Assessment+Policy

|| ||  ||  ||  ||  || ||  ||  To ensure effective learning, IST uses assessment to inform about ongoing instruction, to evaluate and report progress of student learning and to revise and review programmes that support the school’s mission. || || ||  Assessment is integral to the learning process. || || ||  Students receive regular and frequent feedback in a timely manner that they can use to monitor their own learning (formative assessment). || || ||  Assessments are also used to determine the degree to which students have mastered content and skills (summative assessments). || || ||  A variety of relevant data are collected and analysed for all areas of study to enable students, teachers and administrators to monitor and improve learning and programmes. || || ||  ||  || ||  ||  The IB curriculum embraces a philosophy of education where students construct new knowledge and understanding based on what they already know and believe. || || ||  This philosophy (constructivism) encourages continuous reflection and analysis of individual and large group learning by all members of the educational community. || || ||  ||  || ||  ||  For admission purposes, IST uses appropriate entry assessments to ensure that each student is placed in the learning environment that will most appropriately meet his/her educational needs. || || ||  ||  Approved: May 12, 2005 ||
 * 3.90 ** ||
 * 3.90 ** ||
 * Assessment Policy ** ||
 * 3.9.1 ** ||
 * 3.9.1.1 ** ||
 * 3.9.1.2 ** ||
 * 3.9.1.3 ** ||
 * 3.9.1.4 ** ||
 * 3.9.2 ** ||
 * 3.9.2.1 ** ||
 * 3.9.3 ** ||