ASSESSMENT BOOKLET A HANDBOOK FOR

STUDENTS, TEACHERS AND PARENTS

1 of 29

The AISC Assessment Booklet A Handbook for Students, Teachers and Parents

Table of Contents

The Purpose of Assessing, Evaluating, and Reporting at AISC ....................................................... 2

Essential Agreements on Assessment .......................................................................................... 2

Student, Teacher, Administration and Parent Responsibilities ...................................................... 5

Grading Structure ........................................................................................................................ 7

Grading System, Symbols, GPA Table ........................................................................................... 8

Reporting Student Achievement .................................................................................................. 8

Homework Policy, Grades 6-12 .................................................................................................... 9

Effort Grade Policy, Grades 6-12 .................................................................................................. 9

Late Work Policy, Grades 6-12 ................................................................................................... 10

Reassessment Policy, Grades 3-12 ............................................................................................. 10

Academic Honesty Policy, Grades 6-12 ....................................................................................... 11

Timelines for Publishing Grades on MY AISC Portal, Grades 6-12 ................................................ 11

IB and American Diploma Grading Policy for Teachers ............................................................... 11

IB Grading Policy for Students.................................................................................................... 12

Assessment and Evaluation in the Elementary Division .............................................................. 14

Appendix A: Assessment Definitions .......................................................................................... 15

Appendix B: Creating Grade Boundaries (for IB Teachers only) ................................................... 17

Appendix C: Rubrics ................................................................................................................... 25

Appendix D: Note on Sources .................................................................................................... 29

2 of 29

The Purpose of Assessing, Evaluating, and Reporting at

AISC At AISC assessing, evaluating and reporting is fundamental to teaching and learning. Teachers continuously assess

student understanding and track growth. Students receive clear, detailed and timely feedback on their progress. Teachers

are transparent in their assessment practices and use assessment results to guide learning and to individualize lessons

accordingly. Students have opportunities to demonstrate learning through a range of assessment types that are both

formative and summative. Teachers use multiple forms of formative assessments to inform students of their learning and

progress. Formative assessments prepare students to learn the skills needed for summative assessments and allow

students to make managed errors so that they may learn from their mistakes. Summative assessments are the teacher’s

final opportunity to assess the outcomes of learning before moving on to new topics or skills.

All of AISC assessment practices are guided by our Essential Agreements on Assessment. These agreements were

developed by AISC teachers and were the outcome of extensive research and professional development based on the

work of Robert Marzano, Rick Stiggins, Damian Cooper, Ken O’Connor, Lynn Erikson and Thomas Guskey.

Essential Agreements on Assessment At AISC we believe that assessment is integral to the teaching and learning process. We firmly believe assessment

agreements, policies and practices need to guide TEACHING FOR LEARNING.

“Research evidence gathered in studies conducted literally around the world over the past two decades shows

that the consistent application of principles of assessments FOR learning can give rise to profound gains in

student achievement…” (Rick Stiggins, 2008)

Each agreement is followed by examples of what it looks like at AISC.

1. We agree that assessment has the primary purpose of improving student performance by using formative data

to guide further learning, to adjust teaching and to ensure transfer of knowledge to summative assessments and real world contexts.

• Teachers use both formative assessment and summative assessment within each grading period.

• Formative assessments will be regularly administered and will not be counted, or will be given little weight, in the teacher’s grade book.

• Formative assessments may include, but are not limited to, entrance and exit slips, bell-ringers, warm-ups, think-pair-share discussions, homework, games, and class discussions based on factual, conceptual and provocative questions.

2. We agree to be transparent in our assessment practices and communicate the criteria by which students are

assessed.

• Rubrics or criteria are always created for assessments and shared with students ahead of time.

• Prior to tests and exams, students are given test and exam review sheets.

• Grading breakdowns are shown in online gradebooks and available for viewing throughout each quarter and through the school year.

• Teachers are encouraged to use exemplars to communicate quality and expectations to students.

3. We agree to use assessments to develop learners’ competence in and confidence for self-assessment, taking responsibility for improved learning, reflection, and goal setting.

• Students have the opportunity to reassess as per the AISC Reassessment Policy.

• Teachers use MAP results to create classroom and individual goals in grades 2-10.

• The AISC HALL (Habits and Attitudes towards Life-Long Learning) Rubric is used for self-assessments and goal setting in grades 6-12.

• Self-assessments and peer-assessments occur at least once per unit in all subjects.

3 of 29

• Student work is qualitatively assessed.

• Students use rubrics to assess the quality of their work.

• Students in grades 6-8 set academic goals and report on their progress through portfolios and student-led conferences.

4. We agree to provide regular, constructive and sensitive feedback to nurture learners’ motivation and self-esteem toward achieving personal academic growth and attitudinal and behavioral development, in the context of the AISC Graduate Profile and the IB Learner Profile dispositional descriptors.

• Teachers communicate frequently with students and parents.

• Written commentary on specific assignments is provided in the My AISC Portal gradebooks.

• Rubrics are utilized to provide a framework for providing qualitative feedback on summative assignments.

• In addition to sharing concerns and offering solutions to problems, our teachers also “phone home the good news”, highlighting students’ strengths and successes.

• Teachers report grades of summative assessments on the My AISC Portal within Portal Policy guidelines.

• The HALL rubric was established in support of AISC’s guiding statements and the IB Learner Profile. Teachers use the HALL rubric in order to provide constructive feedback to students with regard to their Habits and Attitudes toward Life-Long Learning.

• Turnitin.com is a tool that is widely used to give students feedback on their writing.

• Constructive feedback is provided to students throughout the writing process.

5. We agree to assess essential knowledge, skills, understandings and complex concept-based learning such as thinking and communicating in various forms.

• Teachers update their units on Atlas regularly. All assessments and learning experiences are updated and uploaded to Atlas at the end of each quarter.

• Teachers design assessments that tie back to concepts as naturally as possible in every unit.

• Concepts and Compelling/Guiding Questions are always visible in each classroom across all subject areas within the current unit.

• Thinking Maps are used to help students develop conceptual understandings.

• Word Walls are created and posted for each instructional unit.

• Performance-Based Assessments are regularly assigned and allow students to demonstrate mastery of conceptual understandings.

6. We agree that assessments must be balanced and include performance-based, oral and written tasks to improve learning for all students.

• Teachers incorporate at least one of each of the mentioned assessments per quarter.

• Performance-Based Assessments are regularly assigned and allow students to demonstrate their ability to analyze, think critically and solve problems.

• Students are given opportunities to provide an oral defense of their work.

• Students engage in constructive and respectful debates.

• Written work may take the form of lab reports, written tests, essays, reflections, …

7. We agree to assess based on AISC learning standards and goals.

• Teachers align assessments to adopted standards and continuously update on Atlas any changes.

• International Mindedness is incorporated into instructional units.

8. We agree to create assessments that are purposeful, valid and reliable to provide opportunities to maximize learning.

• Backward design ensures alignment of assessments with targeted standards and concepts.

• Teachers always design a different form of test for reassessment.

4 of 29

• If more than 50% of a class performs poorly on an assessment, the teacher will re-teach and reassess without penalty to the students.

• Formative and summative assessments are differentiated as appropriate to support individual learning needs.

• Opportunities for real-life application of skills are provided through assessments.

9. We agree to use common and formative assessments in commonly taught classes/courses.

• When teachers are teaching the same course, they will plan collaboratively, synchronize pacing and administer the same assessments within a week of each other throughout the school year.

• Common rubrics are used in commonly taught classes.

10. We agree to moderate assessments with colleagues to be sure there is clarity of purpose and consistency in all assessments used at AISC.

• Moderation of assessments happens at least 4 times per year within each department.

• Teachers collaboratively moderate student work to determine achievement levels and establish exemplars.

11. We agree to implement a school-wide assessment plan to provide evidence for measuring the school’s strategic objectives, monitor student progress in key areas such as literacy and numeracy and to evaluate school performance.

• The MAP test, the PSAT, DRAs are coordinated at the start of each school year to support our student achievement plans.

• IB results are thoroughly analyzed and, when necessary, action plans are created to support student learning based on the results.

• Additional measures in the elementary division include Dibels oral reading and retell fluency, writing assessments, and the Word Journeys program.

5 of 29

Student, Teacher, Administration and Parent Responsibilities Students in the Elementary Division are expected to…

• Be on time for class, be prepared with all necessary materials;

• Respect others’ right to learn and teachers’ right to teach;

• Submit work on time and follow all deadlines throughout the process;

• Present work neatly;

• Use the AISC agenda book to keep track of assignments and deadlines (Grades 3-5);

• Seek assistance from teachers as needed and to attend tutorials when needed.

Students in Middle and High School are expected to… • Read and understand the Grading Policies, Academic Honesty Policy and all other policies relating to assessment in the

Family Handbook;

• Be on time for class, be prepared with all necessary materials;

• Respect others’ right to learn and teachers’ right to teach;

• Submit work on time and follow all deadlines throughout the process;

• Present work neatly, with name and date on the top right of the work. Complete written work in blue or black ink, and make sure writing is clearly legible and appropriately sized fonts are used. Hand-made diagrams should always be completed in pencil or colored pencils;

• Check My AISC Portal daily and use the AISC agenda book to keep track of assignments and deadlines;

• Seek assistance from teachers before and after class and to attend tutorials when needed.

Teachers are expected to… • Follow the Grading Policies and implement the Essential Agreements on Assessments;

• Provide adequate time for students to complete any given assessment task;

• Provide adequate access to materials necessary for the successful completion of any assessment task;

• Assess all work appropriately and return it to students as outlined in the AISC Portal Policy;

• Analyze assessment data to identify patterns of individual performance and needs;

• Show an awareness of the diversity of learning styles of the class by using a variety of assessment and teaching strategies;

• Avoid assessing summatively without assessing formatively with feedback first;

• Bear in mind the students’ whole schedule and only use meaningful assessments;

• Work with the learning support provider to design assessments that will effectively assess the learning of students with specific learning needs;

• Be available to tutor students.

The Administration is expected to… • Provide adequate time for department meetings so teachers can collaborate over policies and practices, carry out internal

moderation of student work, analyze results and use student performance to articulate and refine the curriculum;

• Produce internal and external examination timetables with enough notice for students and teachers to review adequately;

• Provide teachers with a timetable that allows them to have adequate planning time;

• Encourage peer to peer observations that cultivate a culture of dialogue and reflection surrounding the assessment of and for learning;

• Offer training on using and interpreting data;

• Support staff in the use of multiple assessment strategies;

• Distribute student learning data;

• Analyze whole school data and develop improvement plans to better results.

Parents are expected to… • Read and support the AISC Family Handbook and assessment policies;

• Support their child with time management and in meeting deadlines;

• To help motivate their child to reach his/her full potential and encourage him/her to review work taught in class on a weekly basis;

6 of 29

• To respect the school calendar and ensure their child is present every day;

• To arrange a quiet space at home and adequate time to complete school work;

• To ensure their child gets adequate sleep and is well rested;

• To offer positive and constructive support as their child completes his/her schoolwork, however this support should not go so far as to compromise the authenticity of their child’s work;

• Communicate and collaborate directly with the teacher of their child regarding their child’s progress

7 of 29

Grading Structure For Students in the Elementary Division:

Semester 1 (18 Weeks) Quarter 1: 9 weeks of instruction

Quarter 2: 9 weeks of instruction

Semester 2 (18 Weeks) Quarter 3: 9 weeks of instruction

Quarter 4: 9 weeks of instruction

*We do not report letter grades, nor do we report semester cumulative grades in the Elementary Division. See grading symbols in the

next section of this handbook.

For Students in Grades 6 & 7:

Semester 1 (18 Weeks) Quarter 1: 9 weeks of instruction = 50% of overall Semester 1 Grade

Quarter 2: 9 weeks of instruction = 50% of overall Semester 1 Grade

Semester 2 (18 Weeks) Quarter 3: 9 weeks of instruction = 50% of overall Semester 2 Grade

Quarter 4: 9 weeks of instruction = 50% of overall Semester 2 Grade

*We do not have exams for students in Grades 6 & 7

For Students in Grades 8:

Semester 1 (18 Weeks) Quarter 1: 9 weeks of instruction = 45% of overall Semester 1 Grade

Quarter 2: 9 weeks of instruction = 45% of overall Semester 1 Grade

Semester 1 Exam: Exam material (Q1 + Q2) = 10% of overall Semester 1 Grade

Semester 2 (18 Weeks) Quarter 3: 9 weeks of instruction =- 45% of overall Semester 2 Grade

Quarter 4: 9 weeks of instruction = 45% of overall Semester 2 Grade

Semester 2 Exam: Exam material (Q3 + Q4) = 10% of overall Semester 2 Grade

For Students in Grades 9 through 10:

Semester 1 (18 Weeks) Quarter 1: 9 weeks of instruction = 40% of overall Semester 1 Grade

Quarter 2: 9 weeks of instruction = 40% of overall Semester 1 Grade

Semester 1 Exam: Exam material (Q1 + Q2) = 20% of overall Semester 1 Grade

100% of the Grade = 1/2 credit

Semester 2 (18 Weeks) Quarter 3: 9 weeks of instruction = 40% of overall Semester 2 Grade

Quarter 4: 9 weeks of instruction = 40% of overall Semester 2 Grade

Semester 2 Exam: Exam material (Q3 + Q4) = 20% of overall Semester 1 Grade

100% of the Grade = 1/2 credit

For Students in Grades 11 and 12 (IB or American Diploma (AD) Students):

Grade 11 (IB Year 1)

Semester 1 (18 Weeks): Quarter 1 (50%); Quarter 2 (50%)

Semester 2 (18 Weeks): Quarter 3 (50%); Quarter 4 (50% - For IB & AD, 30% of the grade is course work and

20% is the result of their final Year 1 exam)

Grade 12 (IB Year 2)

Semester 1 (18 Weeks): Quarter 1 (50%); Quarter 2 (50%)

Semester 2 (18 Weeks): Quarter 3 (50%); Quarter 4 (50% - for IB students, 20% is the mock exam grade, 15% is the IB

IA grade, and 15% is the predicted IB grade; 30%/20% - For AD students, 30% of the grade is

course work and 20% is the result of their final Year 2 exam)

All Grade 12 American Diploma (AD) students will take their final exams mid Term 4. If an AD student receives a B+ or better on

an exam, that grade will be used as their final exam grade (20% of their Term 4 grade). If a student's mark on their final exam is less

than a B+, the student has the option to stay in class for the remainder of Term 4 and re-sit their final exam in late May prior to

graduation. The higher mark of the 2 exams is recorded. **No Grade 12 student is exempted from taking their final exams.

8 of 29

Grading System, Symbols, GPA Table

Elementary Grading Scale

Reporting Student Achievement The following are all the ways that AISC reports student progress and achievement:

• Online Gradebook and Portal for Students and Parents

• Email communication

• Quarterly Report Cards

• Elementary end-of-semester report card comments

• Elementary Student Evidence Binders

• Individualized Educational Plans (IEP) updates

• English Language Learner Plan (ELLP) Benchmark updates

• MAP Testing

• Parent/Teacher Conferences

• Direct Communication with Teachers

• Transcript

• Honor Roll

• Islander

• High School Profile

• State of the School Report

• School Improvement Plans

Letter Grades GPA Value A+ 97-100(%) 4.00

A 93-96 4.00

A- 90-92 3.75

B+ 87-89 3.50

B 83-86 3.00

B- 80-82 2.75

C+ 77-79 2.50

C 73-76 2.00

C- 70-72 1.75

D+ 67-69 1.50

D 63-66 1.00

D- 60-62 0.50

F 0-59 0.00

Other Marks

I Incomplete*

P Pass, no grade assigned

NP No Pass

M Modified Grade

IEP Individualized Educational Plan. Course requirements may differ substantially from norm

* Incomplete (I) indicates that the student has not satisfied the minimum basic requirements of the course due to extenuating circumstances, including absences for which work needs to be “made up.” Teachers will replace the incomplete with an appropriate letter grade depending upon the student’s success in meeting the course requirements, within two weeks of the end of the marking period. If the student does not complete the work, the grade will convert to the grade the student has earned to that point. At the time of the Honor Roll calculation, students with an incomplete (I) do not qualify.

IB Grades GPA Value 7 4.25

6 4.00

5 3.75

4 3.25

3 2.75

2 1.75

1 0.75

9 of 29

Homework Policy, Grades 6-12 Homework in any class will count a maximum of 10% toward a student’s term grade.

Effort Grade Policy, Grades 6-12 All effort grades will be separated from the academic performance grade. The AISC effort grade for students in grades 6-12 is based

on the Habits and Attitudes to Lifelong Learning (HALL) Rubric which identifies approaches to learning that students need to

consistently develop in order to cultivate a growth mindset and become independent life-long learners.

The AISC effort grade is an overall grade given as a combination of all three areas on the HALL Rubric: Preparation, Engagement

and Initiative. It is measured on a 5-point scale.

Effort Level 5: The student is highly prepared for class, always seeks assistance when needed, is always attentive and engaged and

takes the initiative to reflect critically on own his/her learning including strengths, weaknesses and interests to achieve goals.

Effort Level 3-4: The student is sometimes prepared for class, engaged and attentive but may need adult assistance to avoid

distraction and pay close attention to working with care and detail. The student may require assistance with short and long term

planning and in seeking help from a teacher. The student sometimes reflects on his/her learning in order to improve performance but

needs more time to consolidate these habits.

Effort Level 1-2: The student requires monitoring and assistance, is rarely prepared for class, may need significant assistance to stay

focused and on task, may disrupt the learning environment for self and others, and rarely takes an active role in his/her own learning

needs and interests. The student generally appears disconnected from the learning process, opportunities and experiences provided.

The student is required to attend the HALL class after school.

10 of 29

Late Work Policy, Grades 6-12 Assignments are given to students to create opportunities for individual learning, to assess understanding, and to measure progress.

Thus, it is expected and required that students submit formative and summative assignments on the designated due date. Any

extenuating circumstances should be discussed directly with the teacher.

Students and parents must be aware that late work, or work not submitted, seriously erodes learning effectiveness. Consequences for

late work or work not submitted are as follows:

• A zero will be assigned when an assignment is not handed in three calendar days after the due date by 3:00 p.m.; weekends will be included. If the third day falls on a weekend, then the assignment should be handed in Monday morning by 8:10 a.m.

• When a deadline has been missed, the student’s Habits and Attitudes to Lifelong Learning (HALL) grade for that quarter grade will be reduced at teacher discretion based on the HALL rubric.

• Any student with a score of 1 or 2 for any category of the HALL rubric in a quarter will not be eligible for Honor Roll status that quarter.

• A Habits and Attitudes to Lifelong Learning after school program will be required for Grade 8-12 students who lose eligibility for Honor Roll status or are recommended by a teacher at any time during the year.

A teacher will make the recommendation for a student to enter the HALL Program by submitting a referral along with a completed

HALL rubric. A student will be recommended to exit the HALL program upon showing an improved learning and work habit mind-

set as well as an improvement in the academic or work habit area(s) of concern. The HALL rubric must be re-marked by the referring

teacher in order for a student to exit the program.

Reassessment Policy, Grades 3-12 AISC firmly believes in allowing students the opportunity for reassessment. Reassessment allows students to make decisions and

play an active role in their own intellectual growth, thus promoting the idea of life-long learning. In order to qualify for reassessment,

a student must demonstrate adequate preparation, personal responsibility and reflection. This can be achieved by taking the initiative

to see the subject teacher for tutoring, completing assessment corrections, practice exercises and by being an active participant in his

or her own learning.

Conditions for Reassessment:

1. Any student in grades 3-10 has an opportunity to request reassessment once regardless of the grade. This request must be

made within three days of receiving the grade on the original assessment. This only applies to summative and performance-

based assessments such as projects, writing assignments, tests and quizzes.

2. For students in grades 11 & 12, the need for re-assessment will be determined by classroom teachers. This will be done on a

case-by-case basis, as deemed necessary by the teacher. A teacher-initiated reassessment opportunity may apply to an entire

class in the event that there seems to be a gap in knowledge and understanding of the group as a whole as demonstrated on a

summative or performance-based assessment. Or a reassessment opportunity may apply only to a particular student based on

a lower-than-expected score on a summative or performance-based assessment.

3. In order for the reassessment request to be approved, a student must demonstrate an improvement mindset by:

✓ Conferencing with the teacher and completing the Reassessment Agreement Form.

✓ Showing evidence of good class work and study habits

✓ Completing test corrections, further review and/or further preparation work as requested by the teacher

4. A student will have one opportunity to reassess on the standards and concepts not met in a project or a writing assessment.

At the discretion of the teacher, a traditional quiz or test will consist of either reassessment in its entirety or only the

concepts not yet deemed proficient. The grade on the reassessment will either be the higher mark, or in the case of a partial

reassessment, the value-added mark.

5. The timeframe for reassessment is at the discretion of the teacher.

11 of 29

6. The teacher will initiate the request to reassess for any student who does not demonstrate proficiency on the standards and

concepts on an initial assessment. Proficiency is considered to be 70% or higher on a quiz or test or a grade of 4 or higher on

an IB assessment.

7. While reassessment such as a test or a quiz will measure the same standards and concepts to be learned, it will not be the

original assessment.

8. Failure to meet the Reassessment Agreement will result in a student receiving the original assessment grade.

Academic Honesty Policy, Grades 6-12 All students in Grades 6-12 are expected to read the Academic Honesty Policy found in the Family Handbook. The school will

review the policy at the start of the school year in September. It is the responsibility of the students and parents to understand all

aspects of this policy and to ensure they follow the policy in every class.

Timelines for Publishing Grades on MY AISC Portal, Grades 6-12 Below are the expectations for teachers to publish grades, for posting homework and assignments on the portal calendar and for

balancing assessments at each grade level.

Gradebook:

Teachers are expected to publish and submit their grades regularly in the online grading book.

1. Grades for formative assessments (quizzes, daily work and homework) and traditional tests will be posted no later than 1 week past their due date.

2. Grades for summative assessments (performance based assessments, essays and major projects) will be posted no later than 2 weeks past their due date.

Posting Assignments, Course notes, Homework, Assessments on the Portal Calendar

Teachers are expected to regularly post assignments, course notes, homework and assessments on My AISC Portal with the

understanding that future assignments and due dates may change. Changes will always be communicated on the Portal.

1. Teachers will do their very best to ensure that assignments will be posted by 4pm, on the day they are announced.

2. Major summative assessments such as performance-based assessments/tests/essays will be posted a minimum of 1 week in advance.

Balancing Assessments and Assignments at Each Grade Level

Teachers are expected to use their professional judgment in spacing and balancing student workload per quarter and per semester.

1. Students will have no more than 2 major summative assessments scheduled on any given day.

2. Teachers will use the integrated assessment calendar to make strategic decisions when scheduling major summative projects/performance-based assessments to ensure a student’s learning and quality of work is not compromised because of an excessive work load.

IB and American Diploma Grading Policy for Teachers Grades 11 and 12, AISC offers courses with three possible student levels: Students at the IB HL, IB SL, and American Diploma

(AD) levels. The following document provides clarity and direction for how teachers need to grade at all three levels to ensure that

all students are benefitting from their respective programs. All teachers are expected to follow these policies and implement them as

described below. The IB Coordinator and Department Heads will be monitoring the assessment policies and grading expectations for

12 of 29

all teachers and students from Grade 6-12. AISC encourages collegial sharing and moderation of all assessments in the secondary

school starting in Grade 6 so that teachers become adept at and consistent in their application of the grade boundaries and rubrics they

have developed in accordance with the expectations below. This policy is reviewed with all teachers each year. It is the

responsibility of the IB Coordinator to explain this policy to all IB teachers.

GENERAL AGREEMENTS ON ASSESSMENT IN THE IB AT AISC

A. Quarter grades are reflective, not predicted IB grades When we report a 6 on the year 1 quarter 1 report card, we are saying that the student earned that mark for the work done it

that quarter. Their overall performance may increase or decrease over the next year and a half and it is NOT meant to be a

prediction of overall performance in the IB exams.

B. Grade books will have either two or three main categories:

1) IB Assessments 2) Non-IB Assessments 3) Homework (Optional) – Homework is worth no more than 10% of the overall grade. This is a school-wide policy. You

may also choose not to include homework in the overall average. ***Departments will decide the percentage assigned to each category and report to the IB Coordinator for

approval***

C. Assessment strategies are holistic Teachers will vary assessment types including performance, oral and written assessments. When using assessments that are

non-IB generated, teachers will need to create grade boundaries that mirror the IB grade boundaries following the methods

outlined in Appendix B of this Assessment Handbook.

D. IB assessments use the grade boundaries defined using the subject reports (as explained in detail below)

E. Late policy: If a student misses a deadline for an IB Internal Assessment, it will be reported that day to the IB

Coordinator. After notification, the IB Coordinator will then hold a parent meeting with the student to inform them of the missed deadline and next steps. The student will have 5 school days to turn in the Internal Assessment. A second missed assignment will result in an automatic withdrawal from the IB Programme.

Note: There are some assessments, such as the Oral Commentary and Oral Presentation, that do not warrant the above steps unless there are unusual circumstances. For these assessments, missing your designated performance-based assessment will merit the student being immediately dropped from the IB.

IB Grading Policy for Students The following document provides some clarity for how students will be assessed in the IB at AISC. For specifics pertaining to each

particular course, please refer to the course syllabus.

General Agreements on Assessment in the IB at AISC

1. Quarter grades are reflective, not predicted IB grades When we report a 6 on the year 1 quarter 1 report card, we are saying that the student earned that mark for the work done it

that quarter. Their overall performance may increase or decrease over the next year and a half and it is NOT meant to be a

prediction of overall performance in the IB exams.

2. Grade books will have either two or three main categories:

a. IB Assessments b. Non-IB Assessments c. Homework (Optional) – Homework is worth no more than 10% of the overall grade. This is a school-wide policy.

Some teachers may choose not to include homework in the overall grade.

3. Assessment strategies are holistic

13 of 29

a. Teachers will vary assessment types including performance, oral and written assessments.

4. There will be a strict late policy on ALL official IB Assessments a. If a student misses a deadline for an IB Internal Assessment, it will be reported that day to the IB Coordinator.

After notification, the IB Coordinator will then hold a parent meeting with the student to inform them of the missed deadline and next steps. The student will have 5 school days to turn in the Internal Assessment. Failure to do so will result in the student being dropped from the IB Programme. A second missed assignment will result in an automatic withdrawal from the IB Programme.

b. Note: There are some assessments, such as the Oral Commentary and Oral Presentation that do not warrant the above steps unless there are unusual circumstances. For these assessments, missing a designated performance-based assessment will result in the immediate withdrawal from the IB.

14 of 29

Assessment and Evaluation in the Elementary Division The primary purpose of assessment and evaluation is to improve student learning. Information gathered through assessment helps teachers to determine students’ strengths and areas for growth in the achievement of expectations in each subject in each grade. Assessment is the process of gathering information from a variety of sources (including assignments, day-to-day observations, conversations or conferences, demonstrations, projects and performances), that accurately reflect how well a student is achieving the expectations in a subject. The Developmental Reading Assessment (DRA) is used to monitor reading and literacy progress and to ensure students are achieving the developmentally appropriate milestones. Summative assessment in writing takes place three times per year in Grades

1-5. Students submit a writing sample based on a writing prompt provided by their teacher. In addition, the elementary uses the Developmental Spelling Analysis (DSA) in order to determine each student’s developmental spelling stage according to the Word Journeys program by Kathe Ganske. Beginning in Grade 2 AISC students take Measures of Academic Progress™ (MAP) test three times per year, Fall, Winter and Spring. The MAP test, which is a product of the Northwest Evaluation Association, is closely aligned with the Virginia State Standards. MAP tests are used to determine each child’s instructional level and to measure academic growth throughout the school year, and from year to year in the areas of Mathematics, Reading and Language Usage. Grade 2 students take the Primary Grades Mathematics and Reading MAP tests while students in grades 3-5 take MAP tests in Mathematics, Reading and Language Usage. MAP tests are computerized and adapt to be appropriate for each child’s level of learning. As a result, each student has the same opportunity to succeed and maintain a positive attitude toward testing. During the two-week testing period, students will spend a total of about two hours completing these tests however it is important to note that MAP tests are untimed and any student needing additional time will receive it. Once MAP test results are in, teachers are able to:

• Define flexible groups for instruction

• Personalize instruction

• Link test results to skills and concepts aligned with state standards

• Facilitate goal-setting and student learning plans

Each student in grades 1-5 is provided with a Student Evidence Binder. The Student Evidence Binder is an accumulation of student work, built to demonstrate mastery of grade level concepts, skills and standards. At AISC, we use data to drive instruction. Therefore, the student evidence binder clearly shows areas of literacy and mathematics each child has mastered and specific strands a child needs to improve. The Student Evidence Binder will be sent home twice per year to allow students share their wonderful work with their family and for parents to monitor their child's progress during the academic school year. The progressions in the Student Evidence Binder include:

• Oral Language Skills

• Reading Skills

• Writing Skills

• Grammar Skills

• Word Work

• Math Skills

15 of 29

Appendix A: Assessment Definitions Assessment: the process of gathering information on student learning from a variety of methods to determined how well students are

learning.

Assessment for Learning or Formative assessment: Assessment that is used on a continual basis throughout the learning process.

It involves constructive feedback for students designed to help improve learning before any summative grading takes place.

Examples of Formative Assessments are:

• Anecdotal records

• Running records

• Graphic organizers

• Exit/Admit slips

• Conferences

• Slate assessments

• Observations

• Questioning

• Discussion

• Peer/Self assessments

• Visual representations

• Think/Pair Share

• Journal writing

• Practical experimental work

Assessment of Learning or Summative assessment: Assessment of learning that occurs throughout the course. This gives students

an opportunity to demonstrate achievement and will be reported in the gradebook.

Examples of Summative Assessments are:

• Tests

• Quizzes

• Exams

• Unit projects

• Essays

• Research Projects

• Performance-based assessments

• Oral examinations and presentations

• Lab reports

• Group projects

Assessment as Learning: Self-monitoring and self-correction or adjustment – designed to establish students’ roles and

responsibilities in relation to their learning and assessment. Inform future learning goals. Engages students in self and peer

assessment and promotes students’ confidence and self-esteem through understanding of how they learn.

Examples of Self-Monitoring are:

• Checklists

• Tracking and graphing one’s own personal progress

• Self-Assessments

• Hall Rubric

• Journal Writing

Balanced Assessments: Not one format of assessing is used over another. In every unit of instruction there exists a balance

of summative and formative; performance-based and paper-and-pencil; qualitative and quantitative; oral and written.

Benchmarks – A detailed description of a specific level of student achievement expected of students at particular ages,

grades, or developmental levels; academic goals set for each grade level.

Common Assessment: The same assessment used for different groups of students taught by different teachers, to ensure the

same standards are being assessed.

Concept Based Learning: Guiding students to a deeper understanding of the concepts and principles/generalizations that

structure a discipline. The goal is to use facts as a tool to help students achieve a deeper understanding of the transferable

concepts and principles of the discipline.

Diagnostic or Pre-Assessment: Assessment to determine appropriate starting points for instruction

Differentiated Instruction: This is also referred to as "individualized" or "customized" instruction. The curriculum offers

several different learning experiences within one lesson to meet students' varied needs or learning styles.

16 of 29

Evaluation: the process of judging the quality of student work based on identified criteria and assigning a grade.

Exam: An official test that shows ability in one particular subject; often administered at the end of a semester or course.

Exemplars: Sample of student work that represents either the best or expected level performance on a given task.

Formal assessment: Assessment that is based on the results of standardized tests or other forms of assessment that are

administered under regulated or controlled test-taking conditions. In the process of a formal assessment, data is collected on

student performance on the test or tests to determine the level of academic achievement or various other characteristics

under analysis.

Moderated Assessment: A collaborative process in which a group of teachers examine or mark a set of student work

samples according to an agreed upon criteria. In using a moderated model, reliability, fairness, and validity are enhanced so

achievement decisions are defensible. Moderation activities across a department, allows teachers to make consistent and

reliable decisions on student performance over time.

Performance Based Assessment (PBA): Sometimes PBAs are also understood as Internal Assessments (IAs) in the IB

and in High School. They refer to a variety of tasks and/or situations that relate back to the integration of a set of standards,

or combination of standards, from any one class, or across disciplines, in which students are given opportunities to

demonstrate their understanding for macro or micro concepts and to thoughtfully apply taught knowledge, skills and habits

of mind, in a variety of contexts designed by the teacher and graded by the teacher. PBAs or IAs often weigh heavily in a

unit of study.

Portfolio: A collection of various samples of a student’s work throughout the school year that can include writing samples,

examples of math problems, and results of science experiments.

Prior Knowledge: What a learner knows beforehand. It is an important concept for teachers to be able to plan effectively.

As it is a key factor in future success, it needs to be measured carefully if the particular impact of a teaching input is to be

gauged.

Qualitative Data: Assessment Data that is anecdotal or descriptive. This kind of assessment describes how the learner has

been evaluated; For example, rubric descriptors and anecdotal comments

Quantitative Data: Data that is numerical, not descriptive; scores out of 10, 25, and 100 are examples.

Reliability: The consistency with which an assessment strategy measures whatever it is meant to measure

Rubric: Assessment tool that include a set of performance indicators, often organized into several levels, for a given task or

set of skills.

Standards: Public and agreed upon statement about what is expected in terms of curriculum, student performance, or

conditions for learning

Standardized Assessments: AISC administers the following standardized assessments each year: MAP, PSAT, SAT, IB

Validity: The degree to which an assessment strategy measures what is intended to measure

17 of 29

Appendix B: Creating Grade Boundaries (for IB Teachers

only)

1. For IB Courses with Percent Grade Boundaries (Group 4- Experimental Sciences and Group 5- Mathematics) 1.1. Expectations and Policies for Teachers:

A. Each teacher will generate percent grade boundaries for their course that will be used to determine IB

Grades (1-7) on class assessments (IB or otherwise).

B. Boundaries will be submitted to the HODs and IB Coordinator for approval.

C. Grade boundaries are communicated to students on each course syllabus.

1.2. Creating Grade Boundaries for Percentage Based Subjects

A. Teachers should locate the Subject Reports for their class on the IBO OCC site (http://occ.ibo.org)

B. Each Subject Report shows the number of points a candidate needs to have earned on each assessed

component of the course to receive a 1-7 grade Example:

In this example a student would need at least 31 out of 40 points to get a grade of 7 on the HL Paper 1. It is

important to note that the grade boundaries change from year to year and are different for each assessed

component of the course (e.g. Paper 1, Paper 2, Internal Assessment).

C. Teachers should look at the grade boundaries from a few (2-4) recent Subject Reports in order to come up

with an average boundary (out of 100%) for their own course. (SL and HL boundaries are different and should be created separately)

18 of 29

o If the boundaries in the Subject Reports differ significantly from year to year, teachers will need to average the boundaries from 2-4 different years to come up with a fair estimate

o If the boundaries differ significantly for different components of the course (e.g. Paper 1, Paper 2, Internal Assessment), teachers will need to create separate boundaries for those components

D. Here is an example how a physics paper 1 grade boundary is created:

Physics HL Paper 1

Grade 1 2 3 4 5 6 7

Mark

Range 0%-25%

26%-

35%

36%-

48%

49%-

58%

59%-

65%

66%-

75%

76%-

100%

o Once these grade boundaries have been created they should all be increased by 10%. Thus, the

boundaries in the example above will now look like this:

Physics HL Paper 1

Grade 1 2 3 4 5 6 7

Mark

Range 0%-35%

36%-

45%

46%-

58%

59%-

68%

69%-

75%

76%-

85%

86%-

100%

E. The rationale behind the 10% increase is that the boundaries given in the Subject Report are used to grade tests that assess knowledge of all topics in the 2-year course, while the class assessments only cover one topic at a time. This should be explained to the students when reviewing the class syllabus and grade boundaries.

o Once the boundaries are increased by 10% they are done. They should be submitted to the IB Coordinator for approval.

o After the grade boundaries have been approved they should be published to the syllabus and used for class assessments.

1.3. Assessment in Groups 4 and 5

A. For the category labeled IB Assessments in the grade book, teachers should use IB style test questions to assess students. These tests can be generated using the IB Questionbank computer program or taken directly from past exams which are available from the IB Coordinator. o The tests should be graded using the IB Markschemes and scored out of 100%. o The 0-100% raw score should be converted to a 1-7 grade using the grade boundaries that were

generated at the beginning of the course. B. For the category labeled Non-IB Assessments in the grade book, teachers need to use their professional

judgment to create markschemes that are similar to the IB markshemes established for the IB Assessments (unless a rubric is used, in which case, see D below).

C. Note: Students are given a Mock Exam at the end of Gr. 11 and Gr. 12. It is not necessary to use the class grade boundaries that include a 10% increase for those tests because students are assessed over a large number of topics

D. Note: Some assessments (usually the IA) in these percent based classes are graded using a rubric. To grade these assignments teachers should refer to the grading procedures for rubric based classes.

2. For IB Courses with Rubric-Based Grading (Group 1- Literature, Group 2- Languages, Group 3- Individuals & Societies and Group 6- Visual and Performing Arts) 2.1. Expectations and Policies for Teachers:

A. Teachers will use IB rubrics to grade IB Assessments in the course.

19 of 29

o Teachers will only apply the part of the rubric that assesses the skills that have been taught in order to grade students.

B. Teachers will create IB like rubrics to grade Non-IB Assessments in the course.

2.2. Creating Rubrics for Rubric Based Subjects

A. Teachers should use the Subject Guide from the IBO OCC site (http://occ.ibo.org) in order to find the assessment criteria for the different components of the class (e.g. Paper 1, Paper 2, Internal Assessment, Individual Oral Commentary)

Example:

If you were teaching English Literature to students taking their Exam in May 2013 or any time after that you

would select the Subject Guide circled above. Click on the button indicated above to view the guide as a web

document. You will see the following window where you should select Assessment Criteria.

o Some subjects publish the assessment criteria and achievement levels in an easy to use rubric format o Other subjects give you a list the assessment criteria and achievement levels.

20 of 29

Example:

o It would be more convenient for you and your students if you rearrange these criteria into a conventional rubric format.

o Note: Each of the graded components of each SL and HL course has its own set of criteria that need to be made into a rubric.

o Once you have made your rubrics you can use them to grade the assessments in your course.

2.3. Applying Rubrics to Class Assessments in Groups 1, 2, 3 and 6

A. Teachers should assess student learning using a variety of methods. When using an IB generated assessment, teachers need to use the corresponding IB rubric.

B. Teachers will also need to create IB like rubrics when assessing non-IB assessments.

21 of 29

C. When using an IB generated rubric, it is important to note that many of them are designed to assess student performance at the end of the two-year course after all of the skills have been taught. Thus, teachers should only use the criteria from the rubrics that evaluate the skills that have already been taught in the course to generate the student’s grade. This means that sometimes:

o A teacher will decide that the students have already been taught all the skills evaluated by the rubric

and will use all of the rubric criteria. o A teacher will decide that students have only learned some of the skills evaluated by the rubric and

will only evaluate students using the rubric criteria that corresponds to the skills taught. The other criteria can still be evaluated and used as formative assessment that does not impact the student’s grade in that quarter.

Example: An English teacher may give the students a writing prompt from Paper 2. The following is an

assessment rubric for Paper 2:

As you can see students are assessed on their Knowledge and understanding, Response to the Question,

Appreciation of the literary conventions of the genre, Organization and development, and Language.

If the class has so far only studied skills in Organization and development, and Language usage then the teacher

should only use these two columns to generate a grade for the student. The teacher may still wish to grade and

comment on the other three criteria, but those grades would be used for formative assessment since those skills

have not been taught yet.

If more of the skills are taught by the time the next Paper 2 assessment is given, then students should be evaluated

using all of the criteria that has been taught in the course up to this point. Hence, the next time the teacher may be

able to use Appreciation of the literary conventions of the genre, Organization and development, and Language

criteria.

2.4. Using IB Rubrics to generate 1-7 scores

A. Teachers should locate the Subject Reports for their class on the IBO OCC site (http://occ.ibo.org)

22 of 29

B. Each Subject Report shows the number of points from the IB Rubric that a candidate needs to have earned on each assessed component of the course to receive a 1-7 grade. Example:

o In this example a student needs at least 17 points out of 20 on the SL World Literature Internal Assessment in order to get a grade of 7.

o It is important to note that the grade boundaries change from year to year and are different for each assessed component of the course (e.g. Paper 1, Paper 2, Internal Assessment).

o Teachers should check a few (2-4) of the past Subject Reports to see if the grade boundaries for the rubrics have changed significantly (usually the boundaries do not change at all or change by only one point from year to year in the rubric based classes).

o Based on these reports the teacher may decide to use the grade boundaries that: ▪ correspond to the Subject Report for the year of the exam from which the Paper 1 or Paper 2

prompts are taken because those boundaries were used with those exact questions ▪ correspond to the Subject Report for the latest exam session because they are most recent ▪ correspond to any of the Subject Reports because the grade boundaries stay the same

3. For Courses Graded by American Diploma Grades (For Grading AD Students in IB Classes) 3.1. Expectations and Policies for Teachers:

A. Teachers will evaluate all non-IB type tasks (daily work, class quizzes, participation) using an A-F scale.

B. Teachers will evaluate AD students using the IB criteria on IB type tasks (e.g. Internal Assessment, Topic Test, Mock Exam) in order to generate a grade of 1-7.

C. Teachers will modify the IB criteria and IB assessments where appropriate for AD students. Possible Modification Examples: o lower word count for written assignments o different expectations for depth of knowledge o more assistance for independent tasks

23 of 29

D. Teachers will convert the 1-7 grades of AD students to A-F grades for IB type assessments using the following conversion chart:

IB Grade & GPA A-F Grade & GPA

7 4.25 A+ 4.00

6 4.00 A 4.00

A- 3.75

5 3.75

B+ 3.50

B 3.00

B- 2.75

4 3.25

C+ 2.50

C 2.00

C- 1.75

3 2.75 D+ 1.50

2 1.75 D 1.00

D- 0.50

1 0.75 F 0.00

Note: Some 1-7 grades have more than one A-F value associated with it. Teachers should use the grade

boundaries in their course and their professional judgment to decide if the 1-7 grade corresponds to the higher,

medium, or lower of the associated A-F values.

Example 1:

If a course has the following grade boundaries for Math Paper 1 Topic Test:

Grade 1 2 3 4 5 6 7

Mark

Range 0%-35%

36%-

45%

46%-

58%

59%-

68%

69%-

75%

76%-

85%

86%-

100%

One AD student has a grade of 74% on the paper. This corresponds to a 5 in the course. However, the teacher can

see that this is a high five since the 74% is very close to the boundary between a 5 and 6. Thus, this student should

get a B+ for this assignment.

Another student may have a grade of 63% on this test. This corresponds to a 4. 63% is close to the middle of the

boundary for the 4. Therefore, this student would earn a grade of C.

Example 2:

An English course has the following boundaries for the World Literature Paper:

24 of 29

If a student gets 10 points on the rubric, then they earn a grade of 4. But since, they only need one more point to

get a five the teacher may consider this a high four and give the student a grade of C+.

4. Predicted Scores Mock exams, which are taken in June at the end of year one and any pertinent assessments done in the fall

of the second year will help a teacher predict final IB scores for the university applications. Individual

predicted scores by subject are confidential; they are not to be shared with students or parents by teachers.

If students or families wish to better understand the holistic predicted score, they are asked to speak with

the Guidance Counselor who has all of the predicted scores and is in a better position to assist the student

and family.

5. The Year 2 Mock Exam for IB Students will not be a copy of any previous IB examination from any year. Rather, the Year 2 Mock Exam, will be a teacher designed and generated exam that includes the types of questions that will be on the final exam. Prior to the exams, students will be given ample opportunities to complete past exam papers and access practice questions and exam items on SmartBac.

25 of 29

Appendix C: Rubrics What is a rubric? A rubric is a coherent set of criteria for students' work that includes descriptions of levels of performance quality on the criteria. Rubrics are a teaching and learning tool. They convey the teacher's expectations and they provide students with what they need to do in order to achieve the highest possible outcome. Rubrics have two major aspects: a) coherent sets of criteria and b) descriptions of levels of performance for these criteria. Effective rubrics have appropriate criteria and well-written descriptions of performance. The main purpose of rubrics is to assess performances. The table below lists some common kinds of school performances that can be assessed with rubrics. This list by no means covers every possible school performance. Figure 1.1. Types of Performances That Can Be Assessed with Rubrics

Type of Performance Examples Processes • Physical skills

• Use of equipment

• Oral communication

• Work habits

• Playing a musical instrument

• Doing a forward roll

• Preparing a slide for the microscope

• Making a speech to the class

• Reading aloud

• Conversing in a foreign language

• Working independently

Products • Constructed objects

• Written essays, themes, reports, term papers

• Other academic products that demonstrate

understanding of concepts

• Wooden bookshelf

• Set of welds

• Handmade apron

• Watercolor painting

• Laboratory report

• Term paper on theatrical conventions in Shakespeare's

day

• Written analysis of the effects of the Marshall Plan

• Model or diagram of a structure (atom, flower,

planetary system, etc.)

• Concept map

Why should a rubric be used? Teachers:

• To support learning. • To make assessing the students' work efficient, consistent, objective and quick. • Teachers evaluating an assignment know implicitly what makes that assignment excellent, mediocre, or in need

of improvement.

• Rubrics enable teachers to evaluate students' performance in situations that more closely replicate real life than an isolated test.

• Rubrics also help teachers to focus their own attention to the key concepts and standards that the students must obtain.

• By developing a working guide (rubric) for students to use as a tool throughout the assignment, teachers provide the scaffolding necessary to improve the quality of their students' work and to increase the knowledge that the students acquire.

• Teachers have the flexibility to reuse the same rubric for various class assignments. Rubrics allow teachers to accommodate and differentiate for heterogeneous classes by offering a range of quality levels (they can be used with gifted and learning support students).

Students

26 of 29

• Rubrics provide students with a clear understanding of what is expected of them. • Students have concrete directions about what makes a good science project, a good persuasive writing piece,

etc.. • Many studies have proven that rubrics improve students' end products and thus increase the students' overall

learning. Rubrics provide students with valuable information about the degree of which a specific learning outcome has been achieved.

• They provide students with concrete feedback that displays areas of strength and areas in need of improvement. Students can use this feedback as a tool to further develop their abilities.

• Rubrics encourage students to think about their own thinking and possibly about their own criteria for what is "good.": to analyze their own work and process to see how it matches up with the standard explained in the rubric. By using rubrics, teachers give students experience in their higher-level thinking processes.

Parents • Parents appreciate the use of rubrics because they allow teachers to justify why a certain grade was assigned to

his/her child. • Rubrics are easy to understand at a quick glance. They provide parents with a digestible, concise, and well-

structured assessment.

• Parents appreciate the detailed feedback that a rubric provides.

How to create a purposeful rubric: Important Characteristics of Rubrics A well-done rubric is both an instructional tool and an assessment mechanism. Here is a list of characteristics to strive for to create a purposeful rubric. Criteria An effective rubric must possess a specific list of criteria, so students know exactly what the teacher is expecting. Gradations There should be gradations of quality based on the degree to which a standard has been met (basically a scale). The gradations should include specific descriptions of what constitutes "excellent", "good", "fair", and "needs improvement". Each gradation should provide descriptors for the performance level. Descriptions Effective rubrics offer a lot of descriptive language. The rubric describes exactly what makes an assignment quality. The descriptors should enable student performers to verify and comprehend their scores. Continuity The difference in quality from a score point of 5 to 4 should be the same difference in quality from a score point of 3 to 2. All descriptors should model and reflect the consistent levels of continuity. Reliability A "good" rubric should be able to be used by various teachers and have them all arrive at similar scores (for a given assignment). Reliability also can refer to time (for example, if you are scoring your 100th essay - the rubric allows you to judge the 100th essay with the same criteria that you judged the 1st essay). Validity A rubric possessing validity, scores what is central to the performance and assignment, not what is easy for the eye to see and simple for the teacher to grade. Models It is good practice to model exemplars of work at various achievement levels. How is a rubric used? Typically, a teacher provides the rubric to students before an assignment begins, so students can use the rubric as a working guide to success. They explicitly describe what concepts and characteristics take priority over others within the assignment. After an assignment is assessed, rubrics enable students to understand why they received a score based on the criteria provided on the rubric. Rubrics may be used by a teacher to assess a student, a student to assess a peer, or a student to self-assess their own work.

Involving Students in Creating Rubrics

27 of 29

As educators, teachers have the responsibility to create assessments that encourage students to work towards a higher level of achievement. Rubrics are motivational tools for students, especially when students are involved in process. Students who are involved in the process of creating a rubric have a better understanding of the standards, gradations, and expectations of the assignment. Students also feel as if they have a "voice" within the classroom. Here are some ways to get your class involved in the rubric creation: In the beginning, introduce your students to a rubric by sharing a rubric and reviewing it step-by-step to ensure that they understand the standards, gradations, and expectations. After sharing a rubric, ask your students for their comments. Be sure to keep all relevant rubrics visible at all times (either on a bulletin board or a handout for each student). As students become more familiar with the purpose and layout of a rubric, ask them to assist you in designing a rubric for the next class assignment. Why Involve Students? By involving students in the creation of the rubric, students feel more empowered and their learning becomes more focused and self-directed.

• Intrinsic motivation occurs when students design their own assessment tools.

• If students help to create a rubric, it is much easier to hold them to its standards.

• When students invest a decent amount of time and commitment into a project, they naturally want to participate

in creating the assessment for that project.

• The development of a rubric is a reflective process. It extends beyond just turning in a project.

• Students involved in creating a rubric have a more concrete understanding of what is expected, and how to reach

certain benchmarks.

Rubric making tools Annenberg Learner About Annenberg Learner: Annenberg Learner is a tool that allows teachers to specify the appearance of their rubric and the criteria on which students will be graded. The service then creates a rubric based on those specifications for educators to use. http://www.learner.org/workshops/hswriting/interactives/rubric/?utm_campaign=elearningindustry.com&utm_source=/the-5-best-free-rubric-making-tools-for-teachers&utm_medium=link How to Use Annenberg Learner: Click the link above to go to the Annenberg Learner page. Once there, click the bold “Build a Rubric” text in the middle of the page. On the next page, specify the title of the rubric and your name, and then click “Next”. Now choose whether you want your rubric to be in a table or list format and click “Next”. On Step 3, select the rating system for your rubric and click “Next”. For Step 4, determine how you would like your rating system to appear on your rubric. On the next page, determine the criteria that students will be graded on and click “Next”. For Step 6, decide how you would like these criteria to appear in your rubric and click “Next”. Your rubric is now complete! Annenberg Learner’s Build a Rubric system has created a rubric for you based on your own specifications. To view your rubric, click the “Completed Rubric” hyperlink on the Step 7 page. EssayTagger Common Core Rubric Creation Tool About EssayTagger Common Core Rubric Creation Tool: The Essay Tagger Common Core Rubric creation tool is a service that allows teachers to simply and easily create rubrics based on Statewide Common Core Standards. http://www.essaytagger.com/commoncore?utm_campaign=elearningindustry.com&utm_source=/the-5-best-free-rubric-making-tools-for-teachers&utm_medium=link How to Use EssayTagger Common Core Rubric Creation Tool: Click the link above to visit the EssayTagger Common Core Rubric creation tool. Once there, click the “Begin” button at the bottom of the page. First, select the grade level of your rubric and click “Continue”. On the next page, determine the elements from the Common Core Standards that you would like students to be graded on and click “Continue”. On the next page, customize the Common Core elements you specified and click “Continue”. Now input the title of the rubric as well as your personal information and click “Create Rubric”. Now you are able to print, download or share your new Rubric! iRubric About iRubric: iRubric is a service provided by Rcampus.com that allows users to create a rubric that they can save and edit at any time.

28 of 29

http://www.rcampus.com/indexrubric.cfm?utm_campaign=elearningindustry.com&utm_source=/the-5-best-free-rubric-making-tools-for-teachers&utm_medium=link How to Use iRubric: Click the link above to visit the iRubric homepage. Once there, locate the hyperlink that reads, “Get started” directly below the slideshow and click it. You will now be taken to a signup page; designate which type of account you would like to create and click “Continue”. On the next page, enter your username, email address, and password and then move on to the next step. On the next page, you will enter your personal information and then click “Save”. After completing the signup process, you will be taken to a “Quick Links” page. Once here, locate the tab to the top right of the screen that reads “Rubrics” and click it. Select “Build” from the dropdown menu. To create a new rubric, select “Option A: Build From Scratch” and click “Start”. On your rubric creation page, first enter the title, description, keywords, and grade level of your rubric. Then select a primary subject and type. Scroll down to your rubric. In the first column, enter a title and categories on which students will be graded. In the remaining columns to the right of the screen, include the specifications for those categories. Add a level or column by clicking “Add Level or Column” to the right of the screen. Once you are done with your rubric, find the “This Rubric is:” heading and click “Ready to use”. Under “Gallery Viewing” decide whether or not you would like to keep your rubric private or open it for public viewing. When you are done, click “Save”. You will now be redirected to a page where you can decide if you would like to share your rubric, print it, or do a multitude of other things. RubiStar About RubiStar: RubiStar is a simple and easily customizable rubric creation tool. http://rubistar.4teachers.org/index.php How to Use RubiStar: Click the link above to visit the RubiStar site. Once there, scroll down to the “Create a Rubric” heading and click the blue button for the subject that you would like to create a rubric for. RubiStar will now redirect you to a page with customizable rubric template to choose from. Choose the rubric template that is most similar to the assignment for which you are creating a rubric. You will now be redirected to the page where you will create your rubric. First include general information for the rubric, like your name, the name of the project, the zip code in which you are teaching, and whether or not this is a demonstration rubric. After specifying basic rubric info, you are able to begin customizing your rubric under the “Creating and Editing your Rubric” heading. Under the “Category” column, choose the categories on which students will be graded. In the remaining columns to the right of the “Category” column, include the specifications for student work that is below standards, approaches standards, meets standards, or is above standards; include scores if you wish. Once you are done customizing your rubric, click the “Submit” arrow at the bottom of the screen. RubiStar will now redirect you to a screen on which you are able to print, download, or make your rubric available online. teAch - nology General Rubric Generator About teAch - nology General Rubric Generator: The teAch-nology General Rubric Generator is a rubric generator that is incredibly easy to use and produces a rubric with a clean look. http://www.teach-nology.com/web_tools/rubrics/general/?utm_campaign=elearningindustry.com&utm_source=/the-5-best-free-rubric-making-tools-for-teachers&utm_medium=link How to Use teAch-nology General Rubric Generator: Click the link above to visit the teAch-nology General Rubric Generator. Once there, locate the text boxes under “Step #1: School, Title, and Teacher Name” and input the required information. Choose a picture for your rubric under “Step #2: Pick a Picture”. In “Step #3: Body of Rubric”, you will create the specifications for the assignment. In the text box next to the gray boxes that read “Stated Object or Performance Number”, input the category on which students will be graded. In the text boxes next to the blue boxes that read “(Beginning, Developing, Accomplished, or Mastery) Level of Performance for Objective #” input the specifications on which students will be graded. Once you are done editing your rubric, click “Generate-Rubric” at the bottom of the page. teAch-nology will now provide you with a plain text version of your rubric that you are able to either print or copy and paste into a document or email.

29 of 29

Appendix D: Note on Sources

AISC Assessment Policies and Definitions are based on the research of:

• Damian Cooper

• Ken O’Conner

• Lynn Erikson

• Jay McTighe

• Carol Tomlinson

• Robert Marzano

• Rick Stiggins

• Thomas Guskey