Kuwait Bilingual School
Kuwait Bilingual School
Kuwait Bilingual School is a
registered IB school. Pre-K to Grade 5 is registered with
the PYP program. The school is currently a candidate school
for the MYP program, grades 6-10. Grades 11-12 follows an
adapted American High School Diploma recognised by the State
Philosophy of Assessment
Kuwait Bilingual School aims to meet the IB standards
of assessment. Assessment at KBS supports and promotes
authentic, trans-disciplinary and relevant student learning.
Clear criteria are developed to achieve this. Assessment
tools are in place so that students make the transition from
the PYP to the MYP and build upon the understanding and
knowledge of the central idea, concepts, student learner
profiles, attributes, attitudes and Trans disciplinary
skills. In grades 11-12 the focus is on students
understanding of acquired knowledge and skills and how they
can apply it in their lives and the wider community.
Thorough assessment and feedback promotes student learning
and provides an anchor for ongoing studies.
Purpose of Assessment
Assessment at KBS is a tool for teachers to establish a
picture of what students know, understand and can do as well
as to monitor the effectiveness of the educational
programme. When creating PYP/MYP units and high school
lesson plans, teachers ensure that the assessments are
integral to the learning process as well as aligned with
subject-task group objectives.
gather information from a variety of perspectives, using a
range of tasks according to the needs of the subject and the
nature of the knowledge, skills and understanding
being assessed. Assessments provide evidence of student
understanding through authentic performance, not simply the
recall of factual knowledge. This enables teachers to
analyze and address areas of concern, areas of student
development and to implement strategies, which address
individual student learning needs. It is a transparent
process inclusive of all stakeholders that allows insight
into student progress in order to provide necessary,
MYP uses a ‘best fit’ approach in which teachers work
collaboratively to establish common standards against which
they evaluate each student’s achievement holistically. This
criteria-related approach is neither norm-referenced, nor
criterion-referenced. There is a distinction between
internal summative assessment and the supporting formative
process. Attention is given to the most accurate
demonstration of student performance. Assessment of student
understanding is at the end of a course, based on the whole
course and not individual components of the course.
Teachers use a
comprehensive approach to gather information about a
student’s learning. This ensures effective assessment of the
takes place at the beginning of new learning in order to uncover
prior knowledge and experiences as well as to direct further
learning. Many pre-assessments involve the ‘tuning in’
activities for each unit of inquiry.
KBS administers entry-level tests to new /
potential students to determine their academic level in
English, Arabic and Mathematics. KG uses the BRIGANCE,
Grades 4-12 use school devised admissions tests.
Formative assessment is a wide variety of
methods that teachers use to evaluate students’
understanding, learning needs and academic progress during
and throughout a unit or lesson. The goal of formative
assessment is to collect detailed information that can be
used to improve instruction and student learning while it
is incorporated into the daily learning process. Through effective
formative assessment teachers gather, analyze, interpret and
use a variety of evidence to deepen understanding. Regular
feedback helps learners to recognize the criteria for
success, engage in thoughtful reflection, become more
knowledgeable, improve understanding, develop the capacity
for self-assessment and fosters enthusiasm for further
formative assessment might be, observation,
individual teacher interviews, self-assessment,
peer-assessment, quizzes, selected responses, open-ended
tasks, performance tasks, process journals and portfolios.
Is closely linked to formative assessment. Whereas formative
assessment looks forward, diagnostic assessment looks
backwards. It focuses on one area or domain of knowledge. It
is intended to improve the learner’s experience and their
level of achievement. It is commonly viewed as
pre-assessments. It assesses what the learner already knows
and/or the nature of the difficulties that the learner might
have, which, if undiagnosed, might limit their engagement in
assessments can also assist individual teachers with
differentiation in the classroom. If a student’s assessment
results on diagnostic testing arises concern, the school can
refer the students for Cognitive Diagnostic testing to an
KBS conducts a range of standardized tests in order to have
a comparable measure of how students’ progress against other
international schools. These tests are usually conducted in
February. The ISA tests students Math and English skills
(Grade 3-8). The AVANT tests students’ Arabic skills. In
Grades 10 and 11 students take the PSAT.
International Exams like SAT, TOEFL and IELTS are done on
request should KBS students require it for global university
Students planning to
attend the local universities are required to do a Kuwait
University Entrance Exam.
Summative assessment refers to the assessment of students where the
focus is on the outcome of a program,
Summative assessment are cumulative evaluations to measure a
student’s learning, skill acquisition, and academic
achievement at the conclusion of a defined instructional
period, typically at the end of a project, unit, course,
semester, program, or school year.
PYP considers assessment summative when, students are able to use what
they have learnt and apply it in new ways. Summative
assessment aims to give all stakeholders clear,
evidence-based insight into students understanding of the
central idea which is linked to a trans-disciplinary theme.
Summative assessments are conducted at the end of a unit of
inquiry or at regular intervals while the unit is being
taught in order to assess how student understanding evolves
Examples of PYP
summative assessments can be:
presentations, explanations, exhibitions, tests, quizzes,
assignments and projects.
based summative assessment is part of every MYP unit
and is currently being phased into practice at KBS. The MYP
assessment criteria encompasses the factual, conceptual,
procedural and metacognitive dimensions of knowledge.
Summative assessment will occur throughout the course and is
designed to allow students to demonstrate achievement
towards the expectation of the course, using required MYP
subject-group-specific assessment criteria. The use of the
specific criteria in the subject groups are mandatory in
Grades 6, 8 and 10 (MYP years 1, 3 and 5). Summative
assessment forms the primary basis for establishing report
card levels of achievement.
Examples of MYP
summative assessments can be:
(musical, physical, artistic), Creation of solutions or
products in response to the problem, Essays,,
Questionnaires, Investigations, Research, Performances, Presentations and End of Semester/Final
In Grades 11-12
summative assessments are used to determine whether and to
what degree students have learned the material they have
been taught. It is an evaluative process that determines
learning progress and achievement. KBS records summative
assessment results as scores or grades that are factored
into a students’ academic record. These results are
published in the students’ report card.
summative assessments in Grade 11 and 12 can be:
End of unit or chapter tests, assignments, a
final project and end of semester/final exams.
Requirements for Arabic Subjects
KBS adheres to the
requirements of the Private Education Department of the
Ministry of Education in Kuwait that mandates schools to
test 4 times a year. These assessments are exclusively to
test student’s level in Arabic subjects. Prescribed criteria
are given and teachers create the tests, which must be
approved by officials from the Ministry. This applies to
grades 5-12. In grades 1-4 summative assessments are used
after every unit or Arabic lesson, in the form of quizzes.
KBS students write an
end of semester Arabic exam in grades 6-12.
informal support in different ways for students during
assessments to communicate their knowledge back without
altering or lowering the expected standard. These
accommodations offer a way for students with learning
disabilities to demonstrate what they have learned. The goal
at KBS is to find a balance that gives students equal access
The aim at KBS is to
use the following accommodations,
Allows students with print disabilities to access test directions or
content in ways that do not require them to visually decode
standard print. Visual, tactile or auditory formats can be
used to help them access test directions.
Allows student to record responses to test questions in alternate
ways or to solve or organize a response using some type of
material or device.
Accommodations: changes the allowable length of testing time and may also
change the way the time is organized.
Changes the location in which an assessment is given or the
condition of the assessment setting.
Refers to a change in test materials or procedures. This decision
rests with school administration.
Moderation for Consistency (Moderating
KBS will implement this strategy as part of the Assessment
program in the 2015-2016 School Year. This will apply to
Grades 1-12. The purpose of moderation is to ensure that
teachers are making consistent judgments about standards.
Teachers will collaborate to come to a shared understanding
about the expectations for a particular standard so that
when a student response is awarded (credit), it has the same
characteristics regardless of who marks/grades it.
Moderation is improved when validity and reliability are
sure the task assesses what you intend to assess.
that different assessors, acting independently, using the
same task descriptors, come to the same judgment.
Examples of moderation processes include:
teachers developing criteria/standard descriptors, cross-marking,
individual teachers grade all responses to a particular part
of a task
and have moderation meetings to
Teachers take into
consideration which tools are most applicable and relevant
to the specific strategies. This helps to ensure that an
effective assessment of the learning experience takes place.
At KBS a variety of tools are utilized.
An established set of criteria for rating students in all areas.
Rubrics can be developed by students as well as teachers.
Lists of information, data, attributes or elements that should be
present in a particular response to a task. A mark scheme is
a type of checklist.
Brief written notes based on observations. Records on the whole
class, smaller groups or on individual students can help the
teacher to identify areas of understanding or
Samples of students work that serve as concrete standards against
which other samples are judged.
Visual representations of developmental stages of learning. It shows
a progression of achievement and can identify where a
student has reached in relation to that learning process. It
also identifies the next stage of learning that can lead to
the mastery of skills.
The documentation of
the evidence of student learning is a relevant assessment
strategy school-wide. Teachers use a range of methods to
document student learning as a means of assessing student
understanding. This includes, but is not limited to,
videos, audio, photographs and graphic
representations. Teachers also use written
records of student conversations, comments, explanations,
hypotheses as well as annotated pieces of
student work that may form part of a student’s
Portfolios are used to document and store student information. It is
also used to document student progress and achievement. It
is a record of students’ involvement in the learning process
and is designed to demonstrate success, growth, higher-order
thinking, creativity, assessment strategies and reflection.
It contains samples of students’ work, chosen from different
learning areas. Each piece indicates the objective of the
work, the instruction given, an assessment and how the
PYP/MYP Learner Profile elements have been demonstrated.
Students are involved in developing their portfolios. They
have free access to them in the classroom and are able to
select pieces of work to be included.
Teachers can use
e-portfolios. The same criteria apply.
Reporting of Assessment
Reporting is done to share information between
teachers, parents and students. It ensures regular and
relevant communication to pupils, teachers, parents and
partners. It reflects the values of the KBS community. It is
comprehensive, fair, honest, credible and understandable to
all parties. It is linked to both formative and summative
methods of assessment. The recording and reporting of
individual pupil assessment outcomes, measured against
agreed and shared assessment criteria is the responsibility
of each teacher. It allows teachers to incorporate ‘shared
knowledge’ into future teaching and assessment practice and
it forms a basis for report cards.
Student’s academic progress is reported
regularly, through the school’s reporting system.
Staff report home through progress reports three times a
year for PYP and four times a year for MYP. Teachers
continually update the students’ record of achievement
profiles when formative and summative assessments are
completed for units of work.
Assessment information is regularly analyzed by
teachers, against published criteria and every student is
individually analyzed. Feedback is continually provided to
parents as they have access to their children’s’ assessment
profile through their password protected online accounts on
the schools online system which is currently
KBS reports students’ progress in three ways.
These provide parents with a comprehensive guide
to their child’s development. It gives information about
each student’s personal development as well as progress
against the standard expectations for their grade level
Class teachers collate assessment data from
formative and summative assessment. It is reported on a
scale system of 1 to 5 in PYP, whilst in MYP, all teachers
contribute assessment data from their subject. It is
reported on a scale of 1 to 7. In G11-12 the grades given
are converted to credits for the GPA record of each student.
As MYP is implemented the school will develop a conversion
scale to equate MYP descriptors to % to meet graduation
These are designed to give parents information
about the students’ progress, development and needs, and
about the schools’ program. Teachers address concerns and
help to define their role in the learning process. Parent
conferences are held twice a year throughout the different
phases. In addition parents and teachers are encouraged to
arrange meetings any time there is a need.
KBS plans to implement SLCs in the 2016 academic year. Student-Led
Conferences awards students with the opportunity to share
assessment data about their learning with their parents.
They celebrate their learning through the year as
represented by their portfolios and other evidence. Children
take personal responsibility for their education. They plan
and practice their presentations prior to the conference.
They are given guidelines on how to present examples of the
PYP/MYP learner Profile as well as a range of academic work.
In Grade 5, the final year of the PYP at KBS,
students participate in the PYP exhibition. The exhibition
is a culminating, trans-disciplinary, self-directed
experience that requires each student to demonstrate their
understanding of the five essential elements of the program:
Knowledge, Concepts, Skills, Attitudes and Action. The
exhibition provides an authentic summative assessment for
This culminating experience provides an
opportunity for students to exhibit the attributes of the IB
learner profile that have been developing through their
engagement with the PYP journey. Students engage in a
collaborative, trans-disciplinary inquiry process where they
identify, investigate and offer solutions to real-life
issues. They share this journey with the whole school
community. Their exhibition is recorded through,
individual student learning journals, teachers’
anecdotal records of their work and performance,
the Grade 5 blog / portfolio and a permanent record of the
exhibition that includes, planners, photography and
videos. Assessment of the exhibition takes place
through the whole school. It is ongoing throughout the whole
phase of the exhibition.
The Community Project
In Grades 8 or 9 (Year 3 or 4 of the MYP)
students are given the option to complete a Community
Project. Students are expected to work approximately 15
hours on their project. They can do this individually or
collaboratively in groups of no more than three students.
The community project focuses on community and
service, encouraging students to explore their rights and
responsibility to implement service as action in the
community. It gives students an opportunity to develop
awareness of needs in various communities and address these
needs through service learning. As a consolidation of
learning, the community project engages in a sustained,
in-depth inquiry leading to service as action in the
This project does not form part of the
curriculum for any specific subject group, although any
subject/s may support the completion of the project. The
projects are assessed and internally standardized according
to prescribed criteria by supervisors who understand their
role and responsibilities. Students must participate in the
MYP program for at least two years and complete requirements
in year 3 or 4 and complete the community project, to become
eligible for the MYP record of participation. This
award is school based and not validated by IB.
Students at KBS are offered the opportunity to
participate in both the community project and the personal
The Personal Project
In Grade 10, final year of the MYP, students
must complete a personal project, with the majority of their
work undertaken in the final MYP year. They are expected to
work approximately 25 hours on their personal project. The
Personal Project is an individual project. Students are
registered in MYP year 5 for external moderation of the
The personal project encourages students to
practice and strengthen their approaches to learning (ATL)
skills, to consolidate prior and subject-specific learning
and to develop an area of personal interest. It provides an
excellent opportunity for students to produce a truly
personal and creative product and to demonstrate a
consolidation of their learning in the MYP. The project
offers many opportunities for differentiation of learning
and expression according to students’ individual needs. The
personal nature of the project is important; the project
should revolve around a challenge that motivates and
interests the individual student.
Personal projects are developed and presented in
either English or Arabic (in one of the MYP moderating
Students who successfully complete MYP year 5
and the personal project including the school’s requirements
for community service are eligible for IB MYP course
results that reports their achievements in the program.
IB MYP course results provide official documentation of
successful grades that have been externally validated by MYP
MYP projects are student centered and age-appropriate and enable students to
engage in practical explorations through a cycle of inquiry,
action and reflection. It is designed to help students
develop the attributes of the IB learner profile and to
demonstrate ATL skills developed throughout the MYP. It also
fosters the development of independent life-long learners.
In Grade 12, students are required to do a
project as part of their assessment towards graduating. This
is an internal project and may be completed individually or
in pairs. Teachers collaborate to set the criteria and the
project is evaluated by a chosen panel of in- school
The project focuses on people / organizations
that have contributed / is contributing to society and has
made / is making a considerable impact on the society and /
or the global world.
Students do a presentation on their project, in
a format of their choice and are evaluated according to
fulfilling certain presentation requirements such as
The following content skills are also evaluated,
style, scientific method, effort, data and
The student receives a percentage grade for this
project and is awarded ½ credit.
Last update June 2015