Assessment Policy

Class work

 * Written and/or oral non-standardised class work that is assessed.
 * Projects and research tasks produced in class or introduced in class but completed at home.
 * Practical tasks such as Biology experiments or Technology designs.
 * Standardised Assessment Tasks –set at the end of any significant body of work within a term and are standardised across the grade for that subject. Previously these were termed 'cycle tests'. These are usually no longer than 50 minutes in length. Work previously termed 'Formal Assessment' is now also included in this category.

Examination

 * A standardised assessment longer than 1 hour, covering a term or more work, and scheduled in the examination sessions.

What Informs Our Policy?
It is based on the Outcomes Based Education (OBE) philosophy implemented by the National Qualifications Framework (NQF) through the Department of Education. It applies to all departments in the school, each of whom has a more detailed, department-specific assessment policy that serves as an addendum to this policy.

Why Do We Assess?

 * To understand and report on what a pupil has learnt at the end of a section of work – this is called summative assessment.
 * To show a pupil, in the process of learning something, what he or she has learnt and how improvements can be made to meet the final outcomes of the project – this is formative assessment.

What Are Our Assessment Principles?

 * Fairness – there is no deliberate or unreasonable bias against learners on the basis of race, gender, religion, disability etc. All learners have equal access to material being assessed. The amount of content tested is manageable.
 * Validity – the test measures what the intended outcomes.
 * Reliability – the criteria tested would be understood in the same way at different times and by different assessors.
 * Authenticity – the assessor is able to verify that the results produced by the learner are the product of that learner’s work.
 * Sufficiency – there must be a correlation between the quantity of work assessed and the marks awarded.

What Recognition Is There Of Received Prior Learning (RPL)?
RPL is the prior learning a pupil brings to the College. Where possible this will be acknowledged by the College and applied to the specific grade and subject currently studied by the learner.

How Must Teachers Present Assessment Tasks?
Before any assessment task is started, pupils must be provided with the assessment criteria (learning outcomes and assessment standards).

Valid assessment tools (eg rubrics, checklists) must be provided to learners before commencing any extended assessment task such as an essay or project. For examinations, these tools should be included in question papers where the individual task is of an extended nature, such as an essay. This will be done in accordance with the IEB’s instructions for each subject.

What Assessment Methods Do We Use?
A combination of the following will be used in the course of a year’s work, depending on the subject:

pen and paper tests; performance tasks such as role plays or recitals; orals such as speeches; multi-media presentations; tests and exams; projects and practical demonstrations. Many of these tasks will be collated in portfolios where subject guidelines require them.

Assessment of Assessment
All departments must evaluate their assessment in the following ways:


 * Internal moderation by other teachers of all standardised assessment tasks (SATs) and examinations. Single-teacher departments must use either external subject moderators or moderators from other departments within the school.
 * The moderation process defined in bullet point 1 must contain pre-task moderation and task moderation as contained in the standardised Beaulieu College moderation checklist. This checklist is found on the J-Drive
 * External cluster moderation may take place twice a year, with a minimum of at least once in the year for grade 12.
 * Pupil evaluation: pupils must be given formal opportunities to evaluate themselves and peers at least once a term.

Who Must Assess?
All stakeholders must participate in assessment, so that it informs the learning process.


 * Teachers are the main assessors.
 * Pupils must take part in regular peer- and self-assessment: this creates transparency and enhances an individual’s development.

How Are Marks Distributed and Weighted?
Each term is weighted differently.

* Department-specific

When do we report?
We issue formal reports each term. (Other reporting is also provided through parents’ evenings, informal discussions, and by written or telephonic means.)

How do we report?
Our reporting is in accordance with OBE principles. Each term we will issue a report – achievement in each subject will be recorded in three ways:


 * 1) A level from 1-7 will be assigned for selected Learning Outcomes (LOs), as specified in each subject according to Subject Assessment Guidelines. (These subject LOs are a summary of various assessment standards described in each LO). Achieving 1 for a LO represents the lowest level of achievement and 7 the highest.)
 * 2) An overall mark will be calculated for the subject.
 * 3) A comment by each subject teacher will summarise progress, identify weaknesses where necessary, and acknowledge strengths and achievements.

Below is one example of such a report:

Mark entry on ADAM

 * All assessments must be marked and recorded by the teacher on ADAM within two weeks of the date of writing or submission.
 * Only an HOD can make a 1% condonation to a pupil’s term mark in order to move to a higher symbol where there is justification for such a condonation; if a teacher is not an HOD, he or she must first obtain the permission of the HOD. For a condonation of more than 1%, permission must be sought from the Deputy Head, Academics.
 * The responsibility for the accuracy or marks and weightings lies with the HOD and must be checked regularly by the HOD throughout the term.

What Happens If Pupils Miss An Assessment Deadline?
The following rules apply only to SATs and examinations:


 * If a pupil is absent for medical reasons a doctor’s note must be supplied by the medical physician who examines the pupil on return to school.
 * If the pupil is not able to present a note, a mark of 0 will be awarded.
 * If the pupil is absent for any reason other than illness, a mark of 0 will be awarded.
 * Exception to this rule – the Head of School may issue a waiver under special circumstances, awarding the pupil an absent mark.
 * If an examination, or part of an examination has been missed with a Doctor’s Certificate or with a Head’s Waiver, the pupil’s term mark will be the result of statistically adjusted marks with reference to the pupil’s classwork assessments and the grade average for that specific examination.

For all other homework assessments (projects etc), the following rules apply:


 * One day late = -10%
 * Two days late = -20%
 * More than two days late = 0
 * If the task is a Portfolio requirement, the penalised mark may be reflected internally on ADAM, however, the pupil is awarded the original mark without penalty in the final portfolio.
 * Detention may be issued by a teacher to ensure portfolio work is completed, even if penalties have applied.

Who can appeal?
Teachers, pupils and parents/guardians can appeal against assessments.

Why can you appeal?

 * Bias of the assessor.
 * Insufficient class preparation or time provided at home for preparation.
 * Bias of the test – where it clearly and unreasonably discriminates on the basis of gender, race etc.
 * Assessment not valid - does not refer to content or skills taught.
 * Plagiarism or cheating.
 * Inaccurate or unreliable assessment tool.
 * Level of difficulty of test – too easy or too difficult.
 * Incorrect marking against assessment rubric or memo.
 * Absence of rubric and assessment criteria where these are necessary.

What is the purpose of the appeal process?
To formalise the appeal process, reduce conflict, and improve teaching and learning practice. It is not to punish any individual, nor to deal with matters that are clearly subjective or of such insignificance that they can be dealt with in a brief communication between the two parties concerned.

What is the appeal process?
The complainant’s appeal follows the following steps – no step may be missed. If no satisfaction is received at any level, the appeal is taken to the next level. The following individuals are approached in sequence:

Complainant: Pupil or Parent

 * 1) Submit appeal to subject teacher of the task in question. This appeal must reach the subject teacher within 7 days of the mark being received by the complainant. If no agreement is reached by the two parties:
 * 2) Submit appeal to HOD. If the problem is with the HOD as teacher, another teacher in the department or learning area must be appealed to. Appeal to reach the HOD/other teacher within seven days of response from first teacher. (Note: in a one-teacher department, the teacher concerned must submit the matter to an expert in the area from another school or directly to the SAT.) If no agreement is reached:
 * 3) Submit third appeal to the School Assessment Team. The appeal must be in writing and should reach the SAT no longer than one month after first complaint to subject teacher or by end of term, whichever comes first.

Complainant: Teacher

 * 1) Meet with the other party (teacher, parent, pupil) within 7 days of problem arising.
 * 2) If no agreement is reached, submit issue in writing to SAT, no longer than 14 days after initial problem.

Note

 * The SAT is the final authority in the school on assessment appeals.
 * In cases where the complaint refers to a member of the SAT, the member will recuse him/herself, and represent him/herself to the SAT.
 * Only individual, not group appeals will be considered.
 * The members of the SAT will consider the complaint, consult all parties, and make a final decision. This decision is binding on all parties, whether to the advantage or disadvantage of either.
 * Parties will be informed of the SAT decision within 24 hours.
 * The SAT members are: Mr Andrew Brouard, Mr Mark Naidoo, Mr Rodney Grové and Ms Candice Wood.
 * The SAT does not have authority over external bodies such as the IEB, but will present assessment complaints on behalf of complainants.
 * If any steps of the appeal process have been missed, the complaint will be referred back to the complainant to complete.

How Do You Appeal To The SAT?
The complaint must be submitted in writing and must state the main facts of your case. You may submit a written document either to Mr Brouard or by email to: [mailto:sat@beaulieucollege.co.za sat@beaulieucollege.co.za].

Review of Assessment Policy
This policy will be reviewed annually.