The purpose of assessment at J. L. Long Middle School is to support student learning, guide instruction, and provide meaningful feedback about student progress. Assessment is an ongoing process that helps students recognize their strengths, identify areas for growth, and take responsibility for their learning.

As a wall-to-wall International Baccalaureate Middle Years Programme campus, every student and every classroom at Long Middle School participates in IB teaching and learning practices. Assessment is designed to measure not only what students know, but also how well they can apply their knowledge, skills, and understanding in meaningful contexts.

Assessment Philosophy

At Long Middle School, we believe assessment should:

• Support and improve student learning.

• Align with the Texas Essential Knowledge and Skills, district curriculum, and IB MYP objectives.

• Provide multiple opportunities for students to demonstrate understanding.

• Include clear expectations and criteria.

• Encourage reflection, goal setting, and student ownership.

• Inform instructional decisions and interventions.

• Be fair, consistent, inclusive, and accessible.

• Recognize growth over time.

• Promote the development of IB Learner Profile attributes and Approaches to Learning skills.

Assessment is a shared responsibility among students, teachers, families, administrators, and support staff.

Types of Assessment

Teachers use a balanced variety of formative and summative assessments throughout each unit of study.

Formative Assessment

Formative assessments are ongoing checks for understanding that occur during the learning process. They help teachers determine what students understand, identify misconceptions, and adjust instruction based on student needs.

Examples may include:

• Class discussions and questioning

• Exit tickets

• Learning checks and quizzes

• Journals and written responses

• Graphic organizers

• Peer and self-assessments

• Collaborative activities

• Presentations and demonstrations

Formative assessments provide students with opportunities to practice, receive feedback, make manageable errors, revise their work, and improve before completing a summative assessment.

Summative Assessment

Summative assessments are completed at the end of a unit or major period of instruction. They provide students with an opportunity to demonstrate the knowledge, concepts, skills, and understanding developed during the unit.

Examples may include:

• Unit tests

• Essays and written tasks

• Investigations

• Research projects

• Performances

• Presentations

• Portfolios

• Design products

• Real-world problem-solving tasks

• Interdisciplinary assessments

Whenever appropriate, summative assessments should allow students to apply their learning to authentic or real-world situations.

IB MYP Assessment Criteria

IB MYP assessment is criterion-related. Student work is evaluated against established subject-specific criteria rather than compared to the performance of other students.

Each MYP subject group uses four assessment criteria. Each criterion is assessed using an achievement level from 0 to 8. Teachers use IB MYP rubrics, task-specific clarifications, and instructional standards to determine the level of achievement demonstrated by the student.

Teachers will:

• Introduce assessment criteria before students complete major tasks.

• Explain the expectations in student-friendly language.

• Provide rubrics or task-specific clarifications.

• Give students opportunities to practice the skills connected to the criteria.

• Assess each required criterion multiple times during the school year.

• Use professional judgment and the body of evidence to determine student achievement.

IB achievement levels may be reported separately from district numerical grades. Teachers will clearly communicate how IB criteria, classroom assignments, and district grading requirements are connected.

Feedback and Student Growth

Feedback is an essential part of the assessment process. Effective feedback should be timely, specific, constructive, and connected to the learning objective or assessment criteria.

Feedback may be provided through:

• Written comments

• Rubric scores

• Individual or small-group conferences

• Verbal feedback

• Peer feedback

• Self-assessment

• Digital comments

• Opportunities for correction or revision

Students are expected to review feedback, reflect on their progress, and use the feedback to improve future performance.

Reassessment, Revision, and Retesting

Long Middle School recognizes that students learn at different rates and may require additional opportunities to demonstrate mastery.

When appropriate and in accordance with Dallas ISD grading guidelines, students may be provided opportunities to:

• Correct errors.

• Revise assignments.

• Complete additional practice.

• Attend tutorials or intervention sessions.

• Reassess specific standards or skills.

• Submit missing or incomplete work within established timelines.

Teachers may require students to complete additional learning activities before a reassessment is given. Reassessment procedures and deadlines will be communicated to students and families.

Grading and Reporting

Each semester includes two grading periods. Student grades should reflect the level of learning and mastery demonstrated during the grading period.

Teachers use multiple sources of evidence when determining student progress, including formative assessments, summative assessments, classroom performance, projects, and district-required assessments.

Grades should:

• Reflect academic achievement.

• Be based on clearly communicated learning objectives.

• Include a variety of assessment methods.

• Provide an accurate picture of student progress.

• Be updated and communicated regularly.

• Follow Dallas ISD grading policies and procedures.

Academic Course Performance assessments and other district assessments may also be used to measure student learning and evaluate progress toward grade-level standards.

Families will receive information about student progress through district grading systems, progress reports, report cards, conferences, teacher communication, and other campus reporting methods.

Approaches to Learning

Assessment at Long Middle School supports the development of IB Approaches to Learning skills. Students are expected to strengthen their ability to:

• Communicate effectively.

• Conduct research.

• Think critically and creatively.

• Collaborate with others.

• Manage time, materials, and responsibilities.

• Reflect on their learning.

• Apply skills across subjects and real-world situations.

Teachers will provide opportunities for students to practice and reflect on these skills throughout the assessment process.