IB Assessments are criterion-referenced, not norm-referenced.  This method of assessment judges each student in relation to indentified standards and criterion rather than against the work of other students.

A balanced range of both summative and formative assessment strategies, are being used in all subject areas:

  • Formative assessment allows teachers to monitor student progress.
  • Summative assessments occur at the end of a unit or a course and summarise what the students have learned.

In order to provide a shared ownership of the assessment process and results, the students have regular individual consultations with the home teachers and the subject teachers. During such a consultation the purpose of an assessment is made explicit to the student and therefore allows feedback to be given immediately. This self-assessment stimulates the assessment process to become and remain an integral part of the ongoing learning and teaching process.

The points needed to gain the Diploma are gathered through different kinds of assessments:

  • Internal Assessment allows some of the student assessment to be carried out by teachers over the duration of the course.
  • External Assessment refers to work that is conducted and overseen by teachers and then graded externally by examiners.
  • Exams are conducted in strict accordance with IB regulations

Mock exams are organised at intervals in the first year and during January of the second year. The results of the mock exams are used to inform students of their level of competencies in the subject and are used as a basis for review and exam preparation.