© International Academy of Greenwich, 21 Meadowcourt Road, 1st Floor, Lee, London, SE3 9DU

International Academy of Greenwich is a candidate school* for the Middle Years Programme. This school is pursuing authorization as an IB World School. These are schools that share a common philosophy—a commitment to high quality, challenging, international education that International Academy of Greenwich believes is important for our students.

*Only schools authorized by the IB Organization can offer any of its three academic programmes: the Primary Years Programme (PYP), the Middle Years Programme (MYP), or the Diploma Programme (and in addition the IB Career-related Certificate). Candidate status gives no guarantee that authorization will be granted.

For further information about the IB and its programmes, visit http://www.ibo.org

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International Academy of Greenwich is a part of

Big Education

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Authetic Assessment

Authentic Assessment - Our Vision

IAG shaping our world through active global citizenship through:

  • authentic Curriculum and assessment;

  • challenging and inquiry-driven learning;

  • academic rigour and excellence;

  • applied global competency; and

  • undertaking service to our community.

 

Assessment at IAG reflects this Vision, our philosophy and the goals of our Curriculum for Global Citizenship.

Assessment within IAG is:

  • based upon ‘best practice’ and research relating to formative and summative assessment practices;

  • driven by an inquiry cycle;

  • holistic;

  • intrinsically linked with and supports the IAG Curriculum and IB aligned Approaches to Teaching & Learning;

  • timely and varied;

  • accurate and supported with evidence;

  • owned by the learners themselves;

  • designed to enable reflection and progression; and

  • facilitates ongoing and future success within both the IB and GCSE programmes of study.

Purpose

Within IAG the Curriculum drives the nature of assessments, rather than vice-versa.

In assessing holistic attainment, commitment and progress we draw upon:

  • the acquisition and application of ‘Factual knowledge’;

  • the application of conceptual understanding;

  • the application of subject/domain specific procedural and second-order skills; and

  • the attributes of the IB Learner Profile.

Assessment Methodology

Process - Key Stage 3 (MYP)

Process - Key Stage 4 (GCSE)

  • End of Key Stage 2 scores and Cognitive Ability Tests (CAT4) are used to determine a Minimum Expected Grade (GCSE) for learners. These MEG are used internally to track and monitor progress of students so that we ensure all students are making progress in line with expectations from their starting point in Year 7.

  • MYP criteria descriptors, articulated as ‘I Can…’ statements, are applied to formatively and summatively assess a learners development within four MYP Criteria within each subject area (see below)

  • The assessed criteria are shared with learners at the start of each Iuiry and Term.

  • Each Term at least two criteria are assessed, scored using the 1-8 scale against the criteria descriptors, recorded and attainment shared with learners.

  • Each Term average attainment to date is calculated and shared with learners as an Indicative Working at Grade (iWAG).

  • Each Term the progress the learner has made across their assessed criteria and in-line with their personal ‘trajectory’ will be judged and scored using a scale of 1-4.

  • Each Term the commitment the learner has displayed will be judged and scored using a scale of 1-4.

  • At the end of each Term and Inquiry learners reflect upon attainment, progress and commitment and determine next step targets for the following Term.  

  • Across the academic year learners undertake three GCSE style assessments, under exam conditions, as part of our approach to Pragmatic Rehearsal and in order to extend our knowledge of learner progress.

  • Academic reports are shared with parents at least twice over the academic year through which IAG shares an outline of the assessed criteria, an MYP Indicative Working at Grade (WAG), Progress score, Commitment to Learning score and learners self reported next steps for each subject area.

  • At the end of the academic year a final report is shared with families which includes an outline of the assessed criteria, an overall end of year  MYP Indicative Grade and end of year MYP Indicative Grade for each subject, Progress score, Commitment to Learning score and learners self reported next steps for each subject area.

  • GCSE criteria descriptors, articulated as ‘I Can…’ statements, are applied to formatively and summatively assess a learners development within GCSE Criteria within each subject area (AO descriptors).

  • The assessed criteria are shared with learners at the start of each Inquiry and Term.

  • Each Term at least two criteria are assessed, scored using the associated GCSE levels, recorded and attainment shared with learners.

  • Each Term average attainment to date is calculated and shared with learners as an Indicative Working at Grade (iWAG).

  • Each Term the progress the learner has made across their assessed criteria and in-line with their personal ‘trajectory’ will be judged and scored using a scale of 1-4.

  • Each Term the commitment the learner has displayed will be judged and scored using a scale of 1-4.

  • At the end of each Term and Inquiry learners reflect upon attainment, progress and commitment and determine next step targets for the following Term.  

  • Across the academic year learners undertake three formal GCSE style assessments, under exam conditions, as part of our approach to Pragmatic Rehearsal and in order to extend our knowledge of learner progress.

  • Academic reports are shared with parents at least twice over the academic year through which IAG shares an outline of the assessed criteria, a GCSE Indicative Working at Grade (WAG), Progress score, Commitment to Learning score and learners self reported next steps for each subject area.

  • At the end of the academic year a final report is shared with families which includes an outline of the assessed criteria, an overall end of year GCSE Indicative Progress score and end of year GCSE Indicative Grade for each subject, Progress score, Commitment to Learning score and learners self reported next steps for each subject area.

MYP Assessed Criteria