As part of the IB’s educational goal to award reliable, fair, and recognized outcomes to our students through valid assessments, this policy has been created to ensure a common understanding of the IB’s academic integrity principle. Results cannot be fair if some students have had an unreasonable advantage over others.

 

Academic integrity is a responsibility of the whole IB community. By making the IB’s commitment to academic integrity transparent, this document outlines the responsibilities and expectations of different stakeholders across the IB community. This policy also documents how the IB manages incidents of student academic misconduct and school maladministration cases, ensuring confidence is maintained among students, parents, schools, and other stakeholders in the value and credibility of IB grades.

 

The Administration and Staff of Oconomowoc High School believe in upholding academic honesty and integrity in a manner that supports learning and ultimately academic excellence. It is the responsibility of each student, staff member, and family to promote an academic culture that respects and fosters individual achievement and that is grounded in the virtues of honesty and integrity.

 

Academic honesty serves to promote personal integrity, engender respect for the integrity of others and their work, and ensure that all students have an equal opportunity to demonstrate the knowledge and skills they acquire during their studies. It is expected that a student's own integrity and learning require that they represent the efforts of themselves.

 

All coursework—including work submitted for assessment—is to be authentic, based on the student’s individual and original ideas, with the ideas and work of others fully acknowledged. Assessment tasks that require teachers to provide guidance to students or that require students to work collaboratively must be completed in full compliance with the detailed guidelines provided by the teacher for the relevant subjects. A variety of methods and assistance are available to support a student in their learning, such as Pride Period, peer tutoring, and more. Students should seek the help of their teacher if they are struggling with coursework.

 

It is expected that if a student has questions about academic honesty expectations, they will seek clarification from the teacher before the assignment is submitted.

The Academically Honest Student:

DOES

• Document source material in a formal and appropriate manner
• Use direct quotations appropriately
• Understand the concept of plagiarism
• Understand the consequences of cheating regarding both school-based work and external examinations and assessments
• Acknowledge explicitly and appropriately help provided by another person
• Follow all exam rules
• Only use sources specifically allowed for school assignments, projects, quizzes, tests, examinations, etc.
• Submit only your own work and ideas
• Have someone look over your work for grammatical or mathematical errors
• Have someone suggest improvements without composing the improvements himself/herself
• Ask a teacher or a staff member for help
• Form study groups to prepare for a test or to discuss an assignment
• Use images that are not copyrighted
• Prepare sufficiently for assessments  

DOES NOT

• Copy the work of other students
• Give another student their work to copy
• Access old copies of examinations unless the teacher gives them to students
• Access records, files, or systems maintained by faculty and staff or of other students without the permission of the teacher
• Use notes during a test unless allowed by the teacher or permitted by the examination rules
• Turn in work from another class for assessment again in a different class 
• Do all or part of the work for another student
• Present material created by another person as their own, in full or in part
• Send images, videos, or copies of any form of all or part of assessments except in the manner allowed by the teacher
• Pay someone to do part or all of your work
• Send images, videos, or copies of any form of all or part of assessments except in the manner allowed by a teacher
• Present work in any medium that has literally been reproduced except in a manner allowed by the teacher or permitted by the examination rules

Artificial Intelligence

Artificial Intelligence tools can be used, with teacher permission, for productivity, communication, creativity, learning, and more. OASD recognizes that responsible use of AI will vary depending on the context, such as classroom activities or assignments. OASD Artificial Intelligence Guiding Principles.

The IB does not regard any work produced—even only in part—by such tools to be a student’s own work. Therefore, as with any quote or material from another source, it must be clear that any AI-generated text, image or graph included in a piece of work has been copied from such software. The software must be credited in the body of the text and appropriately referenced in the bibliography. If this is not done, the student would be misrepresenting content—as it was not originally written by them—which is a form of academic misconduct. Text currently produced by AI tools is often repetitive and formulaic, and most likely not of good enough quality to be awarded high marks.

Some Recommendations For AI Use:

• Before writing a piece of work, students should find research material—it is entirely reasonable to use a search engine to do this. This research will give them ideas and help shape their arguments.
• Students benefit from having an example of a good essay to look at when drafting their own work. There is nothing wrong with this, although the student must be clear that they are only using it to understand what good essay structures and coherent, supported arguments look like, not to copy sections of it.
• Students should be encouraged to ask the software research questions rather than the essay title, and then explore the sources it provides—ensuring they also explore the inherent bias of the results.

Using Software to Improve Language and Grammar:

There are software programs available to help authors improve the quality of the language they use, from simple spell checkers to complex tools that rewrite sentences. IB assessments usually do not evaluate the quality of language or spelling, so there is limited benefit in using such tools.

• The exception is in language acquisition, where marks are awarded for sentence structure. In these subjects, the use of such tools is not permitted.
• The IB awards bilingual diplomas, and universities and schools look at the language subjects that are taken in for proof of being able to work in that language. Therefore students are not permitted to write essays in one language and then translate them to be submitted to the IB in another language.
• For subjects other than language acquisition, the use of spell checkers and bilingual dictionaries is acceptable.
• The IB will always consider the use of software to support access and inclusion requirements for students.
• The IB allows students to use basic tools to support their spelling and grammar when this is not what is being assessed.

Plagiarism is recognized worldwide as a serious academic offense. Ignorance of the working definition of plagiarism is not a valid excuse for lapses and does not prevent a penalty from being applied to work submitted as original. In order to prevent any misunderstandings about what constitutes plagiarism, information is being provided to you that not only defines plagiarism but also outlines strategies to prevent it.   

Teachers will implement the following strategies to help students understand and comply with these guidelines whenever possible:

• Include these expectations in their class syllabus
• Use Turnitin.com whenever possible to check for plagiarism
• Provide examples of assessments/student work with proper citations
• Offer time and/or stress management techniques to deter students from copying to save time
• Teach/review proper citation methods
• Provide clear instructions about the use of internet translation sites (world languages)
• Review this policy in class and discuss potential subject-specific implications
• Clearly address the manner and degree to which students may collaborate on the completion of assignments  

Academic dishonesty is a breach of these regulations and includes, but is not restricted to:

• Plagiarism—this is defined as the representation, intentionally or unintentionally, of the ideas, words, or work of another person without proper, clear, and explicit acknowledgment.  Intentional plagiarism is the deliberate presentation of another’s work or ideas as one’s own. Unintentional plagiarism is the inadvertent presentation of another’s work or ideas without proper acknowledgment because of inadequate practices or lack of preparation.  Plagiarism includes an exact copying of another’s work, or a rewording, paraphrasing, partial quotation, or summarization of another’s work without properly giving credit to the creator of the original work.
• Collusion—this is defined as supporting academic misconduct by another candidate, for example: o Allowing one’s work to be copied or submitted for assessment by another o Duplication of work—this is defined as the presentation of the same work for different assessment components.
• Doing part or all of someone’s work for them
• Cheating - copying another’s work, allowing someone else to copy your work, using unauthorized materials or technology during an assessment, giving or receiving assessment information.
• Unethical behavior such as the breach of ethical guidelines when conducting research.
• Accessing another’s work for the purpose of using it as one’s own.
• Any other behavior that gains an unfair advantage for a student or that affects the assessment results of another student (for example, disclosure of information to and receipt of information from students about the content of an examination via any form of communication/media).

Consequences

Communication of this policy through this handbook is considered a warning. Students found to have participated in academic dishonesty will receive disciplinary consequences.  Teacher discretion will be used to determine the level of the offense. Progressive consequences for instances of academic dishonesty apply to both formative and summative work.

Process for Determining Level of Offense

(Incidental/Accidental vs. Academic Dishonesty) and Determining Potential Consequences for Academic Dishonesty

1. An incident occurs
2. If the teacher suspects academic dishonesty may have occurred, then:
3. The teacher brings the issue to their Department Chair and presents evidence of suspected academic dishonesty to ensure consistency.  If the department chair is presenting the incident, they have to consult with at least one other member of their department.
4. If the teacher considers this an incidental/accidental offense, the teacher follows procedures as outlined in the incidental/accidental offense paragraph below.
5. If the teacher and Department Chair agree that this case likely constitutes academic dishonesty, the teacher then discusses reasons for suspecting academic dishonesty with the student.  The student has a chance to respond to their teacher.  If the teacher still suspects that academic dishonesty occurred, the teacher will notify the student that the teacher will now need to consult with an administrator for next steps.
6. The teacher presents evidence of suspected academic dishonesty to the administration for clarification of policy and next steps, with the advice of the administrator.
7. If the teacher and administrator still believe that academic dishonesty occurred, the teacher writes a disciplinary referral documenting the reasons for suspecting academic dishonesty, submits available evidence to the administrator, and calls home to notify the student’s family that a disciplinary referral has been written.  The teacher explains to the family why they determined that the student’s actions were likely considered academic dishonesty.
8. The administrator sets up a meeting with the student and teacher to review evidence of academic dishonesty together.  The student has a chance to respond to the disciplinary referral to their administrator.
9. The administrator investigates the academic honesty claim and makes a determination (incidental/accidental academic dishonesty vs. academic dishonesty vs. not academic dishonesty).
10. The administrator contacts the family with a decision of whether the incident was considered academic dishonesty, incidental/academic dishonesty, or not academic dishonesty, and communicates the consequences to family, student, teacher, and school counselor.

Incidental/Accidental Offense

This incident occurs due to ignorance or inexperience on the part of the student.  In this case, the student will rewrite or resubmit the assignment or a comparable assignment and submit it to their teacher per a deadline established by the teacher. A teacher may deduct from a student’s grade for these types of errors based on the assignment’s requirements.

• An office disciplinary referral will be recorded for documentation and warning purposes to identify patterns of behavior and to inform students of potential future consequences.
• Multiple violations at this level may be referred to as an academic dishonesty offense.
• The teacher will call the family to notify them of any incidental/accidental offenses, to explain why this was considered an incidental/accidental offense, and to clarify expected behaviors moving forward.
• The student will meet with their teacher to clarify expected behaviors.   

Academic Dishonesty Offense

This incident is determined to be an intentional and purposeful incidence of academic dishonesty, in whole or in part.

First Academic Dishonesty Per Class

• If the academic dishonesty occurred during a Final Exam, then the grade on the exam is recorded as a zero in the gradebook without the opportunity to redo it.
• If the academic dishonesty occurred on work other than the Final Exam, then a restorative justice assignment will be chosen from a menu by the teacher in collaboration with an administrator.  This requirement is meant to serve as a learning experience for the student and to prevent further violations from occurring.
• In order to be eligible for one chance to redo the assignment to earn up to 50%, the student must complete and submit the requirements for the restorative justice assignment within 1 school day after meeting with their administrator.
• Failure to complete the requirements for the restorative justice assignment will result in a zero being entered in the grade book for that assignment without the opportunity to earn points back.
• Student must complete reassessment within the deadline determined by the teacher; the grade on the assignment will be a zero if this reassessment is not completed by the deadline determined by the teacher. 

Second Offense in the Same Class

• Student fails the term of the course when the instance of academic dishonesty occurred.
• The failed class may be dropped with an F for a study hall the day following the meeting with the administrator, depending on the recommendation of the teacher.
• Student requests a meeting with their school counselor to determine if and how to make up credits.

Second Offenses Cumulative Across Classes and Across Years in High School:

• The student earns a zero for the assignment where the academic dishonesty occurred, whether it is formative or summative.
• The student does not have an opportunity to redo the assignment for any points or to make up the points.  They are, however, encouraged to redo the assignment to benefit from feedback from their teacher and to advance in their overall learning. 

Implications for IB Coursework and Examinations

Cases identified by the school

Incidents Related to Coursework

When a school identifies issues with a final piece of work before submission or upload to the IB and before the IB submission deadline, the situation must be resolved as per the school’s academic integrity policy, provided it specifies if resubmissions are permitted. However, the school should not submit to the IB a piece of work that does not meet the expectations in regard to academic integrity or award a mark of zero.

If a final piece of work has plagiarized content or was not completed according to the subject guide requirements, that component should be awarded an “F” on the IB internal assessment mark entry system or marked as non-submission in the case of externally assessed components, such as the extended essay, or theory of knowledge essay, and as a consequence, the student would not be eligible for a final grade in the subject concerned.

When academic misconduct is identified after the work has been submitted to the IB, the programme coordinator must inform the IB as soon as possible.

Incidents Related to Examinations

All students must have a clear understanding of the IB’s expectations in terms of the conduct of the written or on-screen examinations. Therefore, students must adhere to ethical and honest practices.

Students must not take any unauthorized materials into the examination room and must follow invigilator's instructions. A student found in possession of unauthorized materials during an examination, regardless of intent or if the material is used, is still considered to be in breach of regulations and will be investigated by the IB.

If a student is found to be in breach of regulations, the school must contact the IB within 24 hours of the examination to report the incident. Students should be allowed to continue with the examination in question unless their presence in the examination room is disruptive to other students. The student’s examination script should be submitted for assessment as usual.

Investigation of Student Academic Misconduct Cases

Once the IB establishes that there is evidence to suspect a student of academic misconduct, the school will be required to conduct an investigation and provide the IB with statements from all parties involved and any other relevant documentation pertinent to the case. If a school fails to support the investigation into possible academic misconduct, no grade will be awarded to the student in the subject(s) concerned.

If the IB notifies a school that a student is suspected of academic misconduct and that the IB intends to initiate an investigation, the student can be withdrawn from the session or from the subject(s) in which academic misconduct may have occurred. If a student is withdrawn from the subject under investigation, no mark for that subject may contribute to the award of a grade in a future examination session.

Students suspected of academic misconduct must be invited to present a written statement that addresses the suspicion of academic misconduct. If a student declines to present a statement, the investigation and decision on whether the student is in breach of regulations will still proceed; however, the school will be requested to confirm in writing that the student declined the opportunity to present a statement.

Cases of suspected academic misconduct will be referred to an internal panel composed of experienced members of staff from the IB’s Assessment Division at the IB Global Centre, Cardiff. Their decision is subject to approval by the Final Award Committee. If the internal panel is unable to reach a decision, then the case will be referred to the academic honesty manager. Unprecedented and extraordinary cases will be referred to the Final Award Committee.

If the internal panel or Final Award Committee confirms the case of academic misconduct, a penalty will be applied to the subject(s) concerned. The penalty will be proportionate with the severity of the incident. 

If there is substantive evidence, the IB is entitled to conduct an investigation into academic misconduct after a student’s results have been issued. This could be identified, for example, through the enquiry upon results process. If academic misconduct is subsequently established, the student’s grade for the subject(s) concerned may be withdrawn, which may result in the withdrawal of their IB award where applicable. Students will be expected to return their certificates, and the IB will issue new documentation.

Student Sanctions

Penalties apply in instances of academic misconduct where the IB has taken action against a student who is registered for IB-assessed components. The IB may investigate issues that could be considered academic misconduct, even if they are not listed in this document. During investigations into academic misconduct, evidence and statements from all involved parties will be gathered. Each case will be judged on the evidence available, and any sanction applied will be based on the IB penalty matrix. When evidence is not conclusive, subject matter experts will be consulted and any sanction will be applied using the balance of probabilities approach.

Retaking Examinations or Resubmitting Coursework

The IB will decide if the student found in breach of regulations will be allowed to retake their examinations or coursework, and when such a retake could take place. Typically, the IB would allow one of the following for students penalized for academic misconduct:

• Retake in six months, depending on subject availability
• Retake in 12 months
• No retake allowed, but award of grades in subjects not affected by the incident.

Additional sanctions

In addition to the described penalties in the matrix, the IB may impose the following sanctions for repeated, multiple, and/or very serious offenses happening during one or multiple examination sessions, or across programmes.

1. Change in registration category
   • For Diploma Programme (DP) students, this would mean a change to the “course” category. Students will be given the opportunity to retake the subject concerned, but due to a change in category, they will not be eligible for the full IB diploma.
2. Permanent disqualification from current and/or different programmes
   • DP students—no grade awarded in any subject and no retake session allowed.
   • CP students—no grade awarded in any subject and no retake session allowed.

IB Policy Review

The IB Coordinator, Head of School, and IB DP/CP teachers review the IB policies as needed.

Actions taken by the school to communicate the Academic Integrity Policy to all members of the school community:

1. Access to the policy via a public website.
2. All students in an IB DP course must read the Academic Integrity Policy and complete the corresponding compliance form.
3. Email a copy of the policy to parents/guardians of all DP and CP candidates, when requested

References:

• OHS Student Handbook, 2025-26
• IB Academic Integrity Policy, Published October 2019
• Appendix (6) – Guidance on the use of artificial intelligence tools, March 2024

IB Programme Enrollment

The Oconomowoc School District is committed to high expectations and rigorous curriculum for all students. Therefore, there are no admission requirements for students choosing to participate in either the IB Diploma or Career-related Programme. Enrollment in both programmes is supported by the Oconomowoc High School teaching, counseling and administrative staff. Both programmes are promoted in the annual Academic and Career Planning Guide and on the school website. As part of the comprehensive Academic and Career Planning, the IB courses are included in our Plans of Study. The OHS website provides an overview of both the DP and CP Programmes. Each year, the IB Coordinator presents information about the IB programmes to incoming eighth-grade families and again to interested sophomores. Individual meetings with families and interested parties are arranged as necessary.

 

Any student with the motivation to pursue an IB Programme is encouraged to do so.  Students with an interest in a career in the humanities field may be encouraged to complete the DP with two group 3 courses. Students with an interest in a STEM career may be encouraged to complete the DP with two group 4 subjects. Students with an interest in a career in the arts may be encouraged to complete the DP with a group 6 subject. Students with a more specific interest in engineering, business, or computer science fields may be encouraged to pursue the IB Career-related programme.

 

Oconomowoc High School awards weighted grades to students who participate in both the IB courses and the career-related courses (PLTW, HSB, AP). DP and CP students are also awarded with an additional weighted credit award for their CAS (1.0), Extended Essay (0.5), or Service-learning (0.5) requirements. IB Diploma and Career-related Programme students receive priority scheduling into their year 1 and year 2 classes to ensure placement in the required courses.

Oconomowoc High School Enrollment

Any student who has completed grade eight and lives within the OASD boundaries may attend Oconomowoc High School. Guardians will need to complete the new student online enrollment process to attend.  The enrollment process only needs to be completed one time, when a student first enters the OASD.  Once enrolled in the OASD, guardians will use the annual online registration process to register them for school each year.

Open Enrollment

Wisconsin's inter-district public school open enrollment program allows parents to apply for their children to attend school districts other than the one in which they live.  The open enrollment period for Wisconsin begins in February and lasts for several weeks each year. Students in 5-year-old kindergarten to grade 12 may apply to participate in open enrollment.

Open Enrollment Process

Parents interested in enrolling in the OASD can access online application forms and detailed application information through the Wisconsin Department of Public Instruction (DPI) website.  The Wisconsin DPI website has many resources available for the open enrollment process.

Philosophy

It is the vision of the Oconomowoc Area School District to become an unrivaled learning community, seeking wisdom, honoring the past, and shaping the future.  Assessment is one of many tools we use to support this vision. The primary function of assessment is to inform and improve student learning. Our staff implements assessments that are varied, fair, and reflect the diversity of our student population. Assessment, learning, and teaching are intertwined and interdependent, focused on critical thinking skills, 21st century skills, as well as the knowledge and attitudes that will provide for success within the IB Diploma courses, IB Programmes, in college, and life in a global society.

Learning in the IB Diploma Programme and Career-related Programme is visualized through the larger picture of the IB Learner Profile, which aims to develop the characteristics necessary to produce life-long learners who are caring global citizens, good leaders, hard workers and great thinkers. Assessment within the IB courses is designed to support curricular goals and encourage the broad focus of student learning. IB students have varied opportunities to demonstrate their many capabilities and achievements through a wide range of assessments, such as written assignments, projects, Socratic seminars, debates, scientific investigations, oral presentations, tests, quizzes, art displays, performances, and the Wisconsin Department of Public Instruction State Assessments (ACT with Writing).

Assessment Principles:

• All students can learn
• Assessments of various types determine the effectiveness of teaching
• Assessments can and should take various forms and methods
• Assessments monitor the progress of student learning
• Both students and teachers should be involved in assessment
• Student learning is evaluated using predetermined criteria rather than comparisons to published averages or norms
• Assessment by IB allows administrators, teachers, students, and parents to evaluate their students’ progress relative to state, national, and worldwide performance
• Effective assessments provide feedback to teachers, students, and parents in order to improve/revise instruction in the classroom and student study habits
• Assessments should reveal what the student knows and understands
• Assessments should be used to help parents understand and support what is going on in the classroom
• Assessments should allow all stakeholders to see evidence of learning
• Parents and students have access to students’ grades using Skyward’s Family and Student Access

Assessment Responsibilities

Student Responsibilities:

• Complete all formative, summative, standardized, and end of course assessments
• Strive to achieve the attributes of the IB Learner Profile
• Meet deadlines for all IB related course and core work (EE, CAS, RP, SL, LD)
• Develop study skills and time management skills to maximize potential for success
• Assume responsibility for learning by being proactive in seeking help, asking questions, and reflecting on personal strengths and weaknesses
• Understand and adhere to all requirements for academic integrity  as outlined in the IB Academic Integrity Policy
• Monitor progress in classes (Skyward) and inquire about ways to improve if needed
• Utilize Pride period for additional help and reassessment opportunities
• Prepare for all forms of assessment and be familiar with the corresponding scoring rubrics
• Be aware of goals and standards for all classwork (syllabus)
• Set goals for their personal growth as lifelong learners

Parent Responsibilities:

• Monitor student progress weekly using Family Access in Skyward
• Discuss assignments and assessments with student frequently to show support and encouragement
• Contact the classroom teacher if questions or conflicts arise 

Teacher Responsibility:

• Meet deadlines outlined in the OHS IB Assessment Calendar
• Submit appropriate documentation to IB Coordinator/IBIS by the established deadlines
• Maintain communication regarding students progress with IB Coordinator and/or school counselor
• Understand IB course requirements and standards for achievement in their courses and seek out assistance where needed
• Access myIB often to access updated curriculum and assessment guidance
• Refer to IB Student Assessment calendar before scheduling major assessments, projects and/or field trips
• Analyze assessment data and adjust curriculum delivery, as needed
• Provide timely feedback on student assignments and assessments
• Assess students in a variety of formats to ensure mastery of material and preparation for IB assessments
• Assign coursework and assessments that align with the IB course objectives
• Use a variety of instructional and assessment strategies to differentiate instruction
• Provide ongoing guidance with regard to academic honesty
• Adhere to inclusive assessment arrangements when necessary
• Work collaboratively with IB teachers, IB Coordinator, Core Coordinators, and Career-related teachers to implement IB Standards and Practices as well as the IB Approaches to Teaching & Learning 

Coordinator/Administration Responsibility

• Support teachers and students in meeting their goals for the coursework, assessment, and completing an IB Programme
• Arrange for required  training for teachers
• Inform teachers of IB roundtables and other resources to assist them in assessment development
• Schedule IB teacher collaboration time for teachers to plan and reflect on teaching & assessment strategies
• Cultivate a culture that prioritizes assessment for learning and assessment of learning
• Provide tools and materials to support the assessment goals of the IB programs
• Create teacher and student assessment calendars to ensure all assessment components are submitted according to the IB deadlines
• Provide IB forms and assessment guidance to teachers
• Advocate for the IB Programmes and the building, district, and state levels
• Monitor student progress in all core requirements of the IB Programmes
• Arrange for inclusive assessment arrangements when necessary
• Register students for examinations and IB Programme components
• Arrange for and supervise all IB examinations
• Communicate with parents, students, and teachers and keep them updated with current IB assessment standards and procedures
• Work collaboratively with IB teachers, Core Coordinators, and Career-related teachers to implement IB Standards and Practices as well as the IB Approaches to Teaching & Learning

OHS Grading Breakdown

• 70% Summative
• 20% Formative
• 10% Final Exam 

Edits/Reassessments

• Students can reassess summative assessments and score up to an 80% so long as all related formative work is completed. If communicated ahead of time, teachers reserve the right to not allow a reassessment if the summative was a project or paper that was developed over time.
• Students cannot reassess on the final term exam.

Reporting

• Grades should be synced/updated into Skyward by the teacher at least once a week.
• Student Services will mail home progress reports to students receiving below 65% at the midpoint of each term.
• Teachers should request Family Teacher conferences during terms 2 and 4 for students who are struggling academically or behaviorally in a specific class.
• Students cannot pass a class if there is a missing summative assessment. This includes the final exam. If a summative assessment is missing when grades are due, the student will be given an Incomplete. The Incomplete will turn to an F after 2 weeks.

Other Norms and Expectations

• Teachers do not give extra credit or bonus points.
• Work is accepted late, but the student loses 10% for each day the assignment is late.
• Teachers must Report plagiarism or Academic Integrety Violation to your Department Chair.
• Teachers update grades (sync from Canvas) in skyward at least once a week.
• If an assignment is missing, teachers must ensure the missing box in skyward is checked.

Assessment Types

Formative Assessments

Formative assessment involves the ongoing process of gathering and interpreting evidence to monitor progress in student learning. Teachers use the results from these assessments to provide feedback and to adjust instruction to enhance learning and achievement. Formative assessments can include, but are not limited to daily homework, quizzes, and verbal questioning. The tasks and content of the formative assessments reflect the tasks and content of the IB assessments. IB teachers incorporate past IB exam questions, IB Questionbanks, IB command terms, and the IB Approaches to Teaching and Learning in the construction of the formative assessments.  At OHS, 20% of a student’s course grade reported on a transcript is based on formative assessments.

Summative Assessments

Summative assessment involves the process of gathering and interpreting evidence to assess a student’s understanding of the course material. They measure achievement based on established criteria and are usually given at the end of a teaching unit, concept or course. Summative assessments can include, but are not limited t,o presentations, projects, portfolios, and paper tests. IB teachers incorporate past IB exam questions, IB Questionbanks, IB command terms, and the IB Approaches to Teaching and Learning in the construction of the summative assessments. At OHS, 80% of a student’s grade reported on a transcript is based on summative assessments, 10% of which is the final exam for the course. 

IB Internal and External Assessments

IB courses have formal summative assessments, which help to determine the final score for the course and qualification for the IB Diploma or Career-related Programme. These scores are reported by IB  in July following the completion of the course. All IB courses have required internal assessments, which are evaluated by the teacher and then externally moderated by IB examiners. These tasks are prescribed to varying degrees, giving the student some choice in subject and treatment but not in scope. Internal assessments contribute to 20%-30% of the final score awarded by IB. 

External summative assessments, which are marked and scored by external IB examiners, are required for each subject. These external assessments provide a greater degree of structure and reliability for each subject because of standardized examination environment and external marking and review by IB examiners. The nature of the external assessment formats and questions varies from subject to subject and contributes 70%-80% of the final score awarded by IB. 

These summative internal and external assessments are the means by which students will be evaluated for the IB courses and Programmes. In order to help students improve their understanding of what constitutes excellent performance, IB teachers design and provide a variety of formative and summative assessments, which enable students to develop the various required knowledge and skills. IB teachers also provide timely and constructive feedback to help students self-assess where their individual work stands in relation to established IB assessment criteria. Reflection is a key component for improving students’ judgment of their own strengths and weaknesses, and helping them develop strategies to improve.

Overview of the internal (IA) and external assessments required for IB courses and Programmes at OHS

Language A English Literature HL

• Individual Oral IA 20%
• Higher Level (HL) Essay 20%
• Examination Paper 1 35%
• Examination Paper 2 25%

Language B Chinese, French, German, and Spanish SL/HL

• Individual Oral IA 25%
• Examination Paper 1 25%
• Examination Paper 2 50%  (Listening 25%, Reading 25%)

History HL

• Historical Investigation IA 20%
• Examination Paper 1 20%
• Examination Paper 2 25%
• Examination Paper 3 35%

Economics SL

• Portfolio IA  30%
• Examination Paper 1 30%
• Examination Paper 2 40%

Economics HL

• Portfolio IA 20%
• Examination Paper 1 20%
• Examination Paper 2 30%
• Examination Paper 3 30%

Physics SL

• Investigation IA 2)%
• Group 4 Project - required
• Examination Paper 1 40%
• Examination Paper 2 20%
• Examination Paper 3 20%

Biology and Chemistry HL

• Investigation IA 20%
• Group 4 Project - required
• Examination Paper 1 20%
• Examination Paper 2 36%
• Examination Paper 3 24%

Math AA SL

• Mathematical Exploration IA 20%
• Examination Paper 1 40%
• Examination Paper 2 40%

Music SL

• Experimenting with Music IA 30%
• Exploring Music in Context 30%
• Presenting Music 40%

Theatre SL

• Research Presentation 30%
• Director’s Notebook 35%
• Collaborative Project IA 35%

IB Diploma Programme Core Work

• CAS Portfolio
• Extended Essay

Theory of Knowledge

• ToK Exhibition IA 33%
• ToK Perscribed Title Essay 67%

The IB Diploma Programme

1. Requirements: 6 IB Courses and associated internal and external examinations, 2-3 SL IB Courses, 3-4 HL IB courses; Criteria: IB Courses are scored on a scale of 1-7, Minimum score of 24 points overall (6x4 = 24)
2. Requirements: Theory of Knowledge (ToK); Criteria: Tok Prescribed Title Essay & Tok Presentation, IB awards Grades A - E
3. Requirements: Extended Essay (EE); Criteria: 4000 word independent research essay, 3 required reflection interviews, IB awards Grades A - E
4. Requirements: Creativity, Activity, Service (CAS); Criteria: 18 months of documented experiences that meet established outcomes, 3 required reflection interviews

Students who receive higher grades (A-C) for ToK and the EE may earn additional points (1-3) toward their final IB score total. If a student earns less than 24 points, receives a score of 1 on any HL subject, receives two or more scores of 2 in any subject or level, they cannot earn the IB diploma.