Assessment and Evaluation

NÛN High School is an IB Diploma Programme November Session school. Preparatory English, Preparatory Turkish, and 9th-grade processes are planned in a way that can serve as support and preparation for the diploma program. The assessment and evaluation processes of the courses required by the Ministry of National Education are carried out under national regulations. Turkish English, internal and external assessment exam averages of Science, Turkish and English courses are adviser in students' DP course choices. 

DP Assessment Practices  

Internal and external evaluation exam averages of Science, Turkish and English courses are effective in students' DP course choices. Various formative and summative assessment practices are carried out at NÛN High School. 

Formative Assessment 

Formative assessments are used to measure progress of the student. Teachers may plan differentiation and change their teaching methods and course planning according to the results of these assessments.  

Summative assessments are preferred to give at the end of a unit generally for the purpose of evaluating the whole unit. Tools for assessment include the following but are not limited to those.   

• Class discussion and/or Socratic seminars 
• Case studies 
• Debates 
• Essays 
• Experimental investigations 
• Fieldwork 
• Group and individual oral presentations 
• Laboratory reports 
• Oral and written commentaries 
• Verbal presentations 
• Multiple choice questions and quizzes 
• Journals 
• Portfolios 
• Research assignments
• Projects 
• Self-assessment 
• Tests and examinations 
• Exhibitions 
• Homework

Summative Assessment  

The goal of summative assessment is to evaluate the objectives taught in that unit during two years process. For example, end-of-unit tests, end-of-term exams, and end-of-year tests.

DIPLOMA PROGRAMME (DP) 

              DEFINITIONS AND PRINCIPLES WITHIN THE FRAMEWORK OF THE IB DIPLOMA PROGRAMME 

The concept of learning refers to the acquisition and internalization of knowledge, skills, understanding, and attitudes or behaviors in any field of knowledge, whether academic or experiential. In the context of IB DP, this learning is based on personal experience (with intellectual skills, critical thinking, and logical argument) in one subject/discipline from six different knowledge areas (Groups 1-6) during the last two years of high school, that is the period between the ages of 16-19. All six courses and the Extended Essay (based on the Theory of Knowledge and Creativity, Action, Service - "CAS") are expected to take place, simultaneously prompting personal inquiry and reflection. The character structures that IB DP wants to train are defined in the IB Learner Profile. 

The concept of assessment and evaluation refers to both the learning process and the process of making judgments about products as proof that this process has been successfully completed. In the context of IB DP, assessment and evaluation are based on two-year IB DP learning processes. 

Whole communities of practice (e.g. teachers at school and teachers in IB DP) share performance standards as part of the implicit knowledge of what a good display of knowledge, understanding and skills by students consists of. These shared standards allow justification in the evaluation of performance - performed by the student or teacher - in terms of scopes and goals, as defined in the course manuals. It is appropriate in practice to document the shared standards or evaluation criteria, so the course manuals contain the evaluation criteria applied by the teacher. 

A. Grading / Marking 

Student work is evaluated using various criteria, rubrics, and scales the students are informed about. Assessments and assignments are generally graded through evaluation by the teacher or even self-evaluation, peer evaluation, and group evaluation.  

Diploma students are exposed to past IB questions from previous IB assessments for their external assessments. Teachers also align their classroom grades with IB standards and boundaries but, they also take other factors into account, such as attendance, classroom work, participation, and homework, that may be a reflection of student effort as a component of their learning.   

We use the following scale guide to convert grades out of 100 (1 [the lowest] to 7 [the highest]):  

IB assessments include Internal and External Assessments which are determined by IB exams, TOK essays, Extended Essays, and Literature A (HLE) written assignments. NÛN Schools are November term school Therefore, all internal assessments are applied in the 10th and 11th grades. 

Award of the IB Diploma  

Core requirements 

• DP category candidates must study six subjects, plus the three core subjects—EE, TOK, and CAS. Providing the course requirements, students must accumulate no fewer than 24 points from assessments in these subjects.
• They must meet all additional requirements.
• They must meet all the requirements in a maximum of three exam sessions.
• Candidates who successfully meet these requirements are awarded a diploma.
• Candidates who take the diploma in multiple languages may be eligible for a bilingual diploma.

The IB diploma is awarded based on performance across all parts of the DP. 

• Each subject is graded 1–7, with 7 being the highest grade.
• These grades are also used as points (that is, 7 points for a grade 7, 6 points for a grade 6, and so on) in determining if the diploma can be awarded.
• TOK and the EE are graded with letters A–E, with A being the highest grade. These two grades are then combined in the diploma points matrix to contribute to the total between 0 and 3 points.
• CAS is not assessed but must be completed in order to be awarded the diploma. 
• The total maximum score of the course grades, TOK and EE is 45 = [(6 × 7) + 3].
• The minimum threshold for the award of the diploma is 24 points. If a candidate scores less than 24 points, the diploma is not awarded.

Additional requirements 

There are a number of additional requirements for the award of the diploma. 

• Must fulfill the CAS requirements.
• Must not attain "N" for TOK, EE, or a contributing/prerequisite course.
• Must not attain "E" for TOK and/or the EE.
• Must not attain a level 1 in any subject/grade.
• Must not attain more than two grade 2s or lower (SL or HL).
• Must not attain more than three grade 3s or lower (SL or HL).
• The candidate must score a minimum of 12 points or above in HL courses. (The three highest grades count for candidates enrolled in four HL courses.)
• The candidate must score a minimum of 9 points or above in SL courses. (Candidates who register for two SL subjects must score at least 5 points in SL course.)
• The candidate must not receive a penalty for academic misconduct

B. Internal Assessments 

Internal Assessments are mandatory and guided. They are graded by course teachers according to the criteria provided in IB subject guides. Internal Assessment scores are submitted to the IB for moderation.  

Standardization is a requirement of the IB DP in NÛN Schools. All teachers of the same course come together to grade the same component before sending it to the IB. Standardization is the final stage of the assessment procedure. TOK articles are made for internal and external assessments, such as EEs. The process involves teacher meetings and a mutual understanding of the evaluation criteria used for a particular evaluation. The process allows teachers to improve the reliability of their grades and supports consistency throughout the school.   

C.External Assessments 

The IB Exam dates are determined by the IB authorities and immediately after the end of the exam, the papers are sent directly to the IB examiners for evaluation. TOK articles, EEs, and Literature A HL written assignments are all conducted by the course teacher with guidance at school and are subject to external evaluation by the IB. 

Recording of Grades: 

All Diploma Programme teachers keep accurate records of the learning process of the students.  

• All notes are processed to e-NÛN out of 100. 

Internal Assessments are recorded alongside their drafts and submitted to the DP Coordinator for uploading to IBIS.  

In the second year of the Diploma Programme, students take the Mock Examinations. The branch teachers and DP Coordinators keep all of the exam records.  DPC and the subject teachers give one-to-one feedback and guidance to each student. All students have self-evaluation, reflect on their performance, and set personal goals towards the end of the program. 

Reporting 

The academic year is divided into four semesters. With end-of-term report cards and parent-teacher meetings held in November and March, parents and students are informed about the success rates of the students. Exam results are processed to both report cards and to the portal via e-NÛN. Parents can use this portal to see their children's attendance records, grades and progress. Grades of IB Diploma Programme students are calculated out of 7 and shared with parents once every semester.