High School Homework Policy While the quality of homework as a learning experience is more important than the amount of time assigned, nevertheless, High School students may be expected to spend up to an average of half an hour daily per subject for homework. The amount of homework assigned over the weekend (including Friday night) should be the same as that for one weekday night. Students taking IB courses in Grades 11 and 12 are expected to allot more time for their courses outside of class time, according to the demands of their courses. No homework will be assigned over short (four-day) vacations. Therefore, no homework task can be set which has a due date earlier than the second lesson after returning from this vacation. Students in all full-credit courses are encouraged to engage in course-related activities during long vacations but the due date for any assessable tasks may not be the first lesson back upon returning to school. IB/AP students, however, can expect regular homework assignments over these vacations. For the policy on homework during the examination periods, please refer to the section on ‘Examinations (Secondary School Only)’. (page 17)

SUBMISSION OF ASSESSMENT TASKS Students are responsible for the safe-keeping of their assessment tasks until they have been submitted to the teacher. When assessment tasks are completed at home, the student should keep a copy (electronic or otherwise) that can be submitted in circumstances where the original has been misplaced or damaged. Loss of an assessment task (either physical or electronic) will generally not be accepted as a valid reason for late submission. Teachers will apply this policy in a grade-appropriate manner with the expectation that students will take greater responsibility for their decisions and actions as they progress from Elementary School to Middle School to High School. Individual teachers can decide whether or not they are prepared to accept assignments electronically. Assessment tasks may be submitted electronically (by email, into the teacher’s submissions folder, or on suitable media) only when such forms of submission have been specifically indicated by the teacher as being acceptable. In such cases, the following rules will apply: (a) It is the student’s responsibility to ensure that the files are free of viruses;; (b) It is the student’s responsibility to ensure that the files are readable by the teacher using software available on most school computers or software nominated by the teacher; (c) It is the student’s responsibility to ensure that the relevant files are readily identifiable on the media on which the assessment task is submitted. If these conditions are not met, no credit will be given for the assessment task. Late Tasks In the case of Elementary School, penalties for late work are dealt with by the class teacher on a case-by-case basis and at an age-appropriate level. However, in the Secondary School, a task is considered one day late if it is not ready to be handed in at the start of the lesson in which it is due. Late assessment tasks will receive an academic penalty as follows: A task worth A+

1 day late 2 days late 3 days late 4 days late 5 days late 6 days late 7 days late 8 days late

A task worth A

A task worth B+

A task worth B

A task worth C+

A task worth C

A task worth D+

A task worth F

B+

C+

D+

B+

C+

D+

C+

D+

C+

D+

MS – D HS – F F

MS-D HS- F MS-D HS- F F

MS-D HS- F MS-D HS- F MS-D HS- F F

MS-D HS- F MS-D HS- F MS-D HS- F MS-D HS- F F

MS-D HS- F MS-D HS- F MS-D HS- F MS-D HS- F MS-D HS- F F

MS-D HS- F MS-D HS- F MS-D HS- F MS-D HS- F MS-D HS- F MS-D HS- F F

F F F F F F

In the case that a student’s work receives a lower grade for a task due to lateness, this fact will be notified to both parents and students. If a student is late submitting a formative assessment task (e.g. a piece of homework which does not ‘count’ directly to the semester grade) then the following will happen:   

1st occurrence - a verbal warning will be given to the student 2nd occurrence - a progress report will be sent to the student’s parents 3rd occurrence – place the student on the discipline pyramid for failure to follow classroom expectations (detention)

In the case that the teacher considers the formative task to be of great importance (and always in the case of a draft of a major assignment) then a progress report should be sent home without any verbal warning.

Extensions A teacher may grant extensions of time for submission of assessment tasks when there are exceptional circumstances beyond the control of the student (such as serious illness). Students should not assume that extensions will be granted, but may apply for an extension in writing prior to the due date of the assessment task. A form is available from the library for this purpose. The teacher will deal promptly with the application, advise the student of the outcome, and file the relevant documentation. Approving Extension Requests Students are expected to plan thoughtfully so that they have an appropriate amount of time to complete each assessment task. This planning should be flexible enough to accommodate unforseen problems such as technical failures related to computing equipment or unexpected events the night before a long-term task is due. Therefore teachers may, at their discretion, give an extension to students who show evidence of planning ahead and who have legitimate reasons to request extensions well in advance of the due date. The legitimate reason may simply be ‘I am overwhelmed with work’ provided that the teacher is satisfied this is genuine and the student is sincere. However, students requesting an extension shortly before the task is due and who have not exhibited evidence of responsible planning should therefore not usually be granted an extension. A decision to approve or otherwise the extension request lies in the hands of the teacher. However, a student may be granted an extension by the Principal in circumstances akin to an approved absence for exceptional reasons such as attendance at a funeral or verifiable sustained family/personal crisis. Failure to Undertake an In-School Assessment Task Due to Illness A student will not be penalised for being unable to participate in an in-school assessment task if:

 

The student was absent from school under circumstances termed as an ‘excused absence, ‘approved absence’ or ‘off site activity’ in accordance with school policy;; or The student had a legitimate reason for being in the health room at the time of the assessment (confirmed as genuine by the school nurse).

In either of these circumstances, the student will be informed of the following procedure: 1) The task may be attempted by the student at a time convenient to the teacher and, if possible, the student; or 2) If the teacher feels that this would give the student an unfair advantage (for example because the task was of a type where the student could have learned from others who had attempted the task) then the teacher should design and deliver an alternative task which assesses the same learning outcomes as the original task although not necessarily in the same format 3) If timing makes either of these impossible, as a last resort the teacher may choose to drop the assessment entirely and in that case the weightings of the other tasks on the programme should be adjusted proportionately so that the student is not disadvantaged by failure to complete the task. In this case, a note should be made in the report card explaining which part of the curriculum was not assessed irrespective of the final grade derived from the remaining tasks. If the case that the absence does not meet the standard for ‘approved’, ‘excused’ or ‘off site’ OR the visit to the health room is deemed not to have been genuine then the assessment will count as a fail due to incomplete (I-F) when determining the year/semester grade. In the case that a student continually misses assessments under circumstances deemed to be an ‘excused absence’ and the teacher suspects that these absences may be engineered by the student for reasons that are other than genuine, this should be reported to the Principal.

EXAMINATIONS (Secondary School Only) Examinations are held in most subjects in June. There are also examinations in most subjects in February for students in Grades 10 and 12. The internal examination period is 3 days for the MS and 4-8 days for the HS. The summer exams are spread over a much longer period of time in the High School as dictated by the external examination schedule of the IGCSE/IB. No regular classes are held during those periods.  Tests for Grade 6 (held only in June) are 45 minutes long.  Exams for Grade 7 are 60 minutes long.  Exams for Grade 8 are 60-90 minutes long.  Exams for Grade 9 are 90-120 minutes long.  Exams for Grade 10 are 120-150 minutes long.  Exams for Grade 11 and for internally-examined courses in Grade 12 are 120-180 minutes long.  Exams for IB/AP courses (Grade 11 and 12) are scheduled for the same length as the real IB/AP exams. The precise length of time per grade level will be determined by the Principal/level coordinator at the start of the academic year. It is mandatory for teachers to provide students with study guides prior to examinations in the MS.

Arriving Late or Missing an Examination A student who is late for an examination or for an in-school assessment task will be asked to provide a brief explanation to the teacher or proctor before being permitted to commence the examination or assessment task. Students will then be permitted to attempt the examination or assessment task during the remainder of the scheduled time. However, in the case of examinations, students are not permitted to enter the examination room if they arrive more than 30 minutes late. At the completion of the examination or assessment period the student may submit a request for a special examination or re-assessment if they believe that the reason for their late arrival was beyond their control and that their late arrival influenced their performance (a form is available in the library and a copy is in the appendix). The teacher responsible for the course will consult with the Principal and then advise the student of any new assessment arrangements before filing the relevant documentation. If the request for a special examination is approved by the Principal, a special exam will be re-scheduled at a time convenient to the school and teacher (but not necessarily to the student). A special fee may be charged for setting, proctoring, and marking this exam/task.

If the request for a special exam/assessment task is denied or the student fails to sit the special examination then they will receive a grade based on their performance in those parts of the examination which they were able to attempt in the time available (which may be an ‘incomplete – fail (I-F)’ grade). Co-curricular Activities during Examination Periods Students are not permitted to engage in co-curricular activities during the examination blackout periods. The examination blackout period is usually defined as 48 hours before any exam to be sat by a student (24 hours for Monday exams). Also, on the day/evening of an examination students may not be invited or required to attend any match, performance or competitive/semi-competitive event (although ‘regular’ practices are permitted). However, at the request of the student’s parents, the Principal may give approval for students to be exempted from the above stated policy following consultation with the relevant teachers. Equally, if it is felt to be in a student’s best interest, parents may request in writing, or the school may require, that a student be given an additional 5 school nights of ‘blackout’ from activities. Such blackouts would not disadvantage the student in any way in his/her cocurricular activity. In any case, students will be permitted to engage in individual activities such as track (but not relay), open gym or individual Fine Arts activities during examination blackout periods unless expressly prohibited by the Administration.

Homework Prior to Exams During the week prior to exams, there should not be any homework related to new material and no major assessment tasks may be due. Homework during the week prior to examinations should therefore be limited to review assignments. However, in subjects for which there is no exam, although regular homework tasks can not be assigned, teachers are able to introduce new material during class time. Also, in these subjects, students may be expected to hand in a single major task during the examinations period provided that:  

The task is worth at least 10% of the year grade (so equivalent in weighting to that of an examination) The task had been set at least 4 school weeks before the start of the exam session

Exams which Double as Both Internal Exams and Mock Exams for External Examinations In February of Grades 10 and 12, and in certain other cases in June, teachers may set examinations which count towards a final year grade but which also serve as a ‘mock’ for the upcoming external examination at IGCSE or IB level. In order to serve as a fair and valid summative assessment for the purpose of the school grade but at the same time afford students the opportunity to learn from the experience as a ‘mock’ the teacher will modify either the context expectations and/or the grading criteria. At the same time they will aim to keep the format and layout of the exam as close to the actual IGCSE/IB paper as possible.

MARKING AND GRADING The Saint Maur Grading Scale – Elementary School The grades used for reporting students’ achievements (at the end of each semester) are defined as follows: Ms Mastering: Consistently achieving the highest level of performance that can reasonably be expected of a student at this grade level in this task (course/subject). Cs

Consolidating: Regularly (but not always) achieving the highest level of performance that can reasonably be expected of a student at this grade level in this task (course/subject).

Developing: Consistently achieving above the minimum reasonable expectations at this grade level in this task (course/subject).

Beginning: Achieving minimum reasonable expectations at this grade level in this task (course/subject).

BE Below Expectations: Not Achieving minimum reasonable expectations at this grade level in this task (course/subject) Grade 1 courses are not graded. A student who has failed a semester due to an incomplete assessment program would receive the grade ‘I-BE’, meaning “Incomplete BE’. In the case of assessment tasks, the upper and lower reasonable expectations for each of the outcomes assessed in the assessment task will be made explicit in the criteria students are given at the commencement of the task (for example, in the rubric). The Saint Maur Grading Scale – Secondary School The grades used for reporting students’ achievements (at the end of each semester) are defined as follows: A+ Has exceeded the highest level of performance that can reasonably be expected of a student at this grade level in this task (course/subject). A

Consistently achieving the highest level of performance that can reasonably be expected of a student at this grade level in this task (course/subject).

Regularly (but not always) achieving the highest level of performance that can reasonably be expected of a student at this grade level in this task (course/subject).

Consistently achieving above the minimum reasonable expectations at this grade level in this task (course/subject).

Achieving minimum reasonable expectations at this grade level in this task (course/subject). 20

Not Achieving minimum reasonable expectations at this grade level in this task (course/subject). A student who has failed a semester (or year) due to an incomplete assessment program would receive the grade ‘I-F’, meaning “Incomplete F’. For students whose performance falls within the upper range of the B, C or D descriptors, the suffix + may be applied to the grade. In the case of assessment tasks, the expectations represented by the grades will be made explicit in the criteria students are given at the commencement of the task (for example, in the rubric). Assessment Criteria For all assessment tasks (other than quizzes, tests and examinations) that will contribute to students’ semester grades, students are informed in writing of the marking criteria at the time they are given the assessment task. This information is in the form of a rubric or other suitable marking guide that allows students to understand what they must do to be successful in the task. For example, the teacher may issue a rubric outlining the quality of performance at the grade levels of A, B, C and D (MS/HS) or Mastering, Consolidating, Developing and Beginning (ES). Sometimes a teacher may want the students to be partners in generating the criteria for a task and will engage the students in building a rubric together as a learning activity. For all tests and examinations that will contribute to students’ semester grades, students are informed in advance of the general content and style of questions they will be asked. This information should enable students to see what skills, knowledge and understanding they will be expected to demonstrate, the possible/likely modes of demonstrating these, and the criteria by which their performances will be judged. In addition, Middle School students will receive a study guide prior to their examinations. Combining Task Grades to Determine Semester Grades & Combining Semester/Exam Grades to Determine Year Grades This policy concerns the acceptable methods for combining weighted assessment results in the following situations: 1. To combine the grades of individual assessment criteria into a single grade for any given task (e.g. a weighted analytic rubric) 2. To combine individual task grades into a single semester grade 3. To combine semester and exam grades into a single year grade Teachers have 2 (and only 2) methods available to them as follows: 1. Mathematical Method (see below) 2. Holistic “Criteria-based” Method (see below) However, ALL grades should initially be calculated using the 1 st (mathematical) method and then, as appropriate, the 2nd (holistic method) can be applied as described below. 21

As a prerequisite to both methods, teachers must first have determined the appropriate weightings of each component taking into consideration the relative importance of the learning outcomes represented by each. METHOD ONE: Mathematical Method Step One: Award a numerical value to grades as follows: A = 3.5 (mastering in ES) B+ = 3.0 B = 2.5 (consolidating in ES) C+ = 2.0 C = 1.5 (developing in ES) D+ = 1.0 D = 0.5 (beginning in ES) F = 0 (below expectation in ES) Step Two Then after a weighted averaging of these grades convert the final answer as follows: >3.249 = A (mastering in ES) >2.749 = B+ >2.249 = B (consolidating in ES) >1.749 = C+ >1.249 = C (developing in ES) >0.749 = D+ >0.249 = D (beginning in ES) <0.249 = F (below expectation in ES) A spreadsheet is available to do these calculations for you and should be requested from the Director of Curriculum or level Principal. Ensure that you are using the most current (bug free) version. METHOD TWO: Holistic “Criteria Based” Method This is not a subjective method but very precisely asks teachers to make holistic judgments based upon evidence of learning. Step One: Make the mathematical calculation using method one above. The final awarded grade can never be lower than this grade. Step Two: Examine the grades awarded for criteria (content or skill) which were common to more than one component. If you feel that the final result does not reflect the student’s attainment level in those repeated criteria, you can upwardly adjust the final grade to take this into account. In other words, we do not mind if a student could not do a specific skill (or demonstrate understanding of specific content) in September; if you have evidence that they can do it in January, then we want to acknowledge that. In that case, we remove the negative averaging effect of the early low grades for that specific skill and upwardly adjust the final grade proportionally.

Transparency Teachers are asked to be prepared to explain to students and parents which of the two methods they are using and why they chose to do this. Of course, teachers are unlikely to use only one method, but will probably need to use a balance depending upon the specific nature of the learning outcomes represented by the grades they are seeking to combine. Please refer to the guidelines for practice for advice over which method to utilise. Grade Point Average (GPA) in the High School The grade point average (GPA) is a numerical summary of a student’s grades awarded throughout Grades 9-12 and is used by students in Grade 12, as required, in applying for admission to certain universities and colleges (only) and not for any internal school-based decisions.

Letter Grade A+ A B+ B C+ C D+ D F

GPA 4.0 4.0 3.5 3.0 2.5 2.0 1.5 1.0 0

The GPA is calculated by first converting each letter grade (the final year grades for courses in 9-12) to a point (as shown in the table on the right), then multiplying this number by the credit allocated to the course. The points are (or I-F) then added and divided by the total number of course credits the student is attempting to earn. This process means that an A (for example) in a 1 full-credit course contributes more to the GPA than an A in a ½ credit course. Certain courses (e.g. AP and IB courses) carry a bonus when a student’s GPA is calculated. Full details can be found in the “Curriculum Overview” booklet. Externally Referenced Grading Systems in the Secondary School At Saint Maur, students may study courses in which the curricula are based upon the British system (IGCSE), the American system (AP), the International Baccalaureate (IB) or schoolbased guidelines. However, the grading of all assessment tasks for the purpose of internal reporting follows the Saint Maur grading scale described above. Teachers in externally assessed courses (IB, IGCSE) will also sometimes wish to report to students their attainment on a given task in terms of IB/IGCSE scales. However, this must be in addition to, not as a replacement for, the Saint Maur Grade. This is because it is the Saint Maur Grade which counts toward the student’s graduation requirements and ultimately their GPA which is, for many students, the crucial factor in gaining college acceptance. Effort Effort is extremely important and learning cannot take place without it. Teachers will assess and report on effort and other school-wide skills and dispositions through report card comments. However, academic grades are awarded on the basis of academic performance and not on the basis of students’ effort. This ultimately makes the grades awarded more reliable

and protects the integrity of our reports and transcripts. Ultimately this is to the benefit of all students. Marking and Self and Peer Assessment One of the most important aspects of AFL is involving students in their learning. For that reason, frequent opportunities for self and peer assessment will be a feature of classrooms at Saint Maur. Self and peer assessment involves students in the process of making judgments about the quality of their work and in so doing develops their powers of analysis, reasoning, self-reflection, goal setting and self-improvement. By learning about what quality work really is, students will more easily attain it. However, such activities will be designed only to help students with their learning and will not affect the grades awarded by teachers. This is because, like with everything, assessment is a skill which needs to be learned. It is, therefore, the responsibility of the teacher to determine the final grade. Group Tasks The School recognizes the value of engaging students in collaborative and co-operative learning activities. Learning is a social activity and students will often learn better when applying their learning in a group context. On some occasions, this might lead to the use of group assessment tasks. However, in all assessment tasks that contribute to a semester/year grade, teachers will ensure that the assessment result awarded reflects the learning of the individual student, and not the group as a whole. Drafts For all appropriate tasks that contribute to a semester grade, students will be given at least one opportunity to submit a draft of the task. Appropriate tasks would include major assignments, but would not include tests or other ‘one-shot’ type tasks (see table on page 10). The draft will allow students to receive formative feedback on the criteria they have not yet achieved and give them an opportunity to implement improvements prior to final submission. The draft itself will not count in the semester grade. At the High School level, teachers may choose to require a draft or may leave this as an option. At the Middle School level, however, drafts will be required of students. At the Elementary School level, teachers will give students the opportunity to draft as is felt to be appropriate. There are many types of assessment in which drafting and the chance to improve incrementally is possible. However, although the opportunity for drafting is valuable, there should be a point at which the line is drawn and the student is asked to move on. For the same reason, a ‘test’ will usually be considered final;; ‘re-tests’ will not be encouraged unless the teacher feels that there is a valid reason to do so. Academic Honesty Students are expected to make an honest attempt at each assessment task, to give appropriate credit to all sources of information and ideas, and to submit only work that is their personal

effort. Equally, a student should not let another student copy his/her work and pass it off as his/her own. Plagiarism and cheating (whether planned beforehand or not) are considered very serious offences. The academic consequence for students engaged in academic dishonesty in the Secondary School is typically that the assignment receives an ‘F’. Non-academic consequences (such as detention) may also be levied. In the Elementary School, academic dishonesty is viewed seriously and will be addressed at an age-appropriate level by the teacher as part of the learning process. Feedback to Students Students are entitled to personal detailed constructive feedback that will assist them to improve their learning. This feedback will usually include written comments which will give reference to the extent to which the criteria for the assessment task (for example as shown in the rubric) had been achieved. Feedback will aim to:  enable students to recognize where they are and where they need to be  be pitched in such a way that students are capable of closing the gap (i.e. it is realistic)  be frequent and timely  be understandable, given the student’s developmental level Teachers will utilize a variety of feedback strategies with the ultimate objective of developing self-reflective learners who are capable of self-analysis and self-generated improvement. So that the feedback can be meaningful, teachers will give students help in interpreting their feedback as well as time to make improvements based upon it. Feedback from Student to Teacher A key aspect of AFL is that teachers actively seek ways to elicit student feedback about their learning. Teachers will use classroom strategies to enable frequent opportunities for students to give them information about what they have understood, what they have not understood, what is helping them to learn and what is not being effective in helping them to learn. By making student learning visible in this way, teachers will be able to better respond to the needs of each individual learner. This means that pre-assessment (to find out where students are before beginning a unit or topic) and ongoing formative assessment (to find out how students are grasping key material as the unit progresses) will be a common feature of classrooms of Saint Maur.

REPORTING STUDENT ACHIEVEMENT Official School Report Card Report cards are issued twice a year, once for each of the two semesters. The reports indicate the subjects the student is studying and the teacher(s) responsible for each subject as well as grades and comments as appropriate. In the Elementary School, for subjects taught by the homeroom teacher, the comments are consolidated into a flowing narrative in which the teacher also reports on the connections students are making through the IPC curriculum. In addition, specialist teachers (Music, Japanese, Religious Studies, etc.) give their grades/comments separately. The attainment grade is given using the terminology described earlier (Mastering, Consolidating, Developing, Beginning, Below Expectations). Grade 1 do not receive attainment grades. In the Secondary School, the report card will indicate the student’s attendance record and any detentions, suspensions, or other relevant information about the students’ school activities. This is in addition to grades and comments from subject teachers, and comments from homeroom teachers. The report will also show any important points of which parents need to be aware, for example, if a child’s grade is artificially low due to missing or late assessment tasks, then this will be noted on the report. The Interim Report Teachers will complete an interim report for each student mid-way through the first semester. This report will indicate academic progress as well as the degree to which the student is actively participating in class. Comments may also be given. This report is for information to parents only and is not used to report or calculate semester grades. In Semester two, an interim report will be issued only in the case of students who received an ‘F’/‘Below Expectation’ or ‘D’/‘Beginning’ in any subject in their Semester 1 report card. Progress Reports Progress reports can be issued at any time to inform parents either of their child’s positive progress or of a cause for concern. The progress report will be accompanied by a request that the parent confirm its receipt and, where appropriate, may invite or require the parents to arrange a meeting with the teacher to discuss the situation. Parent-Teacher and Student-Led Conferences Parent-teacher conferences are held once each semester. In the Secondary School students may be either invited or required to attend the conference at the request of either the teacher or the parent. In the Elementary School the first conference is a student-included conference (Grades 3 -5 ) and the second is student-led. However, if the teacher feels that a confidential conversation with the parent is preferable, they have the right to ask the student to wait outside for all or part of the conference.

Additional parent-teacher conferences (including telephone conferences) may be held at the request of either the teacher or parent. Parents can contact teachers by letter or email to set up such conferences. To contact teachers by email, parents should use the following address: Teacher initial+family name@stmaur.ac.jp would mail jsmith@stmaur.ac.jp

For example, to contact Mr. John Smith you

Transcripts and Academic Records Students or their parents may request an official transcript of the studentsâ&#x20AC;&#x2122; academic records when they leave Saint Maur. This transcript will list the subjects the student has studied at Saint Maur, the final grades awarded each year, credits earned and the GPA (if appropriate). As with all official school documentation, final transcripts/report cards will not be released unless financial obligations to the school (including completed clearance forms) have been met.

PROMOTION, COMPLETION and GRADUATION REQUIREMENTS Elementary School Promotion and Completion Requirements While it is a general expectation that students will gain passing grades (or in the case of Grade 1, achieve learning goals to a satisfactory standard), there are no formal promotion or completion requirements in the Elementary School. Promotion decisions are made on a case-by-case basis after taking into account both the academic achievement and the maturity of the student. Specifically, the following factors are taken into consideration:  Academic achievement  Proficiency in the English language  Years of formal education in English  Aptitude  Social maturity  Emotional maturity Before the end of the first semester, should a homeroom teacher have a concern about a student’s academic progress and suitability for promotion into the next grade, the following steps will be taken:     

Meeting with all the student’s teachers Meeting with the English as an Additional Language Coordinator, Learning Support Coordinator and School Counselor as appropriate Conference with the parents Meeting with the Principal Discussion at the Administrative level

This process will result in a letter being drawn up by the Principal which will specify the expectations for the student in order for him/her to be eligible for promotion to the next grade level. This letter will probably stipulate minimum academic expectations and may, depending upon individual circumstances, recommend or require the following steps either immediately, or in the case that attainment does not improve within a specified time period:      

Extra assistance After-School Academic Support Program English as an Additional Language inclusion/pull out Special Needs assessment and/or assistance Tutoring Involvement in summer school or special summer projects

While the process above is the ideal, a sudden and/or unexpected change in a student’s performance, attitude, behavior or attendance, could result in the Administration making the decision that it would be in the best interest of the student to repeat the year. In some circumstances, a student may be required to withdraw. Such a decision is made at the discretion of the School Administration who, after having reviewed the student’s overall

performance, have deemed that the student and school are not a compatible match, and that the student’s needs would be better met elsewhere. Students in Grade 5 who are eligible for promotion to Grade 6 will receive a Completion Certificate at the end of the academic year. This certificate recognizes that the student has successfully completed his/her Elementary School career. Students who are not eligible for promotion will instead receive a Certificate of Attendance indicating the number of years they have attended Elementary School at Saint Maur. Students who receive the Certificate of Attendance and subsequently (e.g. through summer school or special summer projects) meet the identified learning expectations for promotion will be eligible to receive the Completion Certificate at that time. Students who are accepted into Grade 6 but on a modified program may, at the discretion of the Administration, be eligible only for a Certificate of Attendance or may be granted a modified Completion Certificate. Middle School Promotion and Completion Requirements While it is a general expectation that students will gain passing grades, there are no formal promotion or completion requirements in the Middle School. Promotion decisions are made on a case-by-case basis after taking into account both the academic achievement and the maturity of the student. Specifically, the following factors are taken into consideration:       

Academic achievement in each course Proficiency in the English language Years of formal education in English Aptitude Social maturity Emotional maturity Identified special needs

Before the end of the first semester, should a teacher have concerns about a student’s academic progress and suitability for promotion into the next grade, he/she is required to inform the Principal. In such cases, the following steps will be taken, co-ordinated by the level Principal:     

Meeting with the student’s homeroom teachers Meeting with all the student’s subject teachers Meeting with the English as an Additional Language Coordinator, School Counselor and Learning Support Coordinator/Committee as appropriate Conference with the parents Meeting with Principal and Director of Student Services

Extra assistance After-School Academic Support Program 29

 English as an Additional Language inclusion/pull out  Special Needs assessment and/or assistance  Tutoring  Involvement in summer school or special summer projects Students in Grade 8 who are eligible for promotion to Grade 9 will receive a Completion Certificate at the end of the academic year. This certificate recognizes that the student has successfully completed their Middle School career. Students who are not eligible for promotion will instead receive a Certificate of Attendance indicating the number of years he or she has attended Middle School at Saint Maur. Students who receive the Certificate of Attendance and subsequently (e.g. through summer school or special summer projects) meet the identified learning expectations for promotion will be eligible to receive the Certificate of Completion at that time. Students who are accepted into Grade 9 but on a modified program may, at the discretion of the Administration, be eligible only for a Certificate of Attendance or may be granted a modified Certificate of Completion. High School Promotion and Graduation Requirements To qualify for the Saint Maur High School Diploma a student must achieve a passing grade in the following year-long courses: Subject Courses English 4 Mathematics 3 Science 3 Social Studies 3 French OR Spanish 2 Japanese 2 Physical Education 2** Religious Studies 4** HS options **Half-credit courses

Required to Graduate English 9, 10, 11 and 12 Mathematics 9, 10 and 11 (any level) Science 9, Science 10 and one full-credit course in Grade 11 History 9, History 10 and one full-credit course in Grade 11 French OR Spanish 9 and 10 (may be waived) Japanese 9 and 10 (A or B) Physical Education 9 and 10 Religious Studies 9, 10, 11 and 12 OR Theory of Knowledge 11 and 12 From among the following in Grades 9 and 10: Art, Drama, Information Communications Technology, Music

One unit of credit will be awarded for a passing grade in each course that meets for 4 or 5 periods per week for a full school year. If a student fails 3 or more courses he/she will be required to repeat the year. If a student fails one or two courses he/she will have the opportunity of taking a comprehensive examination in the summer which must be passed in order to gain credit for that course (equivalent to having passed the course to the maximum of a grade D). However, even if this examination is still failed, it may be possible for the student to proceed to the next grade level, provided he/she can gain access to a course which will enable him/her to meet the minimum course credits for a diploma over the four years of High School (see graduation requirements above). This is possible in some subject areas but not in others. Details of courses and their pre-requisites can be found in the “Curriculum Overview” booklet.

On occasion, at the discretion of the school, a coursework option or component may be offered as part of any comprehensive examination taken in the summer. Non-Academic Completion/Graduation Requirements (Secondary School) An additional non-academic requirement for graduation is that the student must meet the minimum attendance requirement of absences not exceeding 144 class periods (18 days) over the course of any one year. For the purpose of this policy, a partial absence from a period (due to a tardy) would count as a full period missed. Exceptions to the Above Completion/Graduation Requirements While the processes outlined above are the ideal, a sudden and/or unexpected change in a student’s performance, attitude, behavior or attendance, could result in the Administration making the decision that it would be in the best interest of the student to repeat the year. In some circumstances, a student may be required to withdraw. Such a decision is made at the discretion of the School Administration who, after having reviewed the student’s overall performance, have deemed that the student and school are not a compatible match, and that the student’s needs would be better met elsewhere.

END-OF-YEAR YEAR AWARDS TO STUDENTS The following awards and prizes are available to students at Saint Maur: AWARD FOR DISTINCTION IN STUDIES in Middle and High School. This award is presented to students who received an A as a final year grade in 50% or more of their subjects, all of which will be listed on the award, and who meet minimum promotion requirements. In addition, a student receiving this award may not have received an F in any subject. The award is presented at the end of the year (not each semester). (NB All subjects for which a final year grade is awarded are considered when recipients of this award are being determined.) CERTIFICATE OF MERIT in MS and HS This award is presented to students who achieve at least four of the following criteria in any school year.  A student who frequently spends more than the required amount of time on assignments  A student who chooses to do an extra external exam/test and prepares for it on his/her own  A student who frequently relates the topic to current and topical events, because he/she reads a newspaper/journal or watches the news intelligently on TV (most appropriate to social studies subjects)  A student who frequently asks perceptive questions about the subject both inside and outside the regular classroom  A student who has shown academic improvement or who has consistently achieved at the highest academic level (this should not be a duplication of the Award for Distinction in Studies—it is designed for those students who achieve an A in only one or two subjects, while ALSO fulfilling some of the other listed criteria).  A student who shares his/her love of the subject with other students and has a collaborative, inclusive learning approach in lessons that promotes and enriches the subject for all students.  A student who demonstrates academic leadership or behaviours that provide an excellent model for other students in the classroom  A student who is able to link the material learned in one subject area with other subject areas NB It is possible that in some classes NO student would receive a MERIT award, while in other classes there may be several students. There is no artificial ‘cut off’ or percentage of students who may receive the award as we wish to promote collaborative learning and not competition. However, students will need to meet a specified number of the criteria and so the award will be rare and valuable. SENIOR AWARDS for OUTSTANDING CONTRIBUTION TO A SUBJECT These awards are presented to students who:

  

Demonstrate exceptionally high academic achievement (minimum 'A' year average but not necessarily the “best” in the class) Demonstrate commitment to the subject beyond the expectation Share their love of the subject with other students and have a collaborative, inclusive learning approach in lessons that promotes and enriches the subject for all students

Normally, this award will be presented to a single student in a class. However, if two or more students meet the criteria to an equal extent, then it could be awarded to more than one student. AWARD OF ACADEMIC EXCELLENCE AND LEADERSHIP The recipient of this award will be the student or student(s) in Grade 12 who:  Demonstrate exceptionally high academic achievement in their classes (but not automatically the student with the highest GPA)  Demonstrate commitment to the school and to learning  Share their love of learning with other students by having a collaborative, inclusive learning approach in lessons that promotes and enriches the school day for all students and teachers THE SCHOOL HEAD’S AWARD The recipient of this award will be the student who a good representative of his/her own country. This person will have a positive attitude toward the life and culture of others and be a contributing force in the life of the school S/he will have the ability to bring differing people together into a sense of community, thus furthering the cause of international understanding.

JCIS AWARD Japan Council of International Schools Award - has sent a beautiful certificate to be given to a high school student at the end of the year. It only states it is a 2008 Recognition Award for the Promotion of Japanese Culture: Presented: “In recognition of the efforts made to learn and assist others in understanding and appreciating the culture and the people of Japan.” EARCOS GLOBAL CITIZENSHIP AWARD This award is presented to a student who embraces the qualities of a global citizen. The student is a proud representative of his/her nation while respectful of the diversity of other nations, has an open mind, is well informed, aware and empathetic, concerned and caring for others, encouraging a sense of community and strongly committed to engagement and action to make the world a better place. Finally, this student is able to interact and communicate effectively with people from all walks of life while having a sense of collective responsibility for all who inhabit the globe.

Yale Book Award This award is presented to an outstanding junior student who exemplifies the qualities of academic scholarship, citizenship, personal character, and intellectual promise, and who contributes to the school and community. THE PRINCIPAL’S AWARD From time to time the Principal may recognise a student who makes an exceptional contribution to the life of the school. SPECIAL PRIZES From time to time, special prizes may be given to students who have achieved something above and beyond their peers in a specific competition. The term ‘Prize’ is used to denote the recognition of success in a one-off event and cannot be given for ongoing learning (e.g. the student with the best grade average in the year). Typically, but not always, prizes go to one student only, or to a small number of students (e.g. first, second, third place etc). Teachers or departments who wish to offer a special prize (funded from their departmental budget) must first gain approval from the administration. Examples: 1) A SCIENCE prize for the best extra essay written by a student, demonstrating exceptional interest 2) Similar prizes in other subjects according to a set of criteria based on a single competitive event (not simply ‘top of the class’) 3) Prizes given by outside bodies (not the KPASSP) for, for example, haiku or performance in a Math competition 4) A (Lions-Quest) citizenship prize for, for example, specific volunteer activities MS HONOR ROLL A student’s name will be placed on the semester-based Middle School Honor Roll if the student achieves a ‘B’ or higher in all the subjects for a given semester. A student achieving an ‘A’ in all, or all but one subject, will be awarded the ‘Honor Roll with Distinction’. In this case, the subject in which the student did not gain an ‘A’ should not be lower than a ‘B’. MS Citizenship Award Teachers may nominate students who exhibit outstanding citizenship. Details of this award are available from the MS Coordinator/Principal. MS Cause for Applause Award MS students may nominate classmates who deserve recognition for fulfilling the classes stated aims with regard to citizenship. Details of this award are available from the MS Coordinator/Principal.

In the Elementary School the Prizes and Awards will be as follows…. Elementary School Certificate of Recognition This award is presented to all students. The certificate is presented at the end of the year by the Elementary Principal. However it is completed and signed by the child’s homeroom teacher. The certificate will list the reasons for the award. These reasons fall into the two categories of academic and social learning, both of which are considered to be equally important in the development of the whole child. The below are comments from which teachers may select. Teachers are free to create their own comments rather than draw from those below but these comments should recognise a specific achievement (not just be a general congratulatory comment) and should be no longer than the longest comment below and no shorter than the shortest comment below:                

Consistently demonstrating academic excellence across the curriculum. Demonstrating a true international spirit in fully embracing all cultures. Being an excellent role model in consistently displaying appropriate behaviour, making sensible, mature decisions and acting for the good of the group. Showing initiative and independence in exploring a variety of learning options. Showing a strong awareness of the needs of others by actively responding to situations with kindness and care. Being a cheerful, positive and cooperative member of the class group. Being an active listener and accepting of the ideas and opinions of others. Consistently interacting with teachers and peers with openness and honesty. Remaining open to new situations and responding with enthusiasm. Graciously accepting and acting upon advice and encouragement given to improve scholastic performance. Showing significant academic improvement throughout the year. Showing significant improvement in social development. Displaying a responsible and reliable attitude in all areas of school life. Continually being an active, ‘hands on’ learner, who approaches all tasks with enthusiasm and a desire to succeed. Cheerfully participating in class activities. Actively encouraging learning in others through a cooperative and sharing approach.

Special Prizes in the Elementary School From time to time, special prizes may be given to students who have achieved something above and beyond their peers in a specific competition. The term ‘Prize’ is used to denote the recognition of success in a one-off event and cannot be given for ongoing learning (e.g. the student with the best grade average in the year). Typically, but not always, prizes go to one student only, or to a small number of students (e.g. first, second, third place etc). Teachers who wish to offer a special prize (funded from their budget) must first gain approval from the administration.

Examples: 1) A SCIENCE prize for the best project by a student, demonstrating exceptional interest 2) Similar prizes in other subjects according to a set of criteria based on a single competitive event (not simply ‘top of the class’) 3) Prizes given by outside bodies for, for example, haiku or performance in a Math competition 4) A (Lions-Quest) citizenship prize for, for example, volunteer activities

Athletic Awards Given at the End-of-Year Athletic Banquet to Students in the MS and HS: The following awards may be given by the Athletic Director and coaches of Middle and High School Competitive Sports at the end-of-the-year Athletic Banquet: For each team sport (if co-ed sport such as cross country, separate awards for boys and girls may be given): 1. Coach’s Award: This is given to the athlete who has exhibited high motivation and dedication to the team. Criteria include attitude, positive influence on the other athletes and assistance to the team and coach. 2. Most Valuable Player: This is given to the athlete who has exhibited the most profound skills in the particular sport. At Saint Maur, it should include the positive influence the athlete has had on the team and the school while playing the sport. Cooperative attitude and exhibiting of fair play should also be considered. 3. Most Improved Player: This is given to the athlete who has exhibited the most improvement from the start to the end of the season. At Saint Maur, it should include excellent attitude and the positive influence the athlete has had on the team. Special Sports Award: 1. Athlete of the Year (1 for boy athlete in MS, 1 for boy athlete in HS, 1 for girl athlete in MS, 1 for girl athlete in HS): This is given to only one boy and one girl who took part in at least 2 seasons of sports and exhibited the most profound skills while playing the sports. Criteria should include a cooperative attitude and exhibiting of fair play. It should be the student who set a good example for the other athletes on all teams in the school. This award will be entered on the school’s plaque 2. Scholar – Athlete Award: This is given as the last award of the Sports Banquet and is considered to be the most prestigious. The award is given to one high school student , boy or girl, who was in the top 10% of his or her class, academically, at the last grading period (1st Semester in January) and has participated in at least two seasons of sports throughout the year and is a good model to the other athletes. The accomplishment is a tribute to the student who has been able to maintain his or her high academic standing, while still participating in two or more seasons of sports and is a good example to the other students.

Other Sports Awards: 1. The AD and coaches may decide to present other special, singular awards for particular sports or for the After School Sports Programme, after consultation with the Principal is accomplished. Students will not be eligible for consideration for the above sports awards if any of the following apply: 1. They have been sent out of a game (‘red carded’) by a coach or referee for bad behaviour, unfair play or excessive anger 2. They have quit a team, for whatever reason, prior to the end of the playing season Finalization of Awards: 1. AD will solicit all awards from the coaches. AD will then scrutinize them, make necessary adjustments and present them to the principal to insure that all are qualified. Certificates and other prizes will then be produced. 2. Award of ‘Athlete of the Year’ will be a write in of all coaches in the HS and they should write a narrative giving testimony of the student’s qualifications to receive the award. 3. In the case of the Co-Curricular award, the AD and Director of Fine Arts will liaise and then will submit names of suitable candidates. The principal will arrange for a final decision to be made as to the recipient of the award. In Both ES and MS/HS… In addition there are other awards and prizes which fall outside the remit of the main school awards, such as the MS citizenship award, and the fine arts awards. There is a separate procedure for these which is available from the relevant co-ordinator or department head.

DIFFERENTIATED LEARNING AND THE ASSESSMENT OF IDENTIFIED STUDENTS ON ADAPTED AND MODIFIED PROGRAMS Differentiation is the use of strategies in learning and assessment that allow the teacher to meet the needs of all learners who have not been designated as special needs students. In this flexible approach to teaching and assessment, neither the outcomes, nor the expected standard of attainment of those outcomes is altered for any particular student. All students at whatever level of differentiation are expected to demonstrate their learning to the same minimum standard. Differentiation requires the teacher to use appropriate content, use a range of instructional strategies and techniques, and allow students to demonstrate their learning in appropriate ways so that different needs and learning styles of all students in the class are met. Individual teachers make all the decisions about differentiation as part of their normal approach to teaching. Adaptations to teaching and assessment are used when there is a specific diagnosed reason why a student needs to have the assessment altered to give him/her a fair chance to demonstrate his/her learning of the same outcomes to the same standard as the others in the class. An adapted program retains the learning outcomes of the prescribed curriculum, but teachers make adaptations so that identified students can participate fully in the program. These adaptations may include alternative formats for materials (e.g. large print books), 37

alternative instructional strategies (e.g. use of an interpreter, special visual aids), and variations to assessment practices (e.g. extra time, oral examinations). A modified program has learning outcomes that are substantially different from the outcomes in the prescribed curriculum. A student will be placed on a modified program when a team (the Learning Support team, the class teacher, the Administration and an outside professional) deem either that the student is unable to achieve the normal program outcomes to the minimum standard expected to achieve a “D” (“Beginning” in Elementary School) grade or that he/she is easily able to achieve the standard required for an ‘A’ (“Mastering” in Elementary School) grade and therefore needs a more enriched curriculum. Students on modified programs are assessed against the outcomes specified in their Individual Education Plan (IEP). Except in the case of modifications to enrich the curriculum, no grades are allocated for modified courses and these students are also ineligible to receive a Saint Maur High School Diploma. In the case that the program has been ‘enriched’, a grade of A+ will appear on the report card and comments will explain how the student is working beyond the expected level. The transcript will indicate that the program was modified or enriched. English as an Additional Language (EAL) programs are provided for students whose English language skills are more than two grade levels below the grade in which they have been placed. It is possible that adaptations or even modifications to the wider curriculum may be made in the case of students on a EAL program. Ordinarily these are short term (while the student works to exit the program) and so EAL students will be eligible for a Saint Maur diploma. The procedure for placing a student on adapted, modified or language skills program may be initiated at the time the student commences at Saint Maur or at any later time. All incoming students are assessed using appropriate standardized tests to identify language needs and other special needs. The standardized tests referred to earlier also provide additional formal opportunities to identify students who require adapted programs. When a teacher, administrator or parent suspects that a student could benefit from being on an adapted, modified or EAL program, a process will be initiated. Decisions on the best way to serve the needs of the child will be taken following the culmination of this process which will involve all appropriate staff and parents as well as internal and possibly external assessments and evaluations of the child. It is possible that additional fees may be incurred for students on adapted, modified or EAL programs.

APPEALS RELATING TO ASSESSMENT Elementary School Students There is no formal appeals process in the Elementary School. Any student at this level who does not understand his or her assessment result should simply discuss the matter with the teacher. Secondary School Students Elementary School There is no formal appeals process in the ES. Any student at this level who does not understand their assessment result should simply discuss this with the teacher. Secondary School At the MS/HS level, any student who believes that the grade he/she received for an assessment task is not an accurate reflection of the quality of his/her work (relative to the published assessment criteria) may request a review of the grade. Although informal discussions with the teacher about the marking are welcomed as an important (but optional) first step, any official appeal should be done using the appropriate form. The form is available from the library and there is also a copy in the appendix of this document. Full instructions on the appeals process are printed on the form. The purpose behind the form is to enable a paper record of the appeal so as to be fair to all parties concerned. It will be the student’s responsibility to provide evidence based upon the criteria/rubric they were given that they feel their grade is an inaccurate reflection of the quality of their submitted work. If they can provide a reasoned argument that such evidence exists, then they will be granted an appeal. The process asks students to provide such evidence to their teacher in the first instance and, if the request is denied and they feel the need to take the matter further, students should then take the matter to the Head of Department (or the principal in the case that their teacher is also a Department Head). The final appeal, should the process go that far, would be to the Principal. This process is outlined on the form. Depending upon the extent of the process, the teacher, head of department, or principal will resolve the issue, advise the student of the outcome and file the relevant documentation. Parents In the case that parents wish to appeal an assessment decision relating to their child this should be done by, in the first instance, contacting the teacher concerned. Parents are entitled to lodge an appeal only on behalf of their own child and are not entitled to a discussion involving the assessment results of any other student. A parent who is dissatisfied with the result of an appeal to a teacher may discuss the matter with the Department Head or Principal, but only after having first gone directly to the teacher 39

concerned. Appeals to the Principal should always be made in writing. In the case that parents wish to appeal a report card grade, this should be made in writing directly to the level Principal. If this appeal is for the Semester two report card, then with the exception of families who can prove extenuating circumstances, appeals will generally not be considered beyond the first full week of the vacation. In the case that parents wish to appeal an external assessment result (IGCSE/IB/AP) then this can be done only at their own expense. Parents should contact the coordinator of the relevant program for further information.

RESPONSIBILITIES AND ACCOUNTABILITY The Administration Each member of the School Administration has a responsibility to:  Follow the School’s policies on curriculum  Provide advice and assistance, through in-service training and other means, to Department Heads and teachers so that the School’s policies on curriculum can be implemented effectively  Ensure that parents are aware of the School’s curriculum policies  Support teachers in upholding best curriculum practice  Ensure that all teachers implement the School’s curriculum policies consistently  Support teachers in their dealings with students and parents when their actions are documented as being consistent with School policies  Ensure that relevant decisions made in the School are always consistent with the School’s curriculum policies  Make curriculum a standing agenda item at meetings Department Heads Each Department Head in the Secondary School has a responsibility to:  Follow the School’s policies on curriculum and assist teachers in his/her Department to do the same  Ensure that new teachers in his/her Department understand the School’s curriculum policies  Make curriculum a standing agenda item on Departmental meetings  Provide advice to the Principal on matters related to the School’s policies and practices on curriculum Teachers Each teacher has a responsibility to:  Use curriculum practices that are consistent with the School’s policies on curriculum  Check that students in his/her classes understand the School’s curriculum policies  Inform students and parents at the beginning of each school year in writing of the curriculum policies and practices applicable to his/her class/subject  Maintain his/her atlas website with copies of all assessment programs, assessment tasks, marking guides, tests, examinations and other information relevant to

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assessment of students in that course/subject (such as examples of student work). This file should be available to the Administration at any time If a majority of students under-perform on any assessment task, the teacher is required to re-teach and re-assess that body of learning Make curriculum a standing agenda item for grade level planning meetings in the Elementary School In the case of homeroom teachers in the Secondary School, monitor their students’ assessment appeals/extensions/progress reports, etc. and take steps as appropriate to assist students in the case that these become excessive or give other cause for concern

Students Each student, when it is age-appropriate to do so, has a responsibility to:  Read, understand and follow the School’s policies on curriculum  Make a conscientious effort to complete each assessment task and demonstrate his/her maximum level of achievement  Ask the relevant teacher for clarification when there is any confusion about assessment requirements  Develop study routines that will enable all homework to be completed and submitted by the due date, unless this is prevented by illness or accident or family emergency  Complete all in-class or in-school assessment tasks as required  Use feedback that is given on assessment tasks to correct errors and improve learning  Take advantage of all opportunities that are provided for assistance with discussing assessment tasks  Be honest and ethical when undertaking all assessment tasks Parents Parents of students at Saint Maur are entitled to have:  Access to the School’s curriculum policies  Access to the data used to determine their child’s grades  Access to teachers and administrators to discuss concerns related to the assessment of their child, or their child’s curriculum. Parents of students at Saint Maur are responsible for ensuring that they understand the School’s policies on assessment. They should also ensure that their child understands (at an age-appropriate level) and follows the School’s curriculum policies. Monitoring, Evaluation and Review of Assessment Policies and Practices Regular monitoring of assessment practices ensures that they are being implemented as intended and identifies the need for policy changes. Accountability for the implementation of curriculum policies throughout the School is the responsibility of the Curriculum Director on behalf of the Administration Questions regarding these policies should be directed to the Director of Curriculum at the school. Saint Maur, November 2010 (a parent adaptation of the Saint Maur Policies, Assessment for Learning, Rev. Aug. 2010)