Goshen High School Assessment Policy
Purpose of Assessment
The GHS mission statement as well as the IB Learner Profile, IB Mission Statement, and IB Approaches to Learning are the basis for our assessment philosophy and assessment policy at GHS. The philosophy of assessment at GHS is that the purpose of assessment is to give accurate and timely feedback to teachers and students as well as to gather evidence that reflects on what students know and can do. In accordance with the IB Mission Statement, GHS strives to instill a growth mindset in students in order to develop life-long learners.
Students at GHS are required by federal, state, and school corporation rules to take a variety of standardized tests throughout their time as students. These tests include, but are not limited to ISTEP, WIDA, ASVAB, SRI, and PSAT. Voluntary standardized tests may include the SAT and ACT.
International Baccalaureate Diploma Programme and Middle Years Programme Assessments
Students who participate in the IB Programme, both Middle Years Programme and Diploma Programme, are also required to take the IB assessments at the end of their courses in the IB Programme, which are externally assessed. In addition, the DP has a variety of required Internal Assessments that are completed and graded in school but are externally moderated. For the Middle Years Programme, summative assessments are marked using the MYP assessment rubrics to provide feedback for student growth.
Students at GHS will take a wide variety of formative and summative assessments as part of every course they take. The purpose of formative assessments is to improve/adjust instruction and to give student feedback. The purpose of summative assessments is to measure student mastery. Some methods of assessment include writing, multiple-choice, oral, project, presentation, and performance. Retakes of assessments may be allowed in some classes. Assessments are criterion-based and authentic, using the MYP assessment rubrics. It is also expected that teachers will include questions on their end of course assessments that exhibit varying levels of Depth of Knowledge (DOK).
Teachers implement these in-class assessments at their discretion and at times when it is best for collecting evidence of where students are in their learning. Teachers then analyze student work and performance in both course-alike groups using the Data-Driven Instruction (DDI) protocol.
Special Needs Assessment
Students at GHS who have an Individualized Education Program plan (IEP), 504 plan, or Individualized Language Plan (ILP) receive a number of different services to ensure that assessments truly measure learning. School personnel regularly adapt assessments for different levels of students, provide help by reading assessments to students, scribing for students, allowing assessments to be typed or hand-written, providing language support for English language learners, etc. More information can be found in the inclusion policy.
Grades are continually available to parents and students online through Skyward. Grades are calculated every nine weeks, and report cards are distributed one week after the end of each grading period. Students may receive weekly grade reports in their SRT. The grade tracker form is used in all 9th, 10th, and 11th-grade SRT rooms. Course-alikes will collaborate to establish standards for MYP achievement scores. MYP achievement scores will be reported to students by classroom teachers and converted into an A-F grade using the following conversion chart:
To graduate from Goshen High School, a student shall have completed one of the mandated pathways and have met the requirements set forth by the state of Indiana. The credits shall be so arranged that the student will receive a broad general education.
Cumulative Records Policy for Students
Each student’s educational records are maintained by GHS, used for school purposes, and available for review by the student and/or his or her parents. At the beginning of each semester, the student will be given an updated transcript that contains the student’s GPA and rank in the class. If the student has any questions, he or she should immediately contact his or her counselor. Students can review these records at other times with their counselor by setting an appointment.
An extra point will be awarded for IB, AP, and dual-credit courses that have external assessments. Weighted grades will be used for class ranking purposes. The student transcript will show the GPA on both the 4.0 and 5.0 scales.
The following scale is used to figure grade point averages:
A = 4.0, A- = 3.67, B+ = 3.33, B = 3.0, B- = 2.67, C+ = 2.33, C = 2.0, C- = 1.67, D+ = 1.33, D = 1.0, D- = .67, F = 0
International Baccalaureate and Academic Honors Diplomas
Students may wish to pursue specialized diploma opportunities to enhance consideration for admission to higher education. These diploma programs are International Baccalaureate and Academic Honors Diploma. Academic Honors requires additional mathematics, science, and world language courses, with credits totaling 47 or more and with no grade below a C- and a GPA of 3.0. Check with the International Baccalaureate Diploma Programme Coordinator for a specific plan for the IB diploma; however, the Theory of Knowledge class, the Extended Essay project, and CAS work (Creativity, Activity, and Service) are all part of the IB diploma. The IB diploma is recognized worldwide for academic excellence. Students are highly encouraged to pursue these degrees. Specific requirements for these diplomas are available online and in the Goshen High School Bulletin of Courses.
- Summa Cum Laude: Students with a weighted Grade Point Average of 4.0 or above.
- Magna Cum Laude: Students with a weighted Grade Point Average of 3.75-3.99.
- Cum Laude: Students with a weighted Grade Point Average of 3.5-3.74.
Any incomplete must be addressed before the student’s final high school transcript is issued. It is the responsibility of both the student and the teacher to resolve the incomplete. Because GHS values student learning, incompletes may be used effectively to demonstrate content knowledge.
A semester grade should reflect the best of a teacher’s ability what a specific student knows and can do in a course. Because Goshen High School has a wide variety of courses and course expectations, the teachers have the discretion to set up scoring scales that are appropriate to the different courses. Teachers will make every effort to communicate with students and parents the information about academic expectations and the method for assigning grades. Traditionally, teachers of many courses at GHS assign 40% of the semester grade to each nine-week grading period and 20% of the semester grade to the final exam (40/40/20). This pattern works for many, but not all classes. Please feel free to contact individual teachers if you have questions about grading policies.
All academic dishonesty is serious. The consequences for each instance can vary depending on the severity of each case with a tiered system in place as a guideline to the possible consequences. When determining which tier is appropriate, the student’s mitigating and aggravating circumstances will be used to determine the level of negligence and pre-meditation for each instance, with the level of consequences increasing with each applied tier. More information can be found in the GHS Academic Integrity Policy.
Implementing, Evaluating, and Reviewing the Policy
All faculty are responsible for implementing the assessment policy. New teachers will learn about the policy at various times throughout the school year, including but not limited to new teacher orientation, cluster meetings, new teacher meetings with the principal, course-alike meetings, and staff meetings. Collaborative efforts between the building leadership team, teachers, and administrators will be expected on an annual basis to review the assessment policy and make necessary revisions.
Assessment Policy Steering Committee Members:
Barry Younghans, Head of School
Theresa Collins, IB Coordinator, Mentor Teacher: Theory of Knowledge
Matthew Nichols, IB Coordinator, DP Instructor
Dawn Hicks, Lead Teacher, MYP Instructor: Mathematics
Chad Collins, Mentor Teacher, MYP Instructor: Language Acquisition
Lexa Magnuson, MYP Instructor: Language & Literature
Last revised February 2021