MYPIB Candidates School

Assessment Policy

Assessment Policy


Assessment Policy

In accordance with the SMSTMFP mission statement, the primary purpose of assessment and evaluation is to improve student learning by supporting and encouraging effective teaching and learning.
The SMSTMFP Assessment policy will be shared with the school administration, teachers, parents and students (stakeholders).

Procedures/Guidelines Purpose

i. Assessment is used to determine the following:

  •   prior knowledge (diagnostic)

  •   to determine student understanding (formative) and

  •   to measure overall achievement (summative).

    ii. Assessment is used for promoting student success but not as a means of rating or ranking students.

    iii. Assessment provides stakeholders with feedback about the students’ knowledge and learning skills and as a means to help students measure their achievement.

    iv. Assessment ensures that learning outcomes are aligned with the curriculum.

    v. Assessment is used to inform planning and instruction.

    vi. Assessment data is used in the review of curriculum and curricular goals and in the establishment of school goals and priorities.

    vii. Assessment provides opportunities to involve all stakeholders in the learning process and to demonstrate as well as to celebrate learning.


    To ensure that assessment, evaluation, and reporting are valid and reliable, and that they lead to the improvement of learning for all students, all SMSTMFP teachers will ensure that:

    i. they use the MYP assessment practices
    ii. they use the assessment criteria published by the IB in the subject guides

iii. assessment is fair, transparent and equitable for all students

iv. assessment is differentiated to allow for the success of all learning styles represented in the school.

v. ssessment consists of various types that reflect goals for conceptual understanding programme requirements and developmental expectations.

vi. task specific assessment procedures are made available to all stakeholders at appropriate times in order to foster common understanding.

vii. assessment is ongoing, and provides descriptive feedback that is  clear

 specific

 meaningful and

 timely
in order to support improved learning and achievement.

viii. assessment is relevant to the taught curriculum and curricular goals.

ix. assessment is subjected to an internal process of review and moderation to ensure consistency and efficacy.

3. Procedures
i. Teachers ensure that the expectations and criteria are communicated clearly to

students and parents at appropriate times.

ii. Summative assessments are evaluated using task specific rubrics. Task specific rubrics will include clarifications that support understanding of each achievement level.

iii. Teachers will not use percentages or other forms of tallying points. They will not use averaging processes to determine final achievement levels for the final grades, and they will not include behaviour, or proportions of types of students work (e.g. homework, quiz, etc.) when determining achievement levels or final grades.

iv. The MYP final grade will be used .

v. Descriptive feedback on assessments will be given in a timely fashion in order to allow students to measure their progress and to improve themselves. Feedback should be appropriate to the task and need not be written or individual.


vii. viii. ix. x.

xi. xii.

Clear instructions and assessment methods/rubrics will be provided to students in advance of the due date in order to guide students and give them the best chance for success.

Students will be involved in the development of the assessment method and evaluation criteria where possible and appropriate.

Detailed records of assessment are kept in order to provide valid and ongoing information to stakeholders.

Support is provided, where necessary and appropriate, in order to ensure that all students are given an equal opportunity for success.

Students will do their Personal Project (PP) in Form 4. The commencement of the project will be in September of that year and the completion of PP will be in August the following year (when they are in Form 5).

Referencing of resources, or citations, will follow the APA format.

In case of late submission of student’s work due to unexpected or unforeseen circumstances, the school prepares a special time table to assess the student concerned.

xiii. Students who are ill will be assessed wherever and whenever appropriate such as in the ‘sick bay’ at the hostel, hospital or home and will be attended to by the assigned teachers.

xiv. The school prepares a special time table to assess students who have some other problems and are therefore unable to complete assessment when required.

xv. In order to grant or not grant extensions requested by students, the school requires the students concerned to make a formal application in writing to the school (a copy of the application will be forwarded to the residential schools division).

xvi. Students are counselled to revise work that fails to meet expectations as deemed necessary by the teacher and where it does not interfere with meeting other procedures laid out in this assessment policy.

xvii. Students are encouraged to participate in  reflection

 self-assessment and  peer-assessment

to analyze their learning and set goals for improvement.

xviii. Stakeholders meet formally to discuss formative and summative assessment results during regularly scheduled parent-teacher

xix. End of semester formal written reports are shared with stakeholders twice a year for students and are also accessible for parents on-line.

xx. The reporting of assessment to parents (which includes the achievement levels in each criterion) will be in clearly stated in a format already specified by the school and will be sent to parents by mail or

Academic Honesty Policy


I. Background

Academic Honesty Policy

Academic Honesty promotes personal integrity and good practice in teaching, learning, and assessment. Academic honesty shall be expected of all students and teachers should be role models of this trait. Academic honesty is supported by several of the IB Learner Profile traits, which encourages students to be:

A. Communicators: Expressing ideas and information confidently
B. Principled: Acting with integrity and honesty, taking responsibility of their own

C. Caring: Having respect for the needs and feelings of others
D. Knowledgeable: Acquiring knowledge and developing understanding

Guidance for this policy and definitions of terms come from the 2014 IBO publication of Academic Honesty Policy (MYP : From Principles into Practice)

II. General Statement of Policy

The school places a high value on academic honesty. The school shall establish procedures to communicate expectations of academic honesty and prevention of malpractice, including plagiarism, cheating, and collusion. The school shall establish consequences for academic malpractice, including reporting instances to the International Baccalaureate organization when appropriate.

III. Definitions

A. Academic Honesty is a set of values and skills that promote personal integrity and good practice in the following:

 teaching,
 learning and  assessment.

This is further defined as respect for the intellectual property of others and submission of only authentic pieces of work with the ideas of others fully acknowledged.

B. Malpractice is behaviour that results in a student gaining an unfair advantage over others. Malpractice includes:

  •   plagiarism,

  •   collusion,

  •   duplication of work for multiple assessments,

  •   fabrication of data,

  •   accessing unauthorized material during an examination or

  •   any other behaviour that results in an unfair advantage or affects the score of another student.

    C. Intellectual Property includes different forms of property rights, such as  patents,

 registered designs,
 trademarks,
 moral rights and copyright.

Forms of intellectual and creative expression must be respected and are protected by law.

D. Plagiarism is the representation of the ideas or work of another person as the student’s own, including copying text or works of art without proper acknowledgement.

E. Citation is defined as “a written reference to a specific work or portion of a work. APA (American Psychological Association) will be used. Examples of common

citation formats in APA Style

  •   Books
    Rollin, B. E. (2006). Science and ethics. New York, NY: Cambridge University Press.

  •   Articles from Print Periodicals (magazines, journals, and newspapers) Swedin, E. G. (2006, May/June). Designing babies: A eugenics
    race with China? The Futurist, 40, 18-21.

  •   Web Sites
    Kraizer, S. (2005). Safe child. Retrieved February 29, 2008, from

    F. Collusion is defined as supporting malpractice by another student, including allowing one’s work to be copied or submitted by another.

IV. Role of School

It is the responsibility of the school to ensure that students understand academic honesty, receive guidance on academic writing and research, and know the consequences of malpractice. The school shall also fully support the IB in the prevention, detection and investigation of malpractice in the MYP Programme.

V. Role of Teachers

A. Prevention
Teachers shall provide candidates with a convention for acknowledging all sources with an organized and consistent approach across subjects. Teachers shall provide guidance to students on proper ways to express the work and ideas of others and warn students of the consequences of academic dishonesty

B. Detection and Reporting
It is the responsibility of the teacher to :

  •   confirm that, to the best of his or her knowledge, all work accepted is the authentic work of each student.

  •   make use of online services that prevent plagiarism.

  •   follow the guidelines of the IB when authenticating the work of candidates and

  •   report suspicions of malpractice to the coordinator.

    C. Support of Policy
    Teachers shall support and act on the school policy. Teachers shall model good academic practice by practicing appropriate citation of sources in lectures and class presentations. In addition, improper conduct by staff during IB examinations (internal or external) shall be brought to the attention of the IB.

    VI. Role of Students

    The student is responsible for ensuring that

  •   all work submitted is authentic, with the work and ideas of others fully and

    correctly acknowledged.

  •   they provide their signature on all work submitted to the International Baccalaureate for assessment to confirm that the work is authentic.

    VII. Communication of Policy

    This policy shall be available to students, parents and staff on a school website.

    VIII. Consequences of Malpractice

    Consequences for academic dishonesty

  •   are addressed in the school’s discipline policy and

  •   shall be handled accordingly by the MYP coordinator.

About Us

Sekolah Menengah Sains Tengku Muhammad Faris Petra or SMSTMFP is a premier government-funded secondary boarding school (Sekolah Berasrama Penuh) in Pengkalan ChepaKota Bharu in the state of KelantanMalaysia. Established in 1973 under the Second Malaysia Plan to obey with Malaysian New Economic Policy,the school is located about 9 km northeast of the state capital Kota Bharu and about 1.5 km southeast of the Sultan Ismail Petra Airport. The students bears the name Farisian. In 2011,the school was awarded with the Sekolah Berprestasi Tinggi or High Performance School title, a title awarded to schools in Malaysia that have met stringent criteria including academic achievement, strength of alumni, international recognition, network and linkages. For the recent PMR examination, the school managed to produced 112 students with straight A's out of 148 (75.68%) with GPS of 1.05 and become the best in Kelantan[

Vision & Mission

Our Vision

SMSTMFP Strives to Produce Internationally Minded Leaders

Our Mission

SMSTMFP Is Committed To Provide  High Quality, Challenging and International Education that could Create Knowledgeable, Caring and Respectful  Individuals