Assessment in the SJI IP will utilize formative assessment extensively to scaffold learning, to provide detailed feedback to teachers and their students on the nature of students’ strengths and weaknesses, and to help develop students’ capabilities. Formative assessment provides students with information for self-assessment and peer-assessment, thus giving students ownership of their own learning and help to create lifelong learners who can respond positively to future challenges.
Another key feature of the assessment in the SJI IP to aid in learning how to learn is the use of transparent criterion-based assessment, in which students work will be assessed based on pre-established and defined standards (criteria).
Without compromising academic rigour, the SJI IP encourages the love of learning in students (and not just to study for exams) by adopting a differentiated approach to assessment for Level 1 learning, and for Levels 2 and 3 learning such that the students will be required to meet assessment criteria for Levels 2 and 3 learning that will not skew them to taking studies that will be easier to score but will be based on interest and talent.
For level 1 learning, which focuses on the acquisition of foundational facts, concepts and principles in the disciplines studied, assessment will comprise a variety of formative assessments throughout each academic year, culminating in a summative examination at the end of the year. Evaluation for formative assessments will be based on criterion-referenced rubrics targeted at allowing students to understand the strengths and weaknesses of the work submitted. Summative assessments at key checkpoints, at the end of Semester 1, and at the end of the year will provide students and their parents with a specific grade.
For level 2 and 3 learning tasks, the focus is on the process of learning. No marks or alphabetical grades will be awarded for level 2 and 3 tasks. Students will only receive a pass, a pass with credit or in cases of exceptional performance, a pass with distinction. The greater emphasis will be the evaluation based on the criterion-referenced assessment rubrics will provide qualitative feedback to students. For the purpose advancement to the next level of education, students will be required to achieve only a pass in level 2 and 3 learning tasks.
By lowering the stakes of the assessment, it will encourage students to choose level 2 and 3 learning tasks according to interest and talent rather than on the basis of the ability to do well the assessment for advancement purposes.