Assessment is intended to support the learner’s growth and shape learning. It is designed to give students a wide variety of opportunities to demonstrate their understanding and to develop their knowledge, curriculum skills and lifelong competencies.  
The student's portfolio will have a variety of artifacts of learning, along with samples from formative and summative assessments.

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What do we mean by Formative Assessments?


They play a fundamental role in the process of learning.
Students use formative assessments to improve their knowledge, understanding and skills by getting feedback, self-assess, reflect and define strategies for further improvements.  


Formative assessments constitute important milestones that inform the educator on where the learner is so that they can give students feedback and plan the next moves.

They are generally quick and simple ways to get a clear indication of what students know or are able to do and understand at a certain time. However, for formative assessments to be effective, educators need to create opportunities and allow time for reflection, self-assessment and feedback.

What do we mean by Summative assessments?

Summative assessments are designed to give educators information about a student's learning progress.

They should refer explicitly to learning outcomes, and should provide students with the opportunity to think deeply, apply their knowledge to new and novel situations and effectively communicate their understanding as shown on the Learning Opportunities Design tool.

Summative assessment may be undertaken in a variety of formats, for example, project-based learning.

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How do we assess students?


In the IComprehensive approach, educators use Learning Outcomes - or standards- to focus on essential learning and competencies. Schools are offered the possibility to keep their current grading policy as it is or to integrate the IComprehensive grading system by which educators determine how students meet every learning Outcome:

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Learning Standards

IC Learning Standards are concise, clear and student-centred criteria based on strategic competencies which mirror the different development stages of students as they pursue their growth over time. At every stage of their development, students strengthen their competencies and acquire new ones at their own pace. This process, which does not take place in the same way for every learner, continues during their adult life.

Learning Standards are measurable.

They describe what students are expected to know, understand, be and do as a result of a learning experience. They can be easily aligned with local curricula and are mostly used by educators to:
- Plan learning experiences and assessment opportunities
- Monitor student progress throughout the learning process and make adjustments if necessary.

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LEARNING OUTCOMES are organized in fOUR main categories:


- COMMUNICATION AND COLLABORATION COMPETENCY: Communicating, Collaborating and Mastering Multiple Literacies

- PERSONAL AND SOCIAL COMPETENCY: Personal Awareness, Cultural Identity and Social Awareness

- THINKING AND INQUIRY COMPETENCY: Thinking, Questioning, Wondering, Exploring, Researching, Reflecting and Documenting.

- SPECIFIC COMPETENCIES: Knowing relevant content, Conceptual Understanding, Learning Area-specific competencies




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