Kid’s Community College Southeast is dedicated to the well-being and educational success of every child. We aim to foster internationally-minded, lifelong learners who will help shape our global community.
As an IB World School, Kid’s Community College Southeast Middle School believes that assessment is an ongoing and reflective practice that supports and encourages student learning. All stakeholders within our school community are an integral part of the assessment process. Assessment measures authentic learning and provides meaningful information about areas of strength and areas of opportunity. Our professional community provides assessment which focuses on the learning and growth as it relates to the eight MYP subject areas in addition to the Florida Standards. Assessment at Kid’s Community College Southeast Middle School also allows a systematic and logical plan of action to continually gather and analyze information about student progress so timely feedback to stakeholders can be provided. Based on this information, we refine MYP units and daily learning targets. Professors provide opportunities to assess students authentically through self-assessment, collaborative peer assessment, and professor assessment thus providing support which encourages student learning.
Types of Assessment
Professors at Kid’s Community College Southeast Middle incorporate formative and summative assessments implementing MIDAS strategies to infuse differentiation within assessment. A variety of resources and approaches will be used to meet the needs of our learners. Assessments will be differentiated to meet the individual student’s learning needs, including but not limited to, students with an Individualized Education Plan (IEP), 504 plan as well as students receiving English Language Learner (ELL) services.
- Formative assessments are used throughout units to assist in measuring the students’ progress on the statement of inquiry, Florida Standard(s) and/or learning goal. These assessments correlate directly to the students’ summative assessments and help guide instruction in the classroom. Professors use a variety of methods to gather this information including but not limited to observation, quizzes, performances, homework, reflection, open-ended tasks, journaling, group work, as well as peer and self-assessments.
- Summative assessments Assessment that is used to evaluate mastery of the statement of inquiry, Florida Standard(s), and/or learning goal. Summative assessments include, but are not limited to: Unit projects, performance-based tasks aligned to MYP Criteria, tests, Florida Standards Assessment, and End of Course Exams. At Kid’s Community College Southeast Middle School, summative assessments comprise up to 50% of the quarter’s final grade.
Common practices in using MYP assessment criteria and determining achievement levels
- Professors will incorporate multiple forms of assessments that are adapted to the learning objectives for each subject area.
- Professors will collaborate to standardize grading.
Common practices in recording and reporting student achievement
- Each professor will provide students with the MYP assessment rubric at the beginning of each MYP Unit to be assessed.
- Each professor will assess and report each strand of each criterion a minimum of two times per year.
- Professors will continue to report student grades weekly, mid-quarter, and quarter using the traditional grading format.
- Professors will use a variety of assessment strategies and tools to provide feedback.
- Professors will report progress on student progression of the MYP Assessment Criteria a minimum of two times per year using the Kid’s Community College IDEP, EDSBY, Parent-
- Professor Conference, or Student Led Conference.
Implementation of Formative and Summative Assessment Consistent with IB expectations
- The implementation of formative and summative assessments at Kid’s Community College Southeast Middle School is consistent with IB expectations. As a school, we: collaborate in our Professional Learning Communities to create authentic assessment aligned to the MYP Assessment Criteria
- implement a school-wide expectation of using formative assessments to inform and modify instruction.
- create authentic assessment tasks related to the MYP concepts that focus on real-world contexts.
Relationship of assessment principles and practices with required systems for grading and reporting
Kid’s Community College Southeast Middle School administers multiple required assessments including NWEA for progress monitoring, the Florida Standards Assessment, District Midterm and Final Exams, and End of Course Exams
As a charter school in Hillsborough County, Kid’s Community College Southeast Middle School is required to use traditional district report cards and interim reports in addition to MYP reports. Students and parents have access through the district’s grading portal, located at
All performance based summative assessment tasks that are used to assess student knowledge of the MYP Assessment Criteria will be evaluated using the appropriate, subject-specific MYP rubric. Once students are assessed using the MYP rubric, the table below will be utilized so the professor can convert the achievement level on the MYP rubric to the traditional grade (0 – 100) using the table below.
MYP Achievement Level from Rubric
KCC SEMS grade
- Florida Standards Assessment (FSA) – Statewide assessment designed to measure student achievement and growth related to the Florida Standards in Math and Language and Literature. Enrolled students in Year 1, 2, and 3 will take this assessment at Kid’ Community College Southeast Middle School. The FSA data is used to support instruction and learning in addition to evaluate program and instructional effectiveness.
- End of Course (EOC) Exams – Students enrolled in a high school level Math, Algebra I, Geometry, Algebra 2 or Physical Science course will take the EOC instead of the regular FSA for that subject. Students enrolled in Civics will also take an EOC for that subject at the end of the year. EOCs are given to measure educational progress toward mastery of the Florida Standards as well as student learning gains. By state statue, this exam will count for 30% of student’s final grade. Assessment data will be used to evaluate instruction and program effectiveness. State Science Assessment (SSA) – Year 3 students will take this state science assessment at the end of the year, designed to measure achievement and gains of the state science standards.
- Access for ELLs 2.0 – Designed to measure the progress of English Language Learners (ELLs) toward proficiency in English. The results are used for programmatic evaluation and decisions.
- NWEA MAP Growth Benchmark Assessment – Diagnostic test given to students in the Fall, Winter and Spring, designed to provide input on student progress and understanding of state standards.
Kid’s Community College Southeast Middle School assessment practices
- Assessment is used to:
support and encourage student learning by providing feedback on the learning process inform, enhance and improve the teaching process
- provide opportunity for students to exhibit transfer of skills across disciplines, such as in the Community Project and interdisciplinary unit assessments
- promote positive student attitudes towards learning
- promote a deep understanding of subject content by supporting students in their inquiries set in real-world contexts
- promote the development of critical- and creative-thinking skills
- reflect the international-mindedness of the programme by allowing assessments to be set in a variety of cultural and linguistic contexts support the holistic nature of the program by including in its model principles that take account of the development of the whole student.
- Support date collection and review:
- professors work collaboratively within and across subject areas to review assessment data from the prior spring summative assessments
- after each benchmark summative assessment (Fall, Winter, Spring), professors will review the data and make adjustments within their MYP Units as necessary.
assessment is on-going and reflective. Professors will use weekly collaborative subject area and team meetings to review data, share differentiation strategies to support inclusion, and provide reflective feedback regarding ongoing, formative and summative, internal assessment.
Professor assessment practices
- Ensure that assessments are integral to the learning process and aligned with subject-group objectives
- Information is gathered 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 are appropriate to the age group and reflect the development of the students within the subject
- Provide evidence of student understanding through authentic performance (not simply the recall of factual knowledge).
- Provide feedback as noted within the KCC Parent/Student Handbook
- Communicate with parents regarding assessment, transition from MYP rubric grade to equivalent
- Provide students with a copy of the MYP assessment rubric for each class and grade level, providing transparency
- Utilize collaborative planning time for building tools, reflecting on implemented strategies while sharing and analyzing data.
- Encourage students to reflect on their learning through peer assessment as well as the use of self- assessment.
Student assessment practices
Complete assessment tasks with utmost effort and pride
Analyze one’s own assessment data and feedback and request clarification to improve learning.
Ensure that work missed due to absences is submitted in a timely manner to ensure full understanding of the Statement of Inquiry and the standard. Assignments may be turned in late due to absence within three days. Late assignments not done due to absence and turned in within three days can earn up to 50% credit.
Students who have been suspended will be given the opportunity to make up all their work based on the number of days they were out.
Plan for Implementation and Review Monitoring and Revision of the Assessment Policy
Kid’s Community College Southeast is an authorized IB World School. The KCC SE Elementary PYP Assessment Policy was utilized in the development of the Kid’s Community College Southeast Middle School MYP Assessment Policy. In 2017, the MYP Assessment Policy was first drafted by the MYP Coordinator and other stakeholders. The assessment policy has been further updated and developed by the Instructional Leadership Team which includes the PYP and MYP Coordinators. In October of 2018, the Governing Board participated in the review process. In January of 2019, the Professors and MYP Coordinator further developed the policy. The assessment policy received additional review by the Head of School along with the Instructional Leadership Team and Governing Board during March 2019.
The assessment policy will be reviewed and updated in consultation with the whole staff on a bi-annual basis. Prior to policy updates, feedback will be sought from all stakeholders. The Administrative Collaboration Team is responsible for ensuring the Assessment Policy is put into practice and will communicate the Assessment Policy to stakeholders.
Professors and administration will communicate the assessment policy to stakeholders.
Bi-annual updates include but are not limited to:
August and May 2020 – School Community
August 2021 – School Community
The Programme standards and practices, as well as the guide MYP: From principles into practice, were taken into account in developing the policy.
*Middle Years Programme. MYP: From principles into practice, September 2017 p. 36.
Coordinator Support Material, Standard B1 Inclusion Assessment Policy, https://ibpublishing.ibo.org/server2/rest/app/tsm.xql?doc=m_0_mypxx_tsm_1609_1_e&part=3&chapter=5
Pine View Middle School Inclusion Policy, https://pvms.pasco.k12.fl.us/wp-content/uploads/pvms/2018/12/PVMS- Assessment-Policy.pdf
**Mission Statement from the IB
The International Baccalaureate aims to develop inquiring, knowledgeable and caring young people who help to create a better and more peaceful world through intercultural understanding and respect. To this end the organization works with schools, governments and international organizations to develop challenging programmes of international education and rigorous assessment. These programmes encourage students across the world to become active, compassionate and lifelong learners who understand that other people, with their differences, can also be right.