IB DP ASSESSMENT POLICY

COLÉGIO MAGNUM – IB MISSION

To offer an innovative, international-quality education in a welcoming environment, integrating academic rigor with the development of our students as global citizens who are capable of managing their own lives and acting as active, transformative members of society.

ASSESSMENT POLICY

Rationale

To achieve its educational purpose, assessment at Colégio Magnum must align with its pedagogical principles (teaching and methodologies) and sociocultural context. Assessment is considered a central pillar in supporting learning and maintains a close relationship with pedagogical and social principles, as well as our concept of education, learning, and consequently, teaching and methodology—reflecting our commitment to assessing what truly matters.

This Assessment Policy establishes the principles and practices that guide assessment within the school community in accordance with the requirements and philosophy of the International Baccalaureate Diploma Programme (IB DP). Assessment is understood as an essential component of the teaching and learning process. Its primary objective is not merely to measure academic performance at the end of a cycle, but to support the continuous development of students as reflective, ethical individuals who take responsibility for their own learning.

The policy prioritizes a combination of formative and summative assessments, seeking to recognize not only the student’s final achievement but also their effort, dedication, and growth throughout the continuous learning journey, supporting curricular goals. Furthermore, assessment practices aim to promote the continuous development of the IB Learner Profile and encourage student agency through reflection, self-assessment, and active engagement in the learning process. Meaningful feedback and transparent criteria ensure that assessment is fair, inclusive, and supportive for all students, guiding both teaching and learning across the school community.

Philosophy and Principles

We maintain high expectations for both our students and our educators, offering an innovative international education that nurtures critical thinking, self-efficacy, and the capacity to go beyond perceived limits. In alignment with the philosophy of the International Baccalaureate, Colégio Magnum aims to develop internationally minded students who recognize their shared responsibility toward others and the world around them. Through education, the school seeks to contribute to the development of respectful, reflective, and responsible individuals who are capable of making a positive impact on their local and global communities.

Assessment principles reflect our beliefs about what matters in the design, application, assessment, and grading of qualifications and assessments. They are grounded in the values of an IB education, with the central principle that assessment should enhance and support learning, rather than hinder or distort it.

In the Diploma Programme, assessment is criterion-related and incorporates both internal and external components aligned with IB standards. It prepares students for the rigor of IB examinations while fostering the development of Approaches to Teaching and Learning (ATL) skills, such as critical thinking, research, and communication. Maintaining academic integrity is paramount to all assessment practices. Furthermore, assessment provides structured and meaningful feedback to support continuous student growth and reflection.

Assessment-informed Teaching and Learning

Assessment does not only occur at the end of the learning process to assign a grade. Its role is to continuously guide instructional decisions and support student learning. At Colegio Magnum and in the IB Diploma Programme, assessment is integrated into curriculum planning, allowing teachers to constantly gather evidence of learning and provide specific, constructive feedback, giving students opportunities to reflect on their own progress and set goals.

Formative Assessment

Formative assessment in the IB Diploma Programme is an ongoing, diagnostic process designed to monitor student learning progress and provide descriptive feedback that guides continuous improvement prior to summative assessments. It serves a dual purpose within the school community:

• For Students: It identifies strengths, gaps in understanding, and opportunities to consolidate knowledge and skills.
• For Teachers: It provides valuable pedagogical evidence that guides lesson planning, instruction differentiation, and instructional decision-making.

Assessment Practices and Instruments

To support learning in an inclusive and diverse manner, the teaching staff will use a variety of formative strategies and tools, prioritizing the development of Approaches to Learning (ATL):

• Self-Assessment: Structured activities in which students analyze their own performance against IB assessment criteria, developing metacognition and autonomy.
• Individualized Feedback: Moments of in-person guidance and mediation focused on specific, actionable learning goals.
• Peer Assessment and Collaboration: Reflective practices where students review and contribute to their peers’ work, strengthening their understanding of the assessment criteria.
• Collaborative and Teamwork: Group projects that develop interpersonal and communication skills, alongside monitoring classroom debates, problem-solving, and reflective questioning.

Summative Assessment

Summative assessment in the IB DP is designed to measure the consolidation of learning, the level of conceptual understanding, the ability to apply knowledge, and the mastery of skills at the end of an academic period.

Strictly grounded in predetermined assessment criteria and transparent learning objectives, summative assessment serves the following functions:

• Assess the extent to which the student has achieved the specific learning objectives and competencies of each IB DP subject.
• Provide formal and consolidated evidence of the level of proficiency and mastery of the syllabus content at the end of a unit or reporting period.
• Familiarize the student with the requirements, markschemes, rigor, and structure of IB DP assessment components (both internal and external).

In accordance with the requirements of IB DP subjects and subject groups, summative assessments must utilize a variety of instruments that encompass diverse forms of expression and demonstration of knowledge, which may include:

• Written Exams and Tests: Formal assessments and mock exams consisting of structured, essay, and multiple-choice questions.
• Academic Essays: Analytical and argumentative written assignments.
• Oral Presentations and Debates: Individual or group oral presentations, structured debates, and internal oral assessments.
• Research Projects: Individual or collaborative investigative work applied to real-world contexts.
• Portfolios and Creative Works: Documented collections of creative processes, artwork, and physical, digital, or audiovisual productions.

Grading System

• All IB DP subjects, at both Standard Level (SL) and Higher Level (HL), are assessed on an international numerical scale from 1 to 7 points, where each grade represents a specific level of achievement and mastery of course knowledge and skills.

Preparation for Examinations

• The School conducts IB DP mock exam sessions, replicating real IB examination conditions to familiarize students with time dynamics, exam structure, and pressure.
• The submission calendar for internal assessments (IAs) is organized to prevent deadline clusters in the period leading up to the final written examinations.
• Requests for additional time, separate rooms, readers, computers, or any other exam accommodation aligned with the Specialized Educational Support Department (Atendimento Educacional Especializado AEE) must be documented and submitted to the IB by the DP Coordinator within the official deadlines set by the organization.
• The DP coordination conducts mandatory orientation sessions to review candidate conduct rules, authorized materials, and the examination schedule with students.

Examination Security and Storage

Colégio Magnum ensures the absolute integrity and confidentiality of printed IB DP examination papers through secure storage practices:

• Restricted Access: Received examination packages are stored in a restricted-access room with no student traffic. Inside this room, the exam papers are kept in a steel safe that remains permanently locked.
• Dedicated Facility: The room is used exclusively for storing IB DP examination materials and is equipped with a window secured by solid iron bars.
• Secure Storage Unit: The room houses a key-locked steel safe.
• Key Control: Access to the keys is strictly limited to the IB DP Coordinator and the Head of School.

Conduct of Examinations

• Invigilation and Environment: Examinations take place in a designated room under the supervision of trained invigilators who ensure compliance with rules and the fairness of the assessment process.
• Academic Integrity: Any attempt at communication, unauthorized material consultation, or copying during exams is strictly prohibited. Violations result in disciplinary sanctions and the initiation of an investigation for Academic Misconduct by the IB, which may result in the withdrawal of the student’s diploma.
• Prohibited Items: Mobile phones, smartwatches, headphones, or any other electronic devices, as well as notebooks and backpacks, must be kept outside the examination room or in a designated area, completely switched off.

Use of Calculators in Examinations

• Approved Models: Only scientific or graphic display calculator (GDC) models explicitly approved in the updated annual IB Calculator Policy are permitted for Mathematics subjects.
• Student Responsibility: For examinations where calculators are allowed, students are responsible for bringing their own authorized calculator with a fully charged battery.
• No Sharing Allowed: Students may not borrow or share calculators during the administration of an examination.