Assessment & the IB Program

Philosophy of Assessment

Assessment at Gwendolyn Brooks Middle School and Percy Julian Middle School encompasses the process of collecting, measuring, analyzing and reporting data of what students know and can do.  Student progress is monitored using formative assessments that demonstrate their current level of understanding and identifies individualized student learning needs.  In addition, summative assessment measures the synthesis of student understanding and contributes to the level of mastery at the end of a period of learning.  Assessment is managed through an active partnership among all stakeholders: students, teachers, and parent/guardians wherein students become active, compassionate life-long learners.

Assessment Practices

We believe assessment is a continuous tool that provides feedback throughout the learning process, a catalyst for student-teacher conversation, and a representation of the learning that has taken place. To learn more about our Assessment Practices please expand the headers below.

MYP assessment requires teachers to assess the prescribed subject-group objectives using the assessment criteria for each subject group in each year of the programme. In order to provide students with opportunities to achieve at the highest level, MYP teachers develop rigorous tasks that embrace a variety of assessment strategies.    

Assessment in the MYP aims to:

  • Support and encourage student learning by providing feedback on the learning process
  • Inform, enhance and improve the teaching process    
  • Provide opportunity for students to exhibit transfer of skills across disciplines, such as in the personal project and interdisciplinary unit assessments                
  • Promote positive student attitudes towards learning                    
  • Promote a deep understanding of subject content by supporting students in their inquiries set in real- world contexts
  • Promote the development of critical- and creative-thinking skills  
  • Reflect the international-mindedness of the programme by allowing assessments to be set in a variety of cultural and linguistic contexts
  • Support the holistic nature of the programme by including in its model principles that take account of the development of the whole student.     

Formative assessment is:

  • worth 10% of a student’s overall grade
  • Examples: Observations, questioning, discussions, homework, graphic organizers, peer & self assessment, visual representations
  • a tool that encourages self­ reflection
  • an opportunity for teachers to provide feedback
  • a practice that helps shape instruction and allows for teachers to make adjustments (e.g. external practice/homework)

Summative Assessment is:

  • worth 90% of a student’s overall grade
  • examples: Unit tests, projects, research papers, standardized tests
  • a synthesis of understanding and new ideas
  • criterion ­based and common across grade­ level content areas
  • driven by a culminating product