Assessment Policy


The primary purpose of assessment and evaluation is to support and improve student learning. To ensure that assessments are valid and reliable, and that they lead to the improvement of learning for all students, teachers use practices and procedures that:

  • Provide a record of student achievement over time.
  • Reflect student mastery of content material and represent a teacher’s professional judgement of performance.
  • Provide information for consideration regarding future course/program selection.
  • Be used to derive student GPA (where applicable).
  • Are fair, transparent, and equitable for all students.
  • Support all students, providing accommodations to those with special education needs and those learning the language of instruction.
  • Are carefully aligned with the curriculum and learning goals.
  • Are communicated clearly to students and parents at the beginning of the course through the course syllabus.
  • Communicate learning goals and success criteria with students to ensure a shared understanding of these goals.
  • Are ongoing and varied in nature; assessments may include homework, quizzes, tests, projects, class discussions, essays, presentations, observations, and internal IB assessments.
  • Are both formative and summative in nature; formative assessments occur during the learning process while summative assessments measure the sum of all knowledge.
  • Provide multiple opportunities for students to demonstrate the full range of their learning.
  • Provide ongoing feedback that is clear, specific, meaningful, and timely to support improved learning and achievement.
  • Measure how well a student is meeting the curriculum expectations.
  • Help students develop skills of peer and self-assessment.
  • Create opportunities for reflection, before, during and after assessment.
  • Ensure that grades reflect course mastery and not disciplinary action.

As per the Secondary Grading Handbook as issued by Hanover County Public schools, the IB Assessment Policy is in accordance with Policy 6-6.2 Student Evaluation and Grading.

Grading Scale

IB rubrics and mark schemes are the basis for grading in all IB classes. Each year teachers review marking notes from IB Senior Examining Staff as well as any subject briefs related to assessment from IB. Past scores are also evaluated. Content area teachers collaborate to adjust IB rubric scores to the equivalent HCPS score. Grade conversion varies based on assignments and proficiency goals. The Hanover County Public School’s Grading Scale is as follows:

A+ = 97 - 100
A = 93-96
A- = 90-92
B+ = 87-89
B - 83-86
B- = 80-82
C+ = 77-79
C = 73-76
C- = 70-72
D+ =67-69
D = 65-66
F = 64 and below

Grading Policies 

All teachers will outline their grading procedures, weights and frequency of assessments in their course syllabus which is shared with all students and parents. All IB Teachers of HL A and HL B courses come to consensus on grading practices, weights, etc. All IB Teachers comply with expectations as outlined in the Secondary Grading Handbook for Hanover County Public Schools.


Teachers assign purposeful homework designed to supplement, reinforce, and enrich skills taught during the school day. Homework assists the student in becoming an independent and responsible learner. The amount of time that a student must spend to complete assignments is determined by the nature of the assignment and the student's ability to meet course requirements.

Frequency of Assessments

Teachers assess student work weekly, in either formative or summative exercises. While not all of these assessments will result in grades recorded in PowerSchool, teachers are evaluating student understanding and progress and adjusting teaching as needed. The suggested number of formal/major assessments per 9 weeks marking period is 2. Additionally, teachers typically assess students with 10-20 minor/quiz grades to measure understanding, track progress, and measure mastery. These numbers may vary depending on circumstances with the calendar (snow days, breaks, etc.) and on units taught in that time frame.


IB courses receive weighted credit. Classes are consistent with university-level coursework, both in workload and in subject matter. College credit may be earned based on successful performance on IB assessments, though each college has its own credit policy.


Teachers regularly enter grades into an internet-based gradebook, which serves as a legal record of student performance. Students and parents can access this gradebook at any time. Printed interim grade reports and report cards are issued quarterly.

Professional Development Regarding Assessment

Teachers participate in periodic professional development to reflect upon assessment practices. Using specific data and feedback from the previous assessment sessions in tandem with Subject Reports and Examiner Reports from IBO, teachers adjust instruction and assessment as needed. If appropriate, they collaborate with teachers who teach the same subject, though many of our classes are singleton courses.

Teachers also work in vertical teams to scaffold the curriculum framework across grade levels. Each teacher is formally IB trained. Teachers also network in Mid Atlantic Association of IB World School (IBMA) sessions as well as county learning groups for networking and collaboration with other professionals outside of the building.

End-of –Course Testing

At the close of each course, students are required to take examinations. These examinations are in addition to IB testing during the May testing window. Taking an IB exam does not exempt student from the class exam. Exemptions are included in the Regulation 6-6.2 from the Secondary Grading Handbook.

All students must earn state-mandated verified credits in order to obtain a diploma as issued by the School Board of Hanover County Public Schools. The IB coursework enhances student knowledge in preparation for state assessments – the Virginia Standards of Learning in English 11, Algebra I, Geometry, Algebra II, Biology, Chemistry, Earth Science, Modern Global Studies, World History I and II, and Virginia United States History. Students must sit for these SOLS regardless of their IB status.

Finally, all sophomore students participate in PSAT testing as provided by Hanover County Public Schools. Some students also take the W!SE testing which measures Economics and Personal Finance Credentialing. Students enrolled in IB Economics do not have to sit for the W!SE test, though some may elect to do so.

The Atlee IB Assessment Policy is in agreement with Regulation 6-6.2(A) Examinations - Administering.

Policy Review

This policy shall be revised in accordance with policy changes as designated by the IB, Hanover County Public Schools policies, or yearly. Policies are reviewed by IB Faculty, made up of the IB Coordinator, Principal, Director of School Counseling, Academic Teachers. Policies are also evaluated by and shared with stakeholders via the School Improvement Committee which consists of teachers, parents, students and community stakeholders. Policies are also reviewed by and shared with Atlee Senior Staff and Hanover County Public School Leadership.

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