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The policy distinguishes pre-assessment, formative assessment throughout inquiry aligned to lines of inquiry, and summative assessment that measures mastery of the unit’s central idea and supports student agency through clear grading expectations. It outlines differentiated and accommodated strategies, and the use of IB MYP assessment criteria, rubrics, achievement level recording, reporting, family communication, and student reflection.",{"@graph":69,"@context":122},[70,84,105],{"@type":71,"itemListElement":72},"BreadcrumbList",[73,77,79,82],{"item":74,"name":75,"@type":76,"position":8},"https://docshare.wps.com","Home","ListItem",{"item":78,"name":9,"@type":76,"position":14},"https://docshare.wps.com/document/",{"item":80,"name":20,"@type":76,"position":81},"https://docshare.wps.com/document/exam/",3,{"item":83,"name":65,"@type":76,"position":19},"https://docshare.wps.com/document/hla-assessment-policy-25-26-school-year/498990/",{"url":83,"name":65,"@type":85,"image":86,"author":91,"headline":65,"publisher":94,"fileFormat":97,"inLanguage":63,"description":67,"dateModified":98,"datePublished":99,"encodingFormat":97,"isAccessibleForFree":100,"interactionStatistic":101},"DigitalDocument",{"url":87,"@type":88,"width":89,"height":90},"https://docshare.wps.com/thumbnails/hla-assessment-policy-25-26-school-year/498990.png","ImageObject",300,407,{"name":92,"@type":93},"Bintang","Person",{"url":74,"name":95,"@type":96},"DocShare","Organization","application/pdf","2026-11-04","2026-10-03",true,{"@type":102,"interactionType":103,"userInteractionCount":52},"InteractionCounter",{"@type":104},"ViewAction",{"@type":106,"mainEntity":107},"FAQPage",[108,114,118],{"name":109,"@type":110,"acceptedAnswer":111},"How does HLA use pre-assessments in the inquiry process?","Question",{"text":112,"@type":113},"Pre-assessments/activities help teachers identify what students already know about a concept. This knowledge supports starting the unit at an appropriate rigor level for the whole class and for individual scholars.","Answer",{"name":115,"@type":110,"acceptedAnswer":116},"What is the purpose of formative and summative assessments?",{"text":117,"@type":113},"Formative assessments check student understanding during the unit of inquiry and guide instruction based on teacher data. Summative assessments evaluate whether scholars mastered the unit’s central idea and provide clear expectations and student agency.",{"name":119,"@type":110,"acceptedAnswer":120},"How are MYP achievement levels recorded and reported?",{"text":121,"@type":113},"After summative assessments, teachers assign achievement levels (0–8) for assessed criteria using rubric descriptors, then adjust scores to a 0–100 scale. At the end of each semester, teachers use evidence from multiple summative tasks for each criterion, and share achievement levels, overall subject grades, and narrative comments through the reporting system.","https://schema.org",{"og:url":83,"og:type":124,"og:title":65,"og:site_name":95,"og:description":67},"article",{"robots":126,"canonical":83},"index,follow",{"doc_id":128,"site_id":62},498990,1791214448,{"code":4,"msg":5,"data":131},{"doc_id":128,"user_id":132,"nickname":92,"user_avatar":133,"doc_module":4,"category_id":19,"category_name":20,"doc_title":65,"doc_description":67,"doc_content":134,"file_id":135,"file_url":136,"file_type":137,"file_size":138,"view_count":52,"is_deleted":4,"is_public":8,"is_downloadable":8,"audit_status":8,"page_count":24,"language":139,"language_code":63,"site_id":62,"html_lang":63,"table_of_contents":140,"faqs":141,"seo_title":142,"seo_description":67,"update_tm":143,"read_time":144,"preview_page_count":4},962085564381,"https://ap-avatar.wpscdn.com/davatar_6f874abed73319feea01a86fa6f0fab8","-Assessment Policy  \nAt Higher Learning Academy (HLA), we believe that every assessment piece administered should be designed to demonstrate student learning. Assessment should also provide students with feedback that supports and enhances their learning. Assessment should be frequent, ongoing, and differentiated and/or accommodated as needed.  \nPre-assessment tests or activities are a crucial part of the inquiry process. Pre-assessments/activities allow the teacher to assess what their students already know about a given concept. This knowledge allows the teacher to begin a unit of inquiry at the appropriate level of rigor for the whole class and for individual scholars.  \nFormative assessments should be conducted throughout the unit of inquiry and should relate to the unit’s lines of inquiry. Formative assessments are used to assess student understanding during a unit of inquiry. The teachers should use their data from the formative assessments to guide instruction appropriately.  \nSummative assessments should be designed to assess whether or not scholars mastered the central idea of the unit of inquiry. Scholars should know how they will be graded before completing the assessment, and the assessment should provide for student agency. Summative assessments can be individual or collaborative; however, if the assessment is collaborative it should have an individual feedback aspect. We understand that summative assessments are a demonstration of the mastery piece our units are designed to build towards; our summative assessments are an end piece to a unit of inquiry.  \nAt HLA, we understand that all of our scholars are different, and as such, they have different needs. We will strive to ensure that the needs of all scholars are met by utilizing: differentiation and/or accommodation strategies, intervention, ELD, multiple measures of assessment, and ongoing assessments to adjust instruction as needed.  \nUse of MYP Criteria and Rubrics  \nOur school uses the International Baccalaureate Middle Years Programme (MYP) assessment criteria to evaluate student learning in all subject groups. This criterion-related model ensures that student achievement is measured against pre-determined, internationally recognized standards rather than compared to other students.  \n● Assessment Criteria  \nEach subject group has four assessment criteria, aligned with that subject’s aims and objectives.  \n1 Updated 9-17-25  \nThese criteria are used to design and assess all summative assessments. Throughout the school year, teachers ensure that all strands of each criterion are assessed multiple times to provide students with a balanced opportunity to demonstrate their learning.  \n● Rubrics  \nTeachers use MYP-published rubrics (Year 1 or Year 3, as appropriate) for all summative assessments.  \n○ Grade 6 teachers use Year 1 rubrics consistently.  \n○ Grade 7 teachers typically use Year 1 rubrics in Semester 1 and Year 3 rubrics in Semester 2.  \n○ Grade 8 teachers use Year 3 rubrics consistently.  \nRubrics are shared with students prior to the start of any summative assessment so that students understand what success looks like and can monitor their progress.  \n● Recording and Determining Achievement Levels  \nAfter each summative assessment, teachers assign achievement levels (0–8) for the criteria assessed, based on the level descriptors in the rubric. These scores are then adjusted to fit a a 0-100 scale. At the end of each semester, teachers use evidence from multiple summative tasks to determine a final achievement level for each criterion in each subject area. This holistic judgment is based on the student’s most consistent and most recent level of achievement.  \n● Communication of Results  \nAchievement levels are shared with students and families through our reporting system. Reports include:  \n○ The student’s achievement level (0–8) for each criterion  \n○ The overall subject grade (1–7) determined using the IB grade boundary table  \n○ Narrative comments","cbCailv7uXNtwQP5","https://ap.wps.com/l/cbCailv7uXNtwQP5","pdf",576515,"English","# Assessment Policy\n## Pre-assessment\n## Formative assessments\n## Summative assessments\n## Differentiation and accommodation\n## Use of MYP Criteria and Rubrics\n## Assessment Criteria\n## Rubrics\n## Recording and Determining Achievement Levels\n## Communication of Results\n## Assessment Essential Agreements","[{\"question\":\"How does HLA use pre-assessments in the inquiry process?\",\"answer\":\"Pre-assessments/activities help teachers identify what students already know about a concept. This knowledge supports starting the unit at an appropriate rigor level for the whole class and for individual scholars.\"},{\"question\":\"What is the purpose of formative and summative assessments?\",\"answer\":\"Formative assessments check student understanding during the unit of inquiry and guide instruction based on teacher data. Summative assessments evaluate whether scholars mastered the unit’s central idea and provide clear expectations and student agency.\"},{\"question\":\"How are MYP achievement levels recorded and reported?\",\"answer\":\"After summative assessments, teachers assign achievement levels (0–8) for assessed criteria using rubric descriptors, then adjust scores to a 0–100 scale. At the end of each semester, teachers use evidence from multiple summative tasks for each criterion, and share achievement levels, overall subject grades, and narrative comments through the reporting system.\"}]","HLA Assessment Policy 25-26 School Year | PDF",1790991453,13]