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Assessment Policy

1. Philosophy Statement

At The Kintess School, our assessment system is thoughtfully designed to align with the expectations of the International Baccalaureate (IB) Programme. It aims to promote both academic and personal growth in a balanced and meaningful way, while respecting each learner’s individual pace and unique profile.

Our approach is learner-centered, positioning assessment as an ongoing, integrated, and reflective process. Within every unit of inquiry and through each pedagogical action, we place a strong emphasis on developing both intrapersonal and interpersonal skills, while fostering a trusting environment built on ongoing dialogue between students, teachers, and the wider educational community.

Our primary objective is to support the holistic development of each student throughout their demanding learning journey. In this spirit, assessment is seen as a dynamic and thoughtful process—one that involves making informed judgments about learning based on data that is collected, analyzed, and interpreted with care.

These insights not only allow us to measure student achievement but also enable us to adapt our teaching practices to better meet their evolving needs and support continuous progress.

2. Guiding Principles

The guiding principles of assessment at The Kintess School aim to support the holistic development of the student, encourage critical thinking, and guide their continuous learning.

    • Assessment for Learning: Assessment supports continuous learning, guides students in their progress, and informs pedagogical strategies.

    • Diverse Assessment: Assessment uses a variety of methods to reflect different learning styles and allow students to demonstrate their skills in multiple ways.

    • Learner-Centered Assessment: Assessment is individualized, taking into account each student’s needs, interests, and learning pace, fostering their autonomy and reflection.

    • Equity: Assessment is fair and inclusive, offering every student equal opportunities for success, regardless of their cultural, linguistic, or personal background.

    • Communication: Although assessments are confidential, parents are kept informed with complete transparency.

3. Assessment Goals

At The Kintess School, we see assessment as a tool for three key purposes.

First, assessment is considered a part of the learning process itself. This approach is based on the idea that assessment is intrinsically linked to learning. Rather than being a simple measure of what a student has achieved at the end of a unit, it becomes an active tool that supports reflection and metacognition. Students are encouraged to self-assess, analyze their own progress, and identify their strengths and areas for improvement. This empowers them to take an active role in their learning and to develop autonomy by adjusting their learning strategies accordingly. For example, self-assessment and reflection activities help students better understand their learning processes and redirect their efforts as needed.

Next, we place great importance on assessment of learning. This refers to the formal dimension of assessment, where students’ acquired knowledge and skills are measured. These assessments are often summative and aim to evaluate student performance at the end of a unit or program. In our pedagogical approach, such assessments may take the form of projects, tests, portfolios, or other work products that allow teachers to gauge the depth of student learning. Assessment of learning also helps determine whether learning objectives have been achieved and produces results that can be measured against clear, objective criteria. This includes end-of-program assessments or final-year projects designed to evaluate a student’s ability to apply knowledge in new and varied contexts.

Finally, at The Kintess School, assessment is regarded as a compass for the curriculum. This refers to the role of assessment in the ongoing refinement and improvement of the educational program. The data gathered from all types of assessments—diagnostic, formative, or summative—provide essential feedback for teachers and the school, enabling adjustments to teaching and learning strategies. If assessment results show that students are facing challenges in a particular area, the curriculum can be adapted to better meet their needs. In this way, assessment becomes a regulatory tool, supporting a more personalized and effective educational approach. For example, if a formative assessment reveals that certain key skills are not yet mastered, the teacher can modify instruction to reinforce those skills before moving on to a summative evaluation.

4. Assessment Dimensions

Monitoring Learning Progress
At The Kintess School, assessment primarily serves to measure the progress students make throughout their learning journey. This monitoring determines whether educational objectives have been met and whether students have mastered the skills and knowledge targeted by the curriculum. This process includes summative assessments, such as final exams and projects, which serve to objectively measure student achievements. These checks help ensure that students are developing in a manner consistent with pedagogical expectations and provide clear feedback on their results.

Data and Information Collection
Assessment at The Kintess School is based on a collection of diverse data that helps us better understand students’ needs, strengths, and areas for growth. This includes diagnostic, formative, and summative assessments, which provide detailed information on each student’s individual progress. This data allows teachers to track each student’s evolution, identify areas where additional effort is needed, and adjust teaching accordingly. The use of this data is essential for tailoring the pedagogical approach and ensuring personalized follow-up throughout the year.

Screening and Remediation Our regular assessments help us to identify students’ learning difficulties early on, through systematic screening of their needs. When a student encounters difficulties in a particular area, remediation actions are implemented to help them overcome these obstacles. Remediation may include individualized support sessions, additional activities, or pedagogical adjustments to strengthen the understanding of certain concepts. The goal is to ensure that all students, regardless of their initial level, can progress and meet the program’s objectives.

Use of Assessments via School Reports and Parent Meetings
Assessments also play a key role in communicating with parents, particularly through school report cards and regular meetings. School report cards offer a detailed overview of a student’s progress, allowing parents to follow their child’s development and learn about their successes as well as areas needing special attention. Parent-teacher meetings, based on assessment results, provide an opportunity to discuss a student’s progress, evaluate the effectiveness of teaching strategies, and implement joint actions to support the student’s learning. These exchanges strengthen the collaboration between the school and the family, creating an environment conducive to the student’s success.

5. Rights and Responsibilities

1. Rights and Responsibilities of School Leadership
Our school’s leadership plays a fundamental role in the organization, management, and supervision of the assessment process. They are responsible for establishing a clear and consistent framework for assessment, ensuring it is aligned with the program’s pedagogical principles. The leadership must also guarantee that all teachers and educational staff are properly trained and informed about the assessment goals and criteria, to maintain a fair and high-quality learning environment. They must also oversee compliance with assessment policies, ensure process transparency, and make sure that assessment practices meet the program’s rigorous standards. Furthermore, the leadership organizes regular meetings with teaching teams to analyze assessment data, adjust educational strategies, and address any difficulties students may face. The leadership also has a key role in managing communication with parents, ensuring that information related to assessments is disseminated clearly.

2. Rights and Responsibilities of Teachers
Teachers are the primary figures in the implementation and management of assessments within our program. They are responsible for planning, designing, and carrying out assessments—whether diagnostic, formative, or summative—ensuring alignment with the program’s learning objectives. Teachers have the right to exercise their professional judgment in assessments. Teachers ensure that assessment criteria are explicitly communicated to students, providing them with a clear understanding of expectations and requirements. They are responsible for providing regular, constructive feedback that not only informs students about their progress but also helps them identify areas needing improvement.

3. Rights and Responsibilities of Non-Teaching Staff
Non-teaching staff, while not directly involved in academic assessment, play an essential role in the ease of the assessment process. This includes various functions such as administrative assistance, student supervision, and the management of material and technological resources. For example, administrative staff are responsible for the logistical management of assessments, organizing exam schedules, communicating results to families, and managing student records.

4. Rights and Responsibilities of Students
Students, as the main agents of their own learning, have a crucial role in the assessment process. They are responsible for actively engaging in their assessment journey, respecting assessment criteria, and participating in self-assessment and reflection on their own progress. Students must be proactive in using the feedback provided by teachers to improve their performance and overcome obstacles. They also have the responsibility to ask for help when they are struggling and to communicate openly with their teachers about their specific needs. Autonomy and managing their own learning, including time management and preparation for assessments, are essential skills they must develop. Finally, students must adhere to behavioral standards during assessments, ensure academic integrity, and maintain the confidentiality of results. Students have the right to a fair and equitable assessment.

5. Rights and Responsibilities of Parents
Parents are informed about their children’s skill development and the assessment schedule. They are responsible for providing a conducive environment for study at home, ensuring their child has access to necessary resources, and encouraging them to develop effective work habits. Parents must also follow their child’s progress through school report cards and teacher feedback, participate in follow-up meetings, and discuss results constructively, collaborating with teachers to implement improvement strategies when necessary. They must support their child in case of learning difficulties and ensure that the child can access specific accommodations if needed, based on the recommendations of teachers or educational staff. Furthermore, parents have the responsibility to respect the confidentiality of assessment results and to actively collaborate with the school to promote their child’s success within a shared educational approach.

6. Assessment Standards and Procedures

1. Assessment Planning
The teaching team determines a schedule for school report cards, which is posted on the school calendar. Parent meetings are also scheduled during specific weeks. The frequency of assessments and the subjects evaluated are considered during annual planning.

2. The Assessed Skills Table
Students are assessed according to a skills matrix. This skills matrix is used for report cards for the first years of elementary school. From 4th grade onward, we use a letter-grade system.

    • Exceeded grade-level standards: 90% +

    • Met grade-level standards: 80-89%

    • Partially met grade-level standards: 70-79%

    • Did not meet grade-level standards: 0-69%

3. The Assessment Standards
The teaching team has chosen these assessment standards, which accurately reflect our school’s assessment policy. Since pedagogical differentiation is at the heart of our teaching, this grid allows for greater flexibility in expectations.

4. Retention of Assessments
Assessments are kept for the duration of the school year. The school report cards are stored in the school’s archives.

5. Assessment
Assessment is the ultimate responsibility of the teacher and, when necessary, is shared with other language teachers. This process reflects a collaborative relationship within the school team. The teacher’s judgment is based on relevant and meaningful information gathered through various forms of assessment data.

6. Decision-Action
Throughout the school year, educational activities and projects are implemented to support learning progress and reinforce the knowledge acquired. The goal is for our students to develop cognitive skills that allow them to transfer learning from one language to another and from one subject to another.

7. In Case of Absence
All absences must be justified. If a student is unable to complete their assessment, we provide them with another assessment of the same difficulty upon their return.

8. The Portfolio
Every Friday, students go home with their portfolio, which allows parents to follow their child’s progress.