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Grading

Grading or assessment is integral to all teaching and learning. The objective of assessment is to provide feedback of the learning process and a student’s acquisition of knowledge, understanding of concepts, and mastery of skills.

We believe assessment should:
  • Use a variety of tools and strategies, both formal and informal
  • Include both formative and summative tasks
  • Create authentic opportunities for all students to be successful
  • Differentiate according to the needs of students 
  • Provide opportunities for students to demonstrate understanding
  • Be student-centered
  • Drive instruction, guide learning, and inform curriculum planning
Common Language for Assessment Practices:
  • Formative Assessments: A formative assessment is a procedure or task designed to practice skills and inform the student and teacher of progress on mastery of skills; it is assessment for learning. Formative assessment should be aligned to the skills that will be assessed summatively during a unit. (ex: Classroom Activities, Homework, Quizzes)
  • Summative Assessments: Summative assessment is designed to assess the student’s mastery of skills within a unit; it is assessment of learning. Summatives provide a variety of opportunities for students to demonstrate their knowledge, understanding, and skills. Written, oral and performance-based assessments are all encouraged. (ex: Tests, Papers, Projects, etc.)
  • Criterion-Based Assessment: Criterion-referenced tests and assessments are designed to measure student performance against a fixed set of predetermined criteria or learning standards—i.e., concise, written descriptions of what students are expected to know and be able to do at a specific stage of their education.
HOW ASSESSMENTS ARE DONE:

Lausanne follows the International Baccalaureate Organization's assessment and evaluation process for Lower School, Middle School and Upper School students. Following the IB's Continuum of Education, student work and progress is assessed as direct evidence of achievement against the stated academic goals of courses at Lausanne. In addition to academic skills, IB assessments encourage an international outlook and intercultural skills, wherever appropriate. Student results are determined by performance against set standards appropriate for each programme.

Lower School: In Early Childhood (PK-SK), assessment is completed through classroom activities. In 1st-4th grades, assessment also takes place through classroom activities and formal assessments are shared with families. In grades PK-4th, progress reports are emailed home following the end of each trimester. Read more about the Primary Years Programme here.

PYP Progress Expectations - Lower school academic standards are age and developmentally appropriate. These are structured to align with the PYP, which supports teaching the whole child. Students learn through structured inquiry in which teachers guide students from their current level of understanding to a new and deeper level of understanding. This inquiry takes place through six transdisciplinary themes, of which students learn through each year. Students are given a score based on their level of achievement in the criteria being assessed: 

  • E - Exceeds Expectations - The student consistently and independently demonstrates understanding of the content and skills above and beyond grade-level expectations.
  • M - Meets Expectations - The student meets grade-level expectations regarding the content and skills taught.
  • D - Developing Expectations - The student shows emerging mastery of the content and skills taught but has not yet met grade-level expectations. Student needs time and support to demonstrate understanding.
  • N - Needs Strengthening - Even with additional support and assistance, the student has not yet met grade-level expectations.

Middle School and Upper School: The Middle Years Programme emphazes growth and student improvement over time (or the trend). Assessments always reflect achievement at that moment in time and allow teachers to focus on areas where students need to improve (criteria).  Read more about the Middle Years Programme here. 

The MYP Criteria Score indicates the current level of performance a student has earned in the criteria being assessed (Grading scale 8 = Superior 7, = Excellent, 6 = Very Good 5 = Good 4 = Satisfactory 3 = Fair 2 = Poor 1 = Very Poor). All subject criteria will be assessed no less than two times in an academic school year. If a student performs at a 2 or below in any of their MYP assessed classes, the student will be placed on Academic Probation.

Not all criteria will be assessed each grading period. Final criteria scores will reflect the trend of the student's growth through the three grading periods. Please see Parent/Student Guide or lausanneschool.com/mypgrading for a more detailed explanation. 

To help you interpret student progress using MYP Criteria, we have developed a conversion scale to represent a letter grade. While your student's trimester and final grade utilize all of their evaluations across criteria to follow growth, you can quickly gauge how they have done on an assignment by utilizing this scale: 

IB Score Traditional Grade Achievement
8 A+ Superior
7 A Excellent
6 A- Very Good
5 B Good
4 B- Satisfactory
3 C Fair
2 D Poor
1 F Very Poor

For example, the student below was evaluated using three criteria, scoring a 4, 5 and 5. 

Using the chart above, you can quickly surmise they performed at a level equivalent to a "B" on a traditional scale. Also: by clicking the blue bubble icon on the left of the date, you can see an explanation of the evaluation scores.

Again: their final grade will evaluate all of the criteria independently, giving more emphasis to summative grades over formative ones. This scale is only provided to help you and your family more easily understand your student's evaluation. To see a more in-depth example of how a student is evaluated over the entire course, visit lausanneschool.com/mypgrading.

The Grade Performance Indicator will allow you to see how your student is performing at the end of each term. A final letter grade will be reported at the end of the year which represents the final MYP criteria assessment. 

Upper School: The Upper School continues using criterion-based assessments and grading in all subjects. We have embarked on a careful two- year process that will adapt the MYP grading process to all of our subject areas in a way that promotes student learning and achievement in the Diploma Programme starting in the 11th grade. Read more about the Diploma Programme at Lausanne here. To learn more about the IB Diploma Programme's assessment approach, click here. 

Following the IB Continuum of Education, student work and progress is assessed as direct evidence of achievement against the stated academic goals of courses at Lausanne. In addition to academic skills, IB assessments encourage an international outlook and intercultural skills, wherever appropriate. Student results are determined by performance against set standards.

Students are evaluated on class-specific IB rubrics in four criteria (A, B, C and D) to build towards mastery of each subject. The sum of these numbers corresponds to a percentage grade to help interpret progress each term. Students will receive a Criteria Score of 8 (Excellent) to 1 (Very Poor), and a corresponding Course Grade to adhere to college transcript standards: 4.0 = A (90 – 100), 3.0 = B (80 – 89), 2.0 = C (70 – 79), 1.0 = D (65 – 69), 0 = F (0 – 64). HL classes in 11th and 12th grades receive a +1.0 GPA, while SL classes receive a +.5)

If a student’s grade falls below 70% in any of their DP classes, the student will be placed on Academic Probation.

Students in DP classes will also receive a "DP Predictor Score" that predicts what the student will achieve on the IB assessment for the DP course. This is not a final score, only a prediction.