Evrim Duyum – Principle

Haşim Kıran – Vice Principle

Neslihan Bircan – PYP Coordinator

Abdurrahman Yıldırım – Assessement & Evaluation Expert

Ersin Ciğerci – PCG

Tuğba Şahin – PCG

Sevtap Coşkun Kara – Classroom Teacher

Esra Şeker – Classroom Teacher

Erkan Çakmak – Classroom Teacher

Merve Nur Kalaycı – English Teacher

Zeren Satıcı – Pre-school Teacher

Version date: May 2020

Version: V2



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 learners from all over the world to be individuals that are active, loving, and lifelong learners who comprehend that others can be right, despite their differences.



The aim of The Private Muruvvet Evyap Schools is to develop individuals towards the necessities of the world, which are to be qualified, innovative, able to effectively use advanced technology, adopt ethical values, and to adapt to the fast changing conditions of the world.



With all of our stakeholders in the community, the Private Muruvvet Evyap Schools objective is to develop individuals that:

  • Absorb universal values
  • Effectively communicate in the Turkish language and one other foreign language
  • Is of inquiring mind, and a scientifically, analytically and synthetically thinker
  • Sensitive to their environment and nature
  • Respective and caring of various cultures
  • Skilled in life-long learning
  • Participating in at least one arts, sports or social responsibility activities
  • A leader and model to society in the light of Atatürk’s principles and revolutions

The aim of this document is to notify the school community of the purposes and process of the Assessment & Evaluation philosopthy of the Private Muruvvet Evyap Schools.

The first version of this document was created in 2014-2015 academic year. It is reviewed and necessary updates are carried out at the beginning of each academic year by the Assessment & Evaluation Policy Commission members. The updated version is shared with the school community.


  • Assessment and Evaluation is an essential part of teaching and learning
  • The learner is the agent of their own learning
  • Assessment and Evaluation helps teachers and learners to set new goals through reflective thinking by determining what the learners know, what they understand, what they can do during different stages of the learning process, with the help of peer, group and teacher assessment and parent feedback.
  • Reports prepared as a result of the conducted assessments, provide a feedback for the learner, teacher and parent.  In reporting, teachers provide forward feedback in the report as well as feedback.
  • Regular evaluation of the program with the participation of the teachers and school administration contributes to the improvement of the programme over time.
  • Assessment results play an indispensable role in the planning, review and reshaping of all educational activities.
  • Through the Assessment and Evaluation system, the objective is that the learner has the knowledge and skills at the highest level that is aimed during the process of their education.   Additionally, it is aimed to evaluate the social and individual development of every learner in accordance to their age.
  • Teachers use various methods and techniques in the application of assessements. It is essential that these methods and techniques are unique and toward needs.  As a result, the evaluation of the learners’ various needs and differences are ensured.



The objective of our assessments is to provide information about the education, identify what the learners know, what they understand and what they are capable of during at different stages of their learning and to improve our written curriculum accordingly.   The stakeholders of the school learners’ community play an active role in every stage of this process. When learners actively participate in the assessment and take action based on constructive feedback, they become efficient and self directed learners.  This will help them towards reflective thinking on their own development, set goals for their learning and make decisions towards what needs to be done to achieve goals.  Parents are better informed when they understand the leaning goals that their children are working on and the progress they are making.

Parents increase their childrens understanding and development skills when they support their learning. They contribute to their childrens learning pleasure and contribute to them becoming successful learners by sharing insights with the learning community.

Our school encourages all members of the school community to develop effective assessment skills.

3.1 Features of Effective Assessment:

  • To be authentic: Supports real-world connections to encourage learner participation.
  • To be open and precise: The desired learning goals, success criteria and the process used by learners for learning are included.
  • To show variety: A wider variety of tools and targeted strategies are used in order to create a full picture of the learners learning.
  • To be developmental: Focuses on each learner’s individual development rather than comparing the learner’s performance to those of others.
  • To cooperate: Includes teachers and learners in the development and evaluation of the Assessment and Evaluation process.
  • To be interactive: Assessments consist of ongoing and interative dialogues on learning
  • Using feedback for informing the future: Provides feedback on current learning for need-to-know support on future learning and increases the motivation of learners.

   3.2 Activties conducted to create a school-wide assessment orientated culture and for the nurturing of this culture:

  • Improving the assessment ability of the learning community stakeholders.
  • An inclusion assessment policy is developed, which emphasizes the integration of assessment.
  • Opportunities are created for teachers to collaboratively plan, reflect on and to develop the assessment.
  • School-wide opportunities of vocational development are created within the framework of integrating effective evaluation.
  • The role of assessment that reveals the learner knowledge and their ability is reinforced and the next steps for what they need to learn are identified.
  • The links between monitoring, documenting, measurement and reporting of learning are highlighted.

   3.3 Activities conducted to develop an assessment ability that supports learning. 

  • Ensuring that the entire learning community is aware and understands why and what to assess.
  • Ensuring that the entire learning community understands how to conduct a qualified assessment.
  • An understanding is adopted on how an assessment is conducted, which data is collected, analysed and reported.
  • A common language is used to speak about assessment.
  • When the assessment process is carried out jointly, and all participants are involved.

4 Responsbilities

   4.1 School Administration

Two e-reports for each semester are prepared for all learners and signed by the school principle.  These report are prepared as a progress report for 1st, 2nd, and 3rd grade learners and a score out of 100 is given to 4th grade learners.

Success bursaries are awarded to 4th grade learners when transitioning to secondary school with the average of mock exams taken in the year.  The amount and number of these bursaries is announced in writing to all 4th grade parents at the beginning of the academic year.

A placement exam is conducted to learners who wish to transfer to 5th grade.  Learners that obtain an exam success rate below 50% are not accepted to the school.

   4.2 Teachers


Teachers become more effective through identifying what the learner knows, what they understand, their capability and the progress made.

Teachers question learners, a way of assessing their own practice as educatiors.  They update their teaching constantly to better support individual and group learning.

  • The teacher fırstly organizes the environment for learning.
  • Encourages their learners to explore their needs, interests and talents through knowing them well.
  • Identifies the positive and negative factors which affect learning.
  • Provides contexts for learners to practice their skills.
  • Provides various opportunities for collecting evidence, planning, setting criteria, conducting research, reflective thinking and preparing reports on the teaching and learning process.
  • Must share in advance with the learner the criteria and rubics related to the product, which will be obtained through the result of the Assessment and Evaluation, and provides information to learners that the assessment will be conducted on equal terms for each individual.
  • They consider different learning styles, different intellegence and development levels by using various and well-balanced strategies and tools.
  • Gives feedback to its learners and allows them to see how far they have reached their goals.  They also indicate in the feedback, the lacking points while reaching the goal.
  • In the light of the data obtained, determines new applications that will increase learning during the learning process.

   4.3 Learners

Learners develop assessment skills when teachers provide them with multi-supported experiences on reflective thinking and how to make improvement on their learning.  A common language is used to speak about, describe, discuss and evaluate learning.

  • Assessment and Evaluation provides opportunities for reflective thinking, sharing, exhibiting knowledge and skills and exploring own learning processes.
  • Provides the opportunity to use assessment tools based on differentiation (learning style, interest and readiness.)
  • Establishes a roadmap by understanding the criteria and rubics that the teacher has shared before the assessment.
  • Develops a systematic motivation towards learning.
  • Are in positive interaction and communication by working together with teachers to design learning goals and success criteria.
  • Possesses the ability to self evaluate and discuss their progress towards achieving learning goals.
  • Selects evidences by demonstrating the desired learning goals in the best way.
  • Developes the metacognitive skills required to reflect on their learning and for the planning of the next steps.
  • All studies carried out will be linked to real life experiences.
  • Must see how much of the goal has been achieved and tries to complete lacking points to carry out full learning.

   4.4 Parents

  • Provides learning and development evidence for the learners, and supports them by providing opportunities for their reseaching, analysing and reporting.
  • Informs about the evaluation critera of all their studies.
  • Provides necessary and sufficient information to the relevant teacher about their childs development and changes.
  • Makes the parent-teacher-learner triangle efficient through keeping communication strong with teachers on how to support their children.
  • Provides their children opportunity and support for a learning environment outside of their school

5. Assessment & Evaluation Process

  • Various and balanced Assessment and Evaluation tools are used.
  • Learners are included in the assessment process.
  • Planning is made with consideration to the outcome of the assessment process.
  • Feedback and forward feedback is provided regarding the assessement results.
  • Learners are supported in setting their own goals based on their assessement results.
  • The practice of Assessement and Evaluation at our school: these are continuous studies with the objective to provide feedback and forward feedback about the learning process and the strengths and areas in need of improvement in the programme to learners, families, teachers, school administration and programme coordinators.

   5.1 Admissions process

      5.1.1 Administration

During the admissions process, in line with the admissions policy of the school (annex 7), the principle or vice principle meet with prospective parents and learners who visit the school to obtain information.    The learners’ Turkish and English language development characteristics and the level of development in various fields is established by the classroom teacher and the counselling unit.  If the learner is a 4th grade candidate, they are required to take an assessment exam.

      5.1.2 The Psychological Counselling and Guidance Unit

The learner to enrol to the school is invited for an interview by the Psychological Counselling and Guidance Unit.  The forms used by the school psychologist and counsellor are:

  • Kindergarten, age group 3-4 and 5: Preschool Registration & Observation Form (annex 1)
  • Primary 1st grade: School Maturity Form for (annex 2)
  • Primary 2nd 3rd and 4th grade: Readiness Form (annex 3.)

During the interview with the learner, it is expected that:

  • the learner is of adequate readiness
  • is able to express themself
  • is able to communicate appropriately with their environment and behave reasonably
  • have developed self-care skills

Once information regarding the learner is obtained from the interview conducted with the family, a report is prepared about the learners’ development and education process.

With the results of the interviews, the school administration and PCG unit gather to make a decision regarding the learners’ admission to the school.

   5.2 Observation and Recording

      5.2.1 PCG Unit


The PCG department leads the planning, implementation, monitoring, reporting and recording of studies on learners learning differences.

The paperwork related to the assessment conducted by the PCG for learners that are registered in line with the Admissions Policy (annex 7) of the school and the learners file for the previous year is submitted to the classroom teacher.

Our learners are observed throughtout the year within the framework of academic, social and physical and cognitive evaluations.  Information is obtained about the learner through the Learner Recognition Form (annex 4) given to the learners’ parent at the beginning of the semester. In light of this, individual and group interviews are conducted with our learners.  Every meeting conducted is placed in the learner files which are individually prepared for each learner.  Additionally, when necessary, interviews with parents are also recorded and added to the learner file.  The information of learners moving up to the next grade is shared with the responsible PCG unit.

Learner Recognition Form (annex 4):  A form which is completed by parents of Kindergarten and Primary learners, which provides information about the learners’ psychosocial development process, and their strengths and weaknesses.

Interview Forms: Interviews conducted with teachers, learners and parents are recorded under the principle of confidentiality.

Observation Form: Aimed to provide concrete information regarding the development and changes of the learner.

Scoring: Scoring that is made according to needs and planning during the education period.

      5.2.2 Teacher

With the leadership of the classroom teacher, teachers that attend the learners other classes and the PCG expert, create an individual learning plan specific for the learner with consideration to the learners’ level of readiness in various fields.  The targeted outcome for the learners throughout the year are shown in the form of a table.

The preschool period is a significant period in terms of education for acquiring basic life skills and basic knowledge.  For this reason, the basic knowledge and skills given to learners are supported by including cognitive, language, motor, social and emotional development areas and self-care skills.  The observation of process and result during preschool are basic elements of education.  The learners’ developmental observation during the education process is carried out by the classroom teacher with the completion of a “Development Observation Form”.  Additionally, the PCG unit requires parents to complete the “Learner Recognition Form” (annex 4) inventory.  This form comprises of the learners’ current development and past information.  Furthermore, at the end of preschool, the “School Readiness Form” is applied to measure the learner’s readiness to 1st grade.


All studies conducted for 1st – 3rd grades within the supervision of the teacher are assessed in a process-driven manner, under teacher supervision.  The learner’s progress is monitored in three cycles each year through general assessments of the acquirements determined for the grade levels.  The academic studies completed for Language-Mathematic and Life Sciences subjects are also kept in the learners assessement file with the process and outcome measurements.  It is handed to the teacher to be used the following year.  Charts which reflect the developmental graphics within the process, the process done and evaluation results, and studies conducted towards reinforcing achievements are also added to the learner assessment files.  For the 4th grade, at least two exams are conducted for classes taken in one week that contain three or less subjects.  Three exams are conducted for lessons in the weekly schedule which contain more than three subjects.  Mock exams are conducted throughout the year for 4th grade learners who wish to be granted a secondary school bursary.


The achievement of 4th grade learners are determined with their exam results and performance studies, in line with the requirements of MEB (Ministry of National Education Preschool Education and Primary Education, 2020.)  The tools and strategies used in determining the learners’ achievement are aimed for evaluating leaners’ critical and creative thinking, questioning and problem solving skills.  It is essential that the assessment tools for the evaluation of learners are valid and reliable.  Based on the learning outcome, teachers develop and use answer keys, rubics and control lists.  Teachers conduct exams, projects and other studies to determine the learners’ performance in accordance to the foundations of the assessment policy, goals and the learning outcome results.


In line with MEB Requirements (Ministry of National Education Pre-School Education and Primary Education Institutions Regulation, 2020), the success of learners in the 4th grade is determined by exam results and performance studies.

All assessment tools and strategies used in determining learners ‘success are aimed at evaluating learners’ critical and creative thinking, inquiring and problem solving skills. It is essential that the assessment tools used in the assessment of learners are valid and reliable.

Based on the learning outcome, teachers develop and use answer keys, rubrics and checklists. Teachers carry out examinations, projects and other studies to determine the performance of students according to the foundations of the assessment policy, goals and learning outcomes of the classes.

      5.2.3 Strategies we apply in Assessment & Evaluation

  • Observations:  Teachers observe learners diversely:  observing a whole classroom, observing a single learner and activity, observing as a non-participant or as a participant.
  • Performance assessments: Assessing of target-orientated tasks with pre-determined critera.
  • Process-driven assessments: The observation of learners and recording of these observations within the process.
  • Selected responses: One-off one-dimentional studies. (test, quiz, etc.)
  • Open-ended applications: The learner is presented with a stimulant and is expected to provide a specific response.  The answer can be a written short answer, a drawing, diagram or solution.
  • Headings: Set of criteria specified for the rating of learners in all fields.
  • Control lists: A list of features, data and information that should be presented.
  • Anecdotal records: Short written notes based on the leaners observations.

      5.2.4 Tools used in the Assessment & Evaluation

  • Rubics: A set of rating scores used to evaluate learners in all fields.
  • Standard-setting learner studies (examples): learner study examples
  • Control lists: Required lists of information, data, attributes or elements
  • Brief observation records: Short written notes based on learners’ observations. These records need to be systematically gathered and edited.
  • Scoring: A visual representation of the developmental stages of learning. Can show the progress of achievement or can determine where the learner is within the process.
  • Exams: Written exams, oral exams, short answer tests, true-false tests, multiple choice tests, matching tests


      5.3.1 E-School: A MEB online information system for parents. All MEB assessment results are shared with parents and learners.

      5.3.2 School Automation System (Magistum): An online communication tool accessed with a password by the school, learners and parents. Assessments, feedbacks, school-parent communication and homework is shared through this system.

      5.3.3 Parent Bulletins:  Bulletins are prepared to share information with parents about studies we have carried out throughout the PYP inquiry units and provide information on future units.  Parent bulletins are prepared separately for each unit and shared with the parent over the school automation system (Magistum) at the end of each unit.

      5.3.4 MEB School Report

The progress of the learner is graded as indicted in the table below and is converted into scores, and reported in the format determined by the Ministry of National Education (MEB)

Table of equivalent scores
  Score     Mark Grading     Score Mark Grading
100-85       5 Excellent     54-45       2       Pass
  84-70       4 good     44-0       1       Fail
  69-55       3 Satisfactory

       5.3.5 Development Report

In the detailed progress report that is given in addition to the MEB school report at the end of each semester, it specifies, with the assessement of the learner and teacher, as to which degree the learner has achieved the goals. These achievements are stored digitally by the classroom teacher.  The initial assessement is marked in black and subsequent markings are made in red to observe the progress made over the year.

Learners throughout the PYP inquiry units:  learner profile characteristics, approaches to learning (skills), and in terms of their academic development for each class, the learner’s self assessment is enabled first and following the assessment of the teachers, the grading of the assessements are recorded on the report.  Furthermore, the development reports include text boxes where teachers and parents share their views.



===> ===>       ON TARGET ===>
Learner information

Is aquainted with concepts and skills and is able to work with them with assistance.

Learner information

Has learned the concepts and skills and has started to apply them.

Learner information

Can independently apply and anaylze the concepts and skills.

Learner information

In addition to independently applying concepts and skills, can develop their knowledge and skills and apply them to new areas.

      5.3.6 Teacher-Parent and Teacher-Learner-Parent meetings: 

Teacher-parent meetings are conducted to inform parents about the learner’s academic and behavioural progress. Meetings that are determined according to the teacher’s lesson programme are enabled through the appointment system.  The frequency and duration of the meetings may vary depending on the needs of the parent, learner and teacher.

      5.3.7 Parents meeting: 

Parent-teacher cooperation is very important for learners’ development.  As an institution which attaches importance to this cooperation, two parents’ meetings are held each year, one each semester to share issues that concern all parents, share information regarding the system, convey our past and future studies, what we can do for the academic and behavioural progress of the learner and make joint decisions.

      5.3.8 Learner Portfolio Presentations: 

Portfolio presentations of our kindergarten and primary learners is one of our assessement tools.  Learners can present to their families at the determined portfolio presentation time, any study materials that they wish from the class of their choice, which they have learned throughout the process in accordance with the learner profile attributes.

Before they carry out their presentations, they first put together their portfolio and fill out the forms where they can assess themselves regarding the studies they have chosen.  Two portfolio presentations are carried out each year, one for each semester.  Portfolio preserntations are a significant tool, which enables learners to convey what they have learned and to express themselves, and for this reason full parent attendance is expected.

      5.3.9 PYP Exhibition

In 4th grade, which is the last year of PYP, learners prepare a PYP exhibition by exhibiting learner profile attributes toward the knowledge they have learned and acquirements they have gained throughout the process.   PYP exhibition is a reflective thinking process that learners, with the guidance of the advisory teachers, have prepared on a universal topic of their choice, either individually or jointly within a group. The generated products, actions, exhibition process and thereafter are assessed by the teacher and parents through rubics.  Studies are exhibited and the PYP graduation is celebrated at the PYP exhibition, where all the school community and parents are included.

      5.3.10 Digital Teacher Portfolio: 

The PCG unit leads the planning, implementation, monitoring, reporting and recording of studies of the learners learning differences.  In addition, creating a “teacher portfolio” at the end of each year that summarizes the yearly development and self-evaluation of each learner in various subjects.    The learners school reports, progress reports, teachers’ observation notes, documents of readiness and goal setting, end of year self evaluation, in addition to three pieces of evidence that shows the learners yearly progress in each class can be found in this portfolio.

6. References

7. Annexes

Annex 1: Private Muruvvet Evyap Schools Preschool Registration & Observation Form (2020)


Annex 2: Private Muruvvet Evyap Schools School Maturity Form. (2020). Link:

Annex 3: Private Muruvvet Evyap Schools PCG Readiness and Observation Form (2020).

Annex 4: Private Muruvvet Evyap Schools Learner Recognition Form (annex 4) (2020). Link:

Annex 5: Private Muruvvet Evyap Schools Language Policy. (2020). Link:

Annex 5: Private Muruvvet Evyap Schools Inclusion Policy. (2020.) Link:

Annex 7: Private Muruvvet Evyap Schools Admissions Policy. (2020). Link:

Annex 8: Private Muruvvet Evyap Schools Readiness on the basis of class level and goal setting forms. (2020). Link:

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