The school will continue to structure and guide well designed assessments. Our academic program per class is divided into different levels. It is our interest to design individual learning goals for each student in order to achieve upmost results. The students are assisted as their individual needs are recognized. Accordingly more academically advanced students can be integrated and fostered into challenging academic class programs. Within that framework, we aim to respond to all needs of each student either during lessons in class, small groups or on one-on-one lessons. Our assessments are design to reflect the students work and knowledge within the different learned subjects. It is a process of collecting data from a variety of sources to measure student attainment of curriculum outcomes and to provide feedback for future guidance.
In the beginning of the school year students undergo different assessment tests. The main purpose of assessment is to improve learning by understanding what has or has not been learned. Continuing assessment through the process of gathering information and the analysis of student performance are part of the teaching and learning process.
Teachers use a variety of assessment strategies, explicitly stated and appropriate to the age and developmental level of students. Those are linked to clearly defined learner outcomes which are known and understood in advance. The results of assessments are used to review and modify our curriculum and to form individual teaching strategies in order to meet the needs of each student.
Assessments may include (but are not limited to) homework, tests, projects, reports, exhibits, presentations, discussions and final examinations. We learned that the benefits of tests are more decisive than the negatives.
– Remarks :
Sample Grade Categories for Subjects:
Homework, Projects: 20 %
Work in Class: 10%
Tests: 70 %
Quizzes: 10%
Please note: All late assignments may be subject to reduced grades. Students should be timely with homework, projects and all class responsibilities.
Diploma Programme
TreeHouse International School provides access and understanding of a variety of instructional strategies, curriculum-based assessment procedures that integrates an IB Diploma Pathway. Within our IBDP curriculum our students are expected to do both Summative and Formative Assessments.
Summative Assessment:
Summative assessments require collecting and interpreting evidence to assess a student understands of course material. Summative assessments measure performance by established criteria that assign a value that represents the quality of the student’s learning at the end of a learning period. Students will do unit tests to assess how well they understood the learned material before continuing to the next unit. Summative Assessments serve an important role in the final grade a student receives in a particular course as well as determining the prospective grade (PG) submitted to the IBO.
Formative assessments
Formative assessment is the ongoing process of collecting and interpreting evidence to monitor student progress. Teachers use the data to provide clear and meaningful descriptive feedback in a timely manner. To support improved learning and adapt instruction to improve learning and performance, these include: homework, exams & assignments.
IB Assessments
The IB Diploma program uses two types of summative assessment to determine the student’s final IB grades: Internal and external assessments. Our IBDP students receive detailed instruction and practice throughout the different IB subjects to successfully prepare for these exams.
The IB Internal Assessments (IA) reflect the student’s overall performance. The IB teacher, moderated by an external moderator, marks these IA components in advance. Examples of internal assessments include practical work, linguistic oral work, historical investigations, and investigations in mathematics. The IB external assessment are the basis of the examination for most IB courses. The external assessment provide high levels of objectivity and reliability, these include essays, structured problems, short-response questions, data-response questions, text-response questions, case-study questions and multiple-choice questions. A maximum of three examination sessions is allowed to meet the requirements for the award of the IB Diploma. The examination sessions must not be consecutive.
IBDP Marks
Marks in the Diploma Programme are recorded using a score varying from 1-7. These levels are based on the IB criteria of levels of achievements and are reported to students and IB representatives.
| IB Grading Scale | |
| Subjects marking scale | The ToK course and extended
essay grades marking scale |
| 7 – Excellent Performance | A – Excellent |
| 6 – Very Good Performance | B – Good |
| 5 – Good Performance | C – Satisfactory |
| 4 – Satisfactory Performance | D – Mediocre |
| 3 – Mediocre Performance | E – Elementary |
| 2 – Poor Performance | N – No grade |
| 1 – Very Poor Performance | |
The final IB scores received by the end of the academic senior year are based on the IB internal and external assessments. Students will be notified of their of their final IB marks in early July through the IB website. In order to receive an IB Diploma Program students must take six courses from the different IBDP subjects groups (consisting standard and higher level courses) as well as successfully meet the Theory of Knowledge (TOK), Extended Essay (EE) and Creativity, Action and Service (CAS) requirements. The marks in each of the six IB subjects (each completed IB course provides a maximum of 7 points) are summed and combined with the TOK & EE performance (which contribute up to 3 additional points) to a student’s total score (maximum of 45 points). An IBDP candidate’s total score must be 24 or more. In order to achieve an IB Diploma, a student must complete all assessment components for each of the six subjects and complete the TOK, EE and CAS requirements. An IB diploma candidate who fails to satisfy the requirements for the award of an IB Diploma will receive DP Course Results indicating the grades obtained in individual subjects, together with results in TOK and the EE, and confirmation of the completion of all CAS requirements, as appropriate.
Policy Development
This policy was written in alignment with the IBDP Programme standards and practices. The school policies are reviewed annually by the school coordinator, teachers and school administration. Our school policies are available online and are communicated within our community via the processes described
- School policies are available on the school website at: https://www.treehouse.co.il/
- School policies are also distributed/explained within the school’s Student/Teacher Handbooks
- The IB coordinator provides documentation to the IB teachers with regard to the latest IB principles and practices.
- School policies are communicated with parents during Forum/Parents meetings.
- Information regarding latest school updates will be provided via email/publications within our social media accounts.
- Students are informed of school policies and procedures throughout the school year.
For more information about the IB standards and procedures please visit the The International Baccalaureate® (IB) official website:
