FA Philosophy of Assessment:

It is the belief at Falcon Academy (FA) that assessments must support and encourage effective teaching and learning. It is through this lens that FA developed this assessment policy that serves to reflect our focus and firm commitment to academic success for all students. It is our goal to provide a high-quality education that prepares our students for advanced study in high school, college, and university. Our assessments are designed to help guide the learning community to act, evaluate, and reflect upon our own successes toward achieving this goal.

Assessment practices are an ongoing process that provide opportunities for students to demonstrate what they know, understand, and can do. Assessments take into account cultural and linguistic diversity, different learning styles, abilities, and aptitudes and are then supported and scaffolded appropriately. This developmental and authentic approach helps ensure that we focus on each student’s progress over time. Furthermore, it is through the school wide practice of Teacher Clarity, that students are fully aware of what they are learning, why they are learning it, and how they will know that they have learned it.

We support the IB belief that “all members of the learning community develop assessment capability.” At FA, this means that we work to build a shared understanding across our learning community of how to assess, what to assess, and how to collect and analyze assessment data.

Elementary school Primary Years Program (PYP) Grades K-5

Purpose of Assessment in the PYP

At Falcon Academy our assessments:

• Focus on the whole child
• Address critical and higher-order thinking skills
• Encourage student improvement and achievement
• Provide multiple means of representation
• Promote and further self-initiated student inquiry and learning
• Reflect and re-evaluate teaching practices
• Inform learning and teaching
• Differentiate instruction
• Are authentic, researched-based and meaningful
• Are a collaborative process allowing opportunity for teacher, peer, and self-reflection
• Communicate to all stakeholders in a positive and supportive manner
• Provide families with clear, timely feedback of student progress

Role of the Student in the PYP:

• Understand the skills and criteria for assessment
• Understand areas in need of growth
• Take responsibility for personal goal-setting

• Co-construct assessments and criteria
• Use self-assessment and reflection to improve performance
• Reflect on assessments

Role of the Teacher in the PYP:

• Abide by school wide assessment policy
• Use assessments to differentiate instruction according to student needs
• Clearly define deadlines, assessment criteria, and give students clear and timely feedback
• Self-assess, reflect, and improve upon assessments
• Use a variety of assessment strategies and tools that promote student agency
• Actively engage students in the assessment process
• Inform the learning community of assessments and their results

Role of the Family in the PYP:

• Be knowledgeable of school policies on assessment and deadlines
• Maintain open communication with teachers regarding assessments
• Attend and participate in conferences
• Support students in reaching academic and personal goals
• Encourage student reflection of academic performance, IB Learner Profile, and Approaches to Learning

Areas of Assessment

1. Units of Inquiry

Purpose: Units of inquiry assessments include both formative and summative assessments and are designed to determine student understanding of the transdisciplinary theme, central idea and lines of inquiry that are within the framework of the International Baccalaureate Primary Years Programme (IBPYP). These assessments are incorporated into each unit planner and created according to the backward design method of planning where developmentally appropriate assessments are established prior to the lessons and activities. The purpose and means of all assessments are transparent and clearly explained to students.

2. Pre- Assessment:

Purpose: Pre-Assessments are designed to determine a student’s prior knowledge in order to plan for the next stage of learning within the context of the lines of inquiry.

Tools and Strategies (including but not limited to):

• Pre-test
• Goal Setting
• Classroom Discussion
• Brainstorms
• Provocations
• Initial Self Reflection
• Student Inquiries
• Observation Charts

3. Formative Assessments

Purpose: Formative assessments monitor student understanding throughout instruction to allow for adjustments needed in the process of teaching and learning. These assessments are informative and reflective for both teacher and student and help both determine the next steps needed to understand the lines of inquiry that will ultimately allow for success in the summative tasks.

Tools and Strategies (including but not limited to):

• Anecdotal notes
• Observations
• Checklist
• Open-ended Tasks
• Performance Tasks
• Tests/Quizzes
• Student Interviews
• Classroom Discussions
• Writing Samples
• Self-Reflection
• Rubrics
• Running Records
• Interviews

4. Summative Assessments

Purpose: Summative Assessments are designed to measure student understanding of the knowledge, concepts, and skills acquired within a unit of inquiry. Students complete summative tasks after completing a unit of inquiry to show understanding. Summative tasks may have a designed rubric, checklist, or clear grading continuum.

Tools and Strategies (including but not limited to):

• Performance Assessment
• Problem-based Learning Projects
• Student-selected Learning Projects
• Student Initiated Action
• Tests
• Reports
• Presentations
• Student Reflection – including any of the following:
  • General reflection on the unit outlining new understandings
  • A written response to a specific piece of work from the unit
  • The completion of the KWL chart
  • Connection of new understanding to attributes of the Learner Profile
  • Teacher or peer interview
  • Family at home reflections
  • Evaluation of self on rubric

5. ATL Skills & Learner Profiles

Purpose: The approaches to learning skills (ATL) and the Learner Profiles are keystones in the development of creating internationally-minded students. It is imperative to regularly assess how effectively students are able to understand and exhibit these attributes and skills in order for the adults in the learning community to reflect upon how effectively these attributes and skills are being promoted.

Tools and Strategies (including but not limited to):

• Classroom Discussions/Community Circle
• Checklist
• Rubric
• Continuums
• Student Self Reflections

Monitoring and Reporting of Assessment

1. Report Cards

Purpose: Report cards are designed to disseminate information to families about student performance in academic, social, and self-management skills. They include both numerical data as well as comments from both the English and Arabic teachers.

Our report cards at Falcon Academy are:

• Standards based
• Developmentally appropriate
• Given 4 times annually at the end of the quarters
• Assessment at Falcon Academy is based upon IB criteria and could be converted into a letter-based grading scale to ensure alignment with both IB expectations and local reporting standards.
• Representative of both English and Arabic proficiency
• Reflective of the IB units of inquiry
• Reflective of the IB Learner Profile & ATL skills.
• Annually stored in the students’ cumulative folders and online when available
• Confidential

2. Academic Progress Data and Monitoring (MAP)

Purpose: The purpose of monitoring assessment data is to give teachers and parents updated, year to year documentation of student progress. This assessment data is used to direct teacher instruction and track student progress over time.

• Classroom core subjects are assessed and managed by MAP testing in the relevant language of instruction.
• Progress Reports are given to parents during parent conferences (see below).
• Reading assessments and Writing Assessments are passed to teachers annually for vertical monitoring.
• All at-risk student assessment data, and IEP documents are updated and passed to teachers annually.

Conferences

1. Parent/Guardian & Teacher Conferences:

Purpose: The purpose of Parent/Guardian & Teacher conferences is to inform parents about student progress based upon the school-wide assessments and classroom performance. This includes informing parents of strengths, areas of concern, as well as strategies for support when needed. The conferences allow teachers and parents to establish collaborative relationships and learn from each other while discussing goals.

• All parents/guardians are expected to attend the fall Parent-Teacher conferences.
• Grade level progress report sheets are developed and given to parents at the conferences.

2. Student Led Conferences:

Purpose: Student led conferences allow students to directly report to parents about their own learning progress. This allows students to be reflective learners who take responsibility for the roles they take in their own education.

Student led conferences are:

• Focused on academic and social growth
• Student centered
• Evidence based
• Teacher supported
• Designed to establish student understanding and creation of personal goals.

3. Teacher-Student Conferences:

Purpose: Teacher-Student Conferences allow teachers to give formative feedback to students in a variety of subject matters as means to discuss strengths and weaknesses. Teachers are able to discuss specific learning targets and set goals in collaboration with the student. Teacher-Student Conferences may include but are not limited to the following areas:

• Writing and the Writing Process
• Reading and Literature Circles
• Math Problem Solving
• IBPYP Formative and/or Summative Assessments
• Progress (MAP)

Middle School Years Program (MYP) Grades (6th-8th)

Purpose of Assessment in the Middle Years

The MYP assessment model is criterion-related, where each student’s achievement of IB subject objectives is measured against predetermined criteria, rather than in comparison to peers. This approach provides a clear and personalized understanding of individual strengths and areas for growth. Students are guided by IB criterion-related rubrics, which clearly outline expectations and provide meaningful, specific feedback throughout the learning process. This continuous feedback loop not only supports academic growth but also nurtures essential IB Learner Profile attributes such as being reflective, principled, and open-minded.

Role of the Student in the MYP:

Students in the MYP are encouraged to take an active role in their own learning journey. By engaging with the assessment criteria, students become self-reflective and develop a sense of responsibility for their learning, embodying the Learner Profile attribute of being reflective and inquirers. They are also encouraged to take risks in their learning, to think critically, and to show empathy toward others. Through these actions, students grow as open-minded and balanced individuals, actively engaging in personal goal-setting, reflecting on feedback, and taking steps to achieve their academic and personal objectives

Role of the Teacher in the MYP:

Teachers in the MYP act as facilitators of learning and are instrumental in helping students understand and achieve the IB objectives. They guide students through the assessment criteria, using feedback as a tool to support students’ growth as thinkers and communicators. Teachers model the attributes of the Learner Profile, fostering a respectful and collaborative learning
environment. By encouraging students to explore concepts from multiple perspectives, teachers help them to develop an international mindset, become principled, and be more caring in their approach to learning.

Role of the Family in the MYP:

Families play a supportive role in the MYP by reinforcing the values of the IB Learner Profile at home. Through engagement with their child’s learning, families encourage attributes like being caring, balanced, and principled. By understanding the assessment criteria and objectives, families can offer constructive support and reinforce the importance of resilience, independence, and reflection. Families are invited to partner with teachers and students in this journey, creating a holistic support system that promotes the development of globally-minded, lifelong independent learners.

IB Criteria Reference Curriculum

• FA Curriculum: Backward-Planned for Comprehensive Learning
• The FA curriculum is designed using a backward-planning model, starting with the desired learning outcomes and skills as defined by the IB Middle Years Programme (MYP) assessment criteria and relevant local or national standards. Through a yearly subject-group overviews, FA ensures that all IB criteria are addressed multiple times across the year, providing comprehensive coverage of required standards and skills.
• Teachers develop units of study that integrate inquiry, action, and reflection, aligned with the subject-group overviews. Units include varied assessment tasks:
• Formative assessments: Regular opportunities for students to receive feedback and gauge their progress. These assessments are designed to support skill development and understanding as students work toward complex summative assessments.
• Summative assessments: Culminating tasks at the end of each unit, where students demonstrate their mastery of the IB criteria. Summative assessments vary in complexity and are carefully planned to provide meaningful, relevant challenges aligned with MYP objectives.

What This Means for Parents:

• As a parent, you can expect that your child’s curriculum at FA will be:
• Aligned with current MYP assessment practices and relevant standards.
• Comprehensive, ensuring repeated exposure to essential skills and concepts.
• Engaging, challenging, and supportive of your child’s intellectual and personal growth.
• Designed to cultivate critical thinking, effective communication, and problem-solving skills essential for future learning.

This approach ensures that FA students build confidence and competency in a structured, supportive environment

Assessment Practices at FA

Formative assessments are the foundation and preparation for students to learn the skills needed for summative assessments as well as assignments. Teachers use a range of purposeful formative assessment activities to develop students’ skills, knowledge, and understanding, building toward cumulative summative assessment tasks. Effective formative assessment is part of the instructional process and provides timely information needed to adjust teaching strategies. Teachers analyze assessment data to identify patterns of individual student performance and needs. Formative assessment actively involves students in the process, providing opportunities for students to make managed errors and learn from their mistakes.

After students have been given multiple opportunities and feedback on the prescribed criteria, summative assessment tasks are typically given at the end of each unit to formally assess criteria and standards.

Standardization in the Middle Years

Teachers collaborate on assessment in their weekly meeting with their co-teachers and colleagues. To uphold assessment norms, teachers share assessments, rubrics, and samples of student work to calibrate grading with colleagues. Teachers compare common assessment data with their subject co-teachers or with other MYP teachers.

Monitoring and Reporting in the Middle Years

When assigning progress report scores, teachers use their professional judgment, taking into account formative and summative data and student progress over time. These reports share achievement levels per each of the four criteria in all eight IB subjects using the provided rubrics with a scale of 1-8. Student scores are ongoing throughout the course of the year and do not restart for each grading period. Scores assigned do not reflect an average of all assignments; rather, they are an indication of the level the student has attained and sustained.

In addition, progress is reported on the following Approaches to Learning skills using a rubric created by FA teachers: Self Management, Communication Collaboration, Social, and Work Completion.

At the conclusion of each semester in (January and June), in addition to the criteria scores and ATL scores, a final MYP criteria-related score is assigned on a scale of 1-7

Examples of documents used to report progress and final criteria-related scores are below:

IB Criteria Scores Explanation

FA Final Grading Scale for End of Semester Reports

Approaches to Learning Skills Rubric

ATL – Self Management

ATL – Communication (An active learner who is on task and advocates for support, when necessary)

ATL – Social Collaboration

Work Completion

Engagement

References & Acknowledgment

This policy reflects IB-aligned assessment philosophy. It adapts structures and language from publicly shared IB assessment policies while tailoring them to Falcon Academy’s context, and strength-based approach.