The International Baccalaureate aims to develop inquiring, knowledgeable and caring young people who help to create a better and more peaceful world through intercultural understanding and respect.

To this end the organization works with schools, governments and international organizations to develop challenging programmes of international education and rigorous assessment.

These programmes encourage students across the world to become active, compassionate and lifelong learners who understand that other people, with their differences, can also be right.

School mission statement

Druga gimnazija Sarajevo teaches and encourages students to learn, nurture their talents and apply them to various challenges of today. It introduces young people to a rich world of friendship, tolerance and intercultural understanding, while guiding them to think critically, be just and socially responsible.

Philosophy

At Druga gimnazija Sarajevo we thrive to create simulative environment with variety of teaching strategies for our students to grow. That very growth is not recognized only by student achievement, we strongly believe that fostering development of skills necessary for becoming open minded and responsible World citizens is our responsibility. Well-planned and organized assessment is very important aspect in education, since it stimulates students to strive for continuous improvement. Fair and accurate summary of the student work and knowledge at Druga Gimnazija Sarajevo is designed in the way to provide adequate feedback for the further development. It is carried out through various forms of formative and summative assessment based on different tasks depending on the nature of the subject and programe.

Purpose

Student progress in learning and achievement is monitored
Meaningful feedback for students and parents is provided on regular basis

Principles

Students are offered with variety of teaching styles
Differentiation is recognized as important aspect due to the fact that students have different learning styles and different background
Students different performance is recognized in the context of learning
Students prior knowledge is identified in order to recognize their needs and expectations
Prescribed IB objectives are clarified to students prior the task
Variety of assessment opportunities which are applicable and inspiring are provided
Various forms of formative and summative assessment based on different tasks depending on the nature of the subject and program are offered
Assessment is designed in a way to provide student with opportunity to evaluate their progress and recognize areas for improvement
Achievement supported with reasonable arguing is provided to students in order to recognize areas of improvement
Constructive and motivating feedback on students work offers justification which clearly indicates what was required for higher achievement level
Internal standardization is a process for subject teachers by which they ensure consistency in assessment
Assessment consolidation between IBMYP and IBDP is acknowledged

Practice

The assessment practices in the National Programme are standardized with the requirements provided for by the Ministry of Education, Science and Youth of the Sarajevo Canton. However, the school endeavours to use positive practices from the IB programmes whenever possible in order to improve the assessment process at the school level.

Assessment practices in the IB Middle Years Programme at Druga Gimnazija Sarajevo are designed so that they fulfil the assessment requirements of the International Baccalaureate Organization that refer to schools implementing the IB Middle Years Programme. At the same time, the school undertakes necessary measures that enable local students to fulfil the local requirements determined by the Ministry of Education, Science and Youth of the Sarajevo Canton so that they can also be awarded with final reports as given to the students that attend the National Programme.

On the other hand, the assessment practices in the IB Diploma Programme conform only with the assessment requirements of the IBO in terms of the internal and external assessment.

Responsibilities

Head of school’s rights and obligations

(1) Head of school shall ensure that the provisions of this Policy are implemented by all school staff involved in the implementation of the IB Programme.

(2) The head of school, coordinators and IB counsellor shall monitor the implementation of this policy during school year.

(3) The head of school is obliged to consider and respond in writing to any written complaint of a student parent concerning the methods and procedures of student assessment evaluation of the students

IB coordinator’s rights and obligations

IB Programme coordinator informs all teachers and other staff members about the provisions of this policy.

The head of school, coordinator and IB counsellor shall monitor the implementation of this policy during school year.
coordinator is obliged to ensure that the calendar of written assessment tasks of this Policy is timely produced.
coordinator is obliged to ensure that the calendar of written assessment tasks is accessible to students on a school’s notice board, school’s website or e-mail upon its production.
coordinator is obliged to oversee the implementation of the calendar of written assessment tasks in cooperation with homeroom teachers and IB counsellor.

Homeroom teacher’s rights and obligations

Homeroom teacher is obliged to inform parents about the provisions of this Policy at the first parental meeting, and students at the first homeroom class.
During the school year, the homeroom teachers are obliged to hold at least four parent meetings where they provide an overview of the class achievements in the previous period, informs the parents about the activities in the class, and ensures the exchange of information between the parents and subject teachers, IB counsellor, the IB coordinator and the head of school.
The homeroom teacher is obliged to organize informative meetings with parents on a weekly basis for parents to inform them about their child's grades, absences and behavior, and the classmate introduces pupils, parents, directors and councellor for IB programs at the beginning of the school year. The homeroom teacher informs students, parents, head of school and IB counsellor about the time of those meetings.
Upon parent’s request, the homeroom teacher is obliged to arrange an individual meeting between the parents and subject teachers.
The homeroom teacher is obliged to oversee the implementation of the calendar of written assessment tasks in cooperation with IB coordinator and IB counsellor.

Subject teacher’s rights and obligations

At the beginning and during the school year subject teacher of every teaching subject is obliged to introduce students, and, if necessary, teachers and IB counsellor, with assessment elements, as well as methods and procedures of student assessment.
The subject teacher is obliged to regularly maintain pedagogical records and documentation in accordance with the existing acts.
The subject teacher timely, in accordance with the requirements of the programme, provides students, in ManageBac or printed form, with the instruction sheet containing the appropriate instructions for completion of the task, assessment criteria that apply in the specific task, clearly stated deadlines and the way of submitting the task, as well as the task-specific rubrics for some specific tasks where it is demanded by their nature.
The subject teacher provides students with written feedback to written assessment tasks and oral examinations for languages in IB Diploma Program.
The subject teacher checks and returns to students written assessment tasks within 10 (ten) working days.
The subject teacher announces students’ marks publicly in the classroom, except in a case of special circumstances (when student cannot come to school due to medical condition).
The subject teacher provides students with an opportunity to have an insight in an assessed assessment task. At the request, parents may have an insight in the task as well. The subject teacher holds onto the assessment papers until the end of a school year.
Where it is required by specific assessment criteria, the subject teacher may record students completing assessment tasks in audio and/or video format. The audio/video records can be accessed only by teachers themselves with the aim of analysing student work and providing students with advice on how to improve their performance. Those records may be forwarded only to the International Baccalaureate Organization in the case of obligatory moderation and monitoring of assessment.
Records from the previous paragraph may be used for the purpose of in-class formative assessment only with the written consent of the student’s parent/guardian.

Student’s rights and obligations

At the beginning of school year student is introduced to the elements and criteria of assessment, as well as the methods and procedures of evaluating student performance in each subject.
The student is obliged to respect all deadlines pertaining to the assessment process.
In the event that the student does not submit the work, the student will be awarded with the level of achievement 0 (zero) from each criterion that was applied in the process of assessing the task. In case of a student’s long absence from classes, the teacher can approve the extension of the deadline for the submission of the paper.
Student who was absent from the lesson at which a written assessment was conducted shall complete the missed written assessment task on the first lesson upon their return, unless the teacher determines otherwise because of the concept of the class.
Student who has violated the provisions of the Academic Integrity Policy shall be awarded level of achievement 0 (zero) in all criteria applied in the process of assessment of the task. Other relevant provisions of the Academic Integrity Policy shall be applied as well.
The student is entitled to have an insight in all assessed written assignments but is not entitled to photocopy, photograph or exempt them from the school.
The student is entitled to be provided with the assessment criteria in all subjects.
The student is entitled to be provided an explanation of the achievement level they are awarded with.

Parent’s rights and obligations

Parent has both the right and obligation to be introduced to the elements of assessment, as well as the methods of evaluation for each subject.
The parent is informed about assessment methods and procedures by the homeroom teacher at parent meetings, and if necessary may be further informed about them by subject teacher.
The parent is obliged to attend regular parent meetings and individual informative meetings with the homeroom teacher.
The parent is obliged to justify all student absences within three working days, and in the case of absences in the last week of the semester or the academic year by the last day of the semester or the academic year. In the event that the parent does not justify the absence of student within the specified deadline, they are classified as unexcused, which may result in disciplinary measures being imposed on the student, i.e. cause a deduction in the student’s behaviour grade.
The parent is entitled to have an insight in to the student’s written assessment tasks at individual meetings with the homeroom teacher or subject teacher.
The parent is entitled to contact the homeroom teacher to ask for the individual meeting with the subject teacher. The meeting can be arranged with the assistance of the homeroom teacher.
The parent is entitled to complain in writing to the IB coordinator and the head of school if the homeroom teacher or subject teacher refuse to give them a timely and necessary information on the success of their child.
The parent is entitled to written submissions (complaints, comments and suggestions) in relation to the assessment process. These are submitted to the head of school.
In the last week of the first semester and in the last two weeks of the teaching year, parent meetings and individual meetings with teachers are not be organized except for the purpose of justifying student.
The parent is entitled to submit a written complaint to the student’s final grade in the MYP program according to the Law on secondary education of the Sarajevo Canton.

Assessment

Assessment in Middle Years Programme

Assessment criteria

Assessment criteria for every subject as well as the procedures of evaluating student achievement are prescribed by the IBO. As the school authorized to implement the IB Programmes, Druga gimnazija Sarajevo is obliged to apply the assessment criteria for every subject throughout the assessment process.
Assessment in every subject is conducted by using only the assessment criteria for that particular subject.
Within every assessment criterion there are levels of achievement defined by their descriptors and numerical values (0-8).
Every student has to be assessed against every criterion in all subjects at least once per semester, i.e. twice during the school year. The same applies for each strand in every assessment criterion. It is desirable for every student to be assessed against each strand of every criterion more than twice during a school year.

Types of assessment

Evaluation is descriptive and numerical.
Descriptive assessment is carried out according to descriptors formulated by the IBO, which makes them accessible to IB schools through relevant guides for each of the eight subject groups.
Numerical grades are: excellent (7), very good (6), good (5), satisfactory (4), mediocre (3), poor (2) and very poor (1).

Student achievement

Activities in the process of evaluating student achievement are carried out by teachers objectively, transparently, continuously and publicly, respecting the learner's personality and giving each student an equal opportunity

Formative and summative assessment

In the spirit of reflecting on one's own work as one of the skills within the approaches to learning, formative assessment helps students, their parents and subject teachers to identify the student's strengths and weaknesses and enables them to set specific goals for improving results.
Within formative assessment and with the aim of determining a level of student achievement at a particular moment and subject, teacher shall conduct initial or mock assessment, especially when students are introduced to certain types of assessment tasks or certain forms of knowledge and skills for the first time in their education. Written mock assessment tasks shall not count towards the number of written examinations referred to subtitle bellow “Written assessment” of this policy.
Results achieved in the process of mock assessment are not recorded, and only serve as feedback to the teacher, students and parents on the knowledge gained in the subject in which the process was conducted -formative assessment.
Summative assessment is a common form of assessing students. It provides clear information on the achievement level that the student has reached at a particular moment. In the process of summative assessment, students may be assessed in different types of tasks so that they are provided with an opportunity to meet the objectives set within individual subjects, which also allow for the application of different assessment criteria.
Results of the summative assessment are regularly recorded in the class register book and the ManageBac platform.

Homework

Homework is considered as important educational tool to support students learning. The intention for prescribed homework is to foster self-management, organizational and reflective skills. Besides developing skills, students reinforce conceptual learning and intents for student to make revision about previous and prepare for next lesson.

Homework assignments are recommended to help student to dedicate additional time to fully understand the purpose of the content being thought in the classroom.

Students who repeatedly fail to complete homework should be notified to homeroom teacher and then further on to parents, since homework is recognized as an important part of formative assessment.

Oral assessment

Oral assessment represents all forms of oral evaluation of students' levels of competence in relation to gained knowledge, skills and abilities resulting in a mark.
The oral assessment procedures are conducted continuously throughout the school year.
The oral assessment may be combined with written and/or visual materials in tasks such as oral presentations and in other tasks where this is determined by the assessment criteria as well as aims and objectives of the subject group.
The oral assessment can be conducted during every lesson.
The oral assessment may not be shorter than five and longer than fifteen minutes, unless the student does not offer any answers to a minimum of three questions asked. In the case of group assignments, the oral examination must not be shorter than five and longer than fifteen minutes per student. If the duration of oral examination is precisely determined by the IBO guidelines for a particular subject group, then the provisions defined in the guidelines apply.
On a day in which students have a written examination, their knowledge may be orally assessed in only one more school subject. On a day in which students do not have a written examination, their knowledge may be orally assessed in two school subjects. The date of each oral assessment must be entered in the class register book and ManageBac.

Written assessment

Written assessment represents all forms of written examination resulting in a mark of student's written work. It can differ in its length, form and scope of the content.
(2) The written assessment is based on the content taught and conducted continuously throughout the course of the teaching year. In some subjects certain assessment criteria may require students to be assessed in the so-called unknown situations.
(3) The written assessment tasks are adjusted to the length of the written examination
(4) Marks achieved in the process of written assessment are entered in the class register book and ManageBac.
(5) Subject teacher is obliged to introduce students to the scope, content, time frame and the manner of conducting a written assessment.
(6) Ahead of the written assessment, the subject teacher is obliged to give written instructions to the students on the criteria, method, scale and procedure in relation to the assessment task which (instruction sheet).
(7) The subject teacher is obliged to announce the written task in a timely manner, and at least 5(five) working days in advance.
(8) In one day, a student can only write one written assessment task, and in one week three at most.

Calendar of written assessment tasks

(1) Calendar of written assessment tasks (hereafter: calendar) is a school document drawn by the school for all classes of the IB Middle Years Programme.

(2) Teachers involved in the implementation of the IB Middle Years Programme establish the calendar for all classes of the IB Middle Years Programme by the end of by the end of the third week of teaching in each semester.

(3) The calendar is accessible to students and their parents on a school’s notice board, school website, or electronically. Calendar is sent to students electronically by their homeroom teacher, IB counsellor or IBMYP coordinator.

(4) The calendar consists of a list of subjects taught, teaching weeks and planned written assessment tasks. It is made according to the curriculum and timetable applied in the school year.

(5) The calendar contains information on short written assessment tasks as well.

(6) In addition to the published calendar, the teacher is obliged to announce every written assessment task no later than 5 (five) working days before its scheduled date.

(7) In exceptional situations, it is possible to postpone or cancel the scheduled written assessment task. After the reasoning for postponement or cancellation is provided, the decision on new date of the written assessment is made by the subject teacher, IB counsellor, IBMYP coordinator and the head of school.

(8) A student who was absent from the lesson on which a written assessment task was completed is obliged to do the written assessment task on the first lesson in that particular subject upon returning to school.

Standardization of Assessment in the IB Middle Years Programme

Although teachers involved in the implementation of the IB Middle Years Programme use the criteria prescribed by the IBO, there is always a possibility that teachers understand assessment criteria in different ways. This is why teachers are required to communicate among each other and share their views and understanding of assessment criteria in order to make the assessment process as objective as possible.

Sharing thoughts about and understanding of the assessment criteria is particularly expected to be done among teachers who teach subjects from the same subject group since they share the same assessment criteria.

In 2007 the school first introduced the standardization of assessment of students personal projects. It is being done in two stages:

firstly, student’s supervisor and two or three other teachers assess the project completely independently,
secondly, the three or four teachers compare the individual scores they have given for each of the criteria and in constructive discussion try to reach a consensus about the most appropriate score.

The same procedure is used in standardization of assessment in all subject groups where there is more than one teacher within the subject group. Teachers from the same subject group assess some of the tasks done by students individually and then jointly in a form of constructive discussions. This procedure is regarded as very valuable not only because of feedback that teachers may receive one from another in terms of sharing their views of assessment criteria, but also in terms of designing appropriate assessment tasks. Wherever possible (where there are two or more teachers teaching within the same subject group), it is expected of all the teachers to perform the internal standardization of assessment in their respective subject groups on tasks that students are given throughout the year.

Final grades

The final grade in a subject represents the achieved level of student competences in the teaching subject and the result of the overall evaluation process during the academic year.
The final grade in a teaching subject at the end of the academic year is determined by the subject teacher, who first determines students’ achievement for each of the criteria in the value from 0 to 8, and then sums up final levels of achievement for all four criteria. This sum determines a student’s final mark based on the following table prescribed by IBO for the purpose of determining grades at the end of the semester and the academic year:

Grade	Level of achievement
1	0 – 5
2	6 – 9
3	10 – 14
4	15 – 18
5	19 – 23
6	24 – 27
7	28 – 32

Table 1.

(3) Final level of achievement for individual assessment criteria is not necessarily an arithmetic average mean of entered marks. According to the IBO rules, it is taken into account whether a student has made a positive or negative progress during semester/school year.

(4) Students’ final grades can be determined only if the students were assessed at least once per semester against each strand of each criterion for every subject. It is desirable that a student is assessed against each criterion more than twice during the school year.

Conversion of grades

(1) At the end of semester and school year, IBO grades may be converted into grades used in Bosnian-Herzegovinian educational system.

(2)Conversion of the IBO grades into grades used in Bosnia and Herzegovina is done using the following table:

IB grades	Grades in B&H
Excellent 7	odličan (5)
Very good 6	odličan (5)
Good 5	vrlo dobar (4)
Satisfactory 4	dobar (3)
Mediocre 3	dovoljan (2)
Poor 2	nedovoljan (1)
Very poor 1	nedovoljan (1)

Table 2.

Determining student’s final overall grade

Student’s final overall grade is determined using the following table:

Average grade	Final overall grade
6,50 –7,00	Excellent (7)
5,50 –6,49	Very good (6)
4,50 –5,49	Good (5)
3,50 –4,49	Satisfactory (4)
3,00 –3,49	Mediocre (3)

Table 3.

After conversion of IBO grades into Bosnian-Herzegovinian grades is conducted based on the conversion table from Conversion of grades (Table 2, Paragraph 2) final overall grade is determined by using the following table:

Average grade	Final overall grade
4,50 –5,00	odličan (5)
3,50 –4,49	vrlo dobar (4)
2,50 –3,49	dobar (3)
2,00 –2,49	dovoljan (2)

Table 4.

Student who has final grade poor (2) or very poor (1) in one or two subjects at the end of the teaching year is required to take a corrective exam in those subjects and his/her final overall grade is poor (2) or very poor (1) irrelevant of their average grade. Corrective exam is conducted in accordance with the provisions of subtitle below Article 17 (Corrective exams) of the Assessment Policy.
Student who has final grade poor (2) or very poor (1) after the corrective exam in one or two subjects must repeat the year.
Student who has a final grade poor (2) or very poor (1) in three or more subjects at the end of the teaching year is required to repeat the year irrelevant of their average grade.
Final grade in Personal Project is determined by the IBO based on the obligatory external moderation of Personal Projects. Students are issued a certificate on their Personal Project achievement by the IBO.

Corrective exams

(1) Student who has final grade poor (2) or very poor (1) in one or two subjects at the end of the teaching year is required to take a corrective exam in those subjects.

(2) Corrective exams may include written and/or oral examination of students in order to assess the student against all four assessment criteria of the subject in which the corrective exam is taken.

(3) Student’s final grade in the subject after the corrective exam is the student’s final grade in that subject for the whole school year.

Recording and Reporting

Assessment procedures are organized so that they are manageable for the teachers and students. When it comes to teachers, this manageability refers to both necessary classroom activities and marking and record keeping. Teachers keep record of student grades in the electronic form via ManageBac and class register book . Those records contain: the date of an activity a student was assessed for, the type of an activity a student was assessed for and level achieved by a student against the prescribed criteria that were assessed in the activity. Another important assessment document is represented in the form of task-specific rubrics. These are derived from the IBO prescribed criteria, but they are more precisely directed at different tasks. Thus, students get an opportunity to know exactly what they are supposed to do to reach a certain level of achievement for that task, instead of using general criteria descriptions.

Student portfolios also represent an important part of assessment documentation. They are managed and stored by subject teachers, and in last three years since ManageBac platform was introduced also tasks are archived. However, if they want to, students can be provided access to their portfolios so that they can follow their progress. Portfolios contain students’ work from both Year 4 and Year 5. Also, they contain at least those assessment tasks that are required for the IBO moderation of assessment in each of the subject groups. According to their judgement, teachers can add some other tasks to the student portfolios. A student portfolio may also contain some other documentation about a student, such as information about community service, personal project, academic results, self-evaluation forms etc. A student portfolio is kept at least for one year after the student finishes the IB Middle Years programme.

The reporting system reinforces the values of the IB Middle Years Programme. The students receive report cards via ManageBac for each of the subjects at the end of the semester and at the end of the school year. The report cards contain the following information: achievement against all the criteria, final (1-7) and (1-5) local grade, teachers’ comments, student’s effort, and approaches to learning and. These details provide enough information to both students and their parents so that they can identify the student’s strengths and weaknesses and respond accordingly.

The reporting to students and parents takes place on regular basis. The students are aware of their results and their parents as well, immediately upon completion of assessment via 2 (two) electronic platforms; ManageBac for grades prescribed by the IBO (0-7) and E-Dnevnik for grades converted into grades used in Bosnian-Herzegovinian educational system (1-5) (table 2). In addition, parents can have insight during their meetings with homeroom teachers that take place every two weeks.

Promotion Requirements

Promotion from each grade is not an automatic procedure. To be promoted from IBMYP Year 1 to IBMYP Year 2 and IBMYP Year 2 to Year 3 (i.e. the IB Diploma Programme or the National Programme), a student’s final report at the end of the school year should demonstrate no subject grade 1 or 2. In IBMYP Year 2, besides achieving at least final grade 3 in all subjects, a student should also obtain at least grade 3 in personal project and meet all the internal deadlines related to the project to earn the right to be promoted to a higher grade.

Assessment in Diploma programme

Assessment types

Formal IB assessment requirements: summative assessment directly contributing to the final diploma qualification, mostly externally assessed, and include examinations or work completed during the course, then sent to an external examiner (DP: From principles into practice)

Formal IB external assessment: predetermined examinations or work completed during the course that is sent to an external examiner. These include examinations in each subject, written assignments or tasks for language classes, the Extended Essay and the Theory of Knowledge essay.
Formal IB internal assessment: predetermined work completed during the course that is marked by the teacher based on prescribed task-specific criteria and confirmed or moderated by an external moderator. These may include oral exercises in language subjects, projects, student portfolios, reports, practical laboratory work or mathematical investigations.

School-based formative and summative assessment : all those activities undertaken by teachers and/or by their students, which provide information to be used for feedback to modify teaching and learning activities in which they are engaged; a tool or process that teachers can use to improve student learning (DP: From principles into practice). This comprises school-based summative and formative assessment tasks, all aligned with course assessment objectives that are designed to:

Develop or practice approaches to learning (ATL) skills, or prepare students for IB formal assessment requirements
Report progress of learning within each course
Reflect student readiness in terms of diploma qualifications

Criterion-related assessment: a method of assessment that judges students’ work in relation to identified levels of attainment, rather than in relation to the work of other students. This method applies to both school-based assessment and formal IB assessment requirements.

Approaches to learning (ATL): a programmatic and collaborative framework for teaching students to “learn how to learn.” These ATL skills are classified into communication, social, self-management, thinking and research skills appropriate to age and programme requirements

School-based assessment

In the IB Diploma Programme formative assessment is designed so as to help prepare students for the final summative assessment in the final exams in the best way possible.

Formative assessment should be regular and ongoing, to guide development through teacher, self and peer assessment, and will utilize many of the assessment tools listed. It enables the teacher and each student to know where they are in their learning and what they need to do next to further improve.

Formative assessment at our school IBDP includes:

Self-assessment and peer assessment
Quizzes, small weekly test and projects
Effective questioning during lessons
Homework
Worksheets
Discussions
Practical or experimental work
Teachers’ observations

Summative assessment is usually performed at the end of a complete unit or term. It measures the standards reached by students at certain milestones. It is used by teachers to inform them about the quality of their work and whether their classes are at the target expected. It is used to compare student results from year to year within the school or to compare the school’s results with those of other institutions worldwide.

Summative assessment at our school IBDP includes:

unit tests or papers
term and end-year examinations
mock exams
internal assessment and coursework for external examinations

All assessments are designed in alignment with IBDP course objectives and subject specific assessment criteria.

Submission of assignments

The IB Diploma Program at Druga gimnazija Sarajevo subsumes these school-based interventions to nurture student responsibility regarding submission of major assignments and unit tests and to provide information to parents in order to help maximise student achievement.

IB teachers clearly outline all assigned work to students in class and due dates noted.
All tests and major assignments are posted on Managebac.
Subject, test date/assignment and due date are noted on Managebac.
Absenteeism shall not exempt students from missed assessments or tests/exams.
Late submission of a major assessment the teacher shall implement the following interventions:
- Conference with the student to determine the reason for not meeting the deadline and determine a new due date when the assignment or alternate assessment can be submitted in consultation with IB Diploma Coordinator;
- If the second due date is not met by the student, the teacher shall make contact with the parents;
- If after contact with the parents, the major assessment is not submitted, then the teacher will use professional judgment to determine the appropriate response in consultation with IB Diploma Coordinator.

Non-submission of the final coursework prevents the student from obtaining a grade in that subject even though he meets all other requirements.

Students who know they will be absent on the day an assessment item is due for submission must arrange for the item to be submitted before the listed due date or delivered to the school on that date.

Extension to the submission deadline can be allowed in cases of illness (with medical record provided), adverse circumstances or situation that are the subject to the Inclusion policy.

Calendar of school deadlines

Calendar of deadlines for different tasks is a school document drawn by the school for all subjects of the IB Diploma programme.

Teachers involved in the implementation of the IBDP establish the calendar for all subjects of the IBDP by the end of the third week of teaching in each semester. Calendar is available to all members of the school community via ManageBac.

Standardization

In the Diploma Programme, the teachers teaching the same subject are encouraged to carry out internal standardization of assessment, especially of internal assessment tasks, Extended Essays and methods of providing feedback. Where possible this also applies to teachers teaching different subjects within one subject group.

Reporting and recording student progress

Grading: Druga gimnazija Sarajevo, IBDP, expects all students to meet or exceed minimum academic standards for their own benefit and that of the entire school community.

In all IB courses, the IB grading scale 1 – 7 is applied using IB assessment criteria and rubrics as specified in each IB subject guide.

There are no requirements for IB Diploma Programme assessment to comply with any local requirements. However, there is a conversion scale according to which the IB grades (1-7) are converted into the national syllabus grades (1-5) for the purpose of university enrolment in Bosnia and Herzegovina, as allowed by the Ministry of education.

IB grade scale	National grade scale
7
6	Excellent (5)
5
4	Very good (4)
3	Mediocre (3)
2	Poor (2)
1	Very poor (1)

Recording: All DP teachers are expected to provide timely and informative feedback on all student work and record the grades to the ManageBac platform. All members of the school community have the access to the ManageBac, including students and parents.

Reporting: Progress reports comprise a report for each course and DP core component and provide feedback on student progress in the assessment objectives and a projection of student performance in formal IB assessment. Progress reports also assess the student effort according to the school-based effort scale:

Effort level	Description
A	Excellent
B	Very good
C	Good
D	Satisfactory
E	Needs improvement

Progress reports are provided to students and their parents at the end of each semester via ManageBac. IB course grades, based on school-based assessments, are formally reported to students and their parents at the end of each school term during the parents meetings organized by the homeroom teachers.

Predicted grades

The predicted grade is the teacher’s prediction of the grade that the candidate will receive in the subject. This grade is based on all of the evidence of the candidate’s work and the teacher’s knowledge of the IB guidelines and standards.

The exact percentage weighting of the components that teachers consider for the predicted grade is agreed annually during teacher meeting conferences and is specific for subject groups.

Predicted grades are submitted to the DP coordinator by the end of March.

Corrective exam

Student who achieves subject grade one (1) in any subjects at the end of the teaching year (DP 1) is required to take a corrective exam in those subjects.

Corrective exams may include written and/or oral examination of students in order to assess the student against all assessment criteria of the subject in which the corrective exam is taken.

Corrective exams take place in August.

Requirements for promotion from IB DP Year 1 into IB DP Year 2 are the same as for obtaining of the IB Diploma (minimum 24 points, plus other minimum requirements). For university enrolment, the students have to be issued (Bilingual) Diploma of International Baccalaureate. However, in accordance with the Decision issued by the Sarajevo Canton Ministry of Education, in certain special cases the students who achieve 21 points and meet some other minimum requirements can be allowed to enrol university, providing that they earn full IB Diploma in the next examination session.

Requirements for full IB Diploma and Diploma qualifications

Each student must take six DP subjects given the following requirements but considering the fact that student must take three standard level (SL) and three higher level (HL) subjects, or two standard level (SL) and four higher level (HL) subjects:

One Language A subject
Another language course (Language A, Language B; not in the same language)
One subject from Individuals and societies subject group
One subject from Sciences subject group
One Mathematics subject
One - sixth subject- from Sciences, Individuals and societies or another language
Obligatory TOK, CAS and EE courses.

Students who register for the full IB diploma are subject to the programme’s formal assessment requirements. Satisfactory completion of these requirements means the student earns the IB diploma:

The minimum threshold for the award of the diploma is 24 points.
CAS requirements have been met
There is no “E” awarded for TOK and/or the EE
There is no grade 1 awarded in a subject or level
There are no more than two grade 2s awarded (HL or SL)
There are no more than three grade 3s or below awarded (HL or SL)
The candidate has gained 12 points or more on HL subjects (For candidates who register for four HL subjects, the three highest grades count)
The candidate has gained 9 points or more on SL subjects (or at least 5 points for candidates who register for only two SL subjects)
The candidate has not received a penalty for academic misconduct from the final award

Upon successful completion of the IB Diploma students can earn up to a maximum of 45 points. Each course completed in the six groups provides a maximum of seven (7) points plus an additional three (3) bonus points may be awarded for their combined performance on TOK and the extended essay accordin to the matrix below:

Students who do not meet the diploma qualifications will be awarded course certificates in subjects where students satisfactorily complete requirements.

Results of formal IB assessment are released online to students in July after the completion of the May examination session, through password protected access provided prior to graduation.

Connection to other policies

Academic Integrity policy

In an attempt to maintain the academic integrity and honesty of students, teachers and the school as a whole, Druga Gimnazija has adopted an Academic Integrity Policy according to which any form of cheating and plagiarism are punishable. Within this policy academic honesty is defined as action that results in the production of academic work that is original and not founded on cheating, inappropriate help of others or use of any source of information without giving credit where it is due. The school has also adopted the citation and referencing techniques which help students develop their information and media literacy skills

If the teacher suspects malpractice, Academic Integrity Policy will be followed for guidance. IB staff has an access to “Turnitin.com” to detect if there is a plagiarism in student work.

Inclusion policy

Without compromising the assessment standards, students with special educational needs and their abilities in meeting the requirements should be taken into account, according to the Inclusion Policy.

Language policy

Formative and summative assessment of language learning is continuous process, with diverse range of strategies in order to support students learning. At Druga gimnazija Sarajevo IB programme English is official language of instruction, which means that all teachers are considered as language teachers. For every subject at least one strand in adequate objectives is dedicated for assessing students language competence.

Assessment Policy Access

Students, parents and school community is encouraged to review and offer suggestions in order to support development of Assessment Policy.

School year 2020/2021

DGS policy revision team

nazad na vrh

Filozofski kafe

Lažne dojave o bombi i uloga Druge gimnazije Sarajevo u kriznim okolnostima

Prvi memorijalni nogometni turnir "Ajdin Bašić - Baša"

Posjeta učenika i profesora Maris Koledža iz Nizozemske

Assessment Policy

IB mission statement