MIS has set a high standard of education for its students and achieved superior results in the Lebanese official exams and in the American SAT I, SAT II, and TOEFL. The school helps prepare its students to be able in their future to contribute to the accumulation and application of analytical methods in a changing world and be aware of the need for harmony between technology and nature.
In both the International Baccalaureate and High School programs, English is the only language of instruction in all classes, while the languages of instruction in the Lebanese Official Program are English and Arabic. In all three programs, French is given as a third language, and Spanish is optional as a forth language.
The academic progress of the student is reported to parents three times a year. The academic year is divided into two semesters and each semester into two terms. Each semester is immediately followed by an exam (The Mid-Year and the Final Exams). The first progress report is sent to parents around Christmas; the second report is at the end of the first semester (around the third week of February); the third term and Final Report Card are sent at the end of the academic year (Last week of June).
In order to be eligible for promotion, a student must have:
1. A record of regular attendance.
2. A clear disciplinary record.
3. No failures. (10/20) is the passing grade per subject (Or it's equivalent /100, Letter Grade etc...)
4. A general average of (10/20, Or it's equivalent /100, Letter Grade etc...) or above in the Secondary, Intermediate, and Elementary classes.
5. A grade report which shows that the student has completed the specific requirements for placement in the higher class. (An I or X grade shows that the student has not completed the course requirements.)
A teacher-parent meeting is scheduled at the end of each academic term and after the distribution of report cards. Should a parent have any concerns or inquiries regarding his/her child’s progress in a certain subject, he or she is encouraged to contact administration in order to set a meeting with the specific teacher during his/her office hours.
To be placed on the School Honor List at the end of a given semester:
Awards and academic grants are presented to needy students who have displayed superior academic and/or athletic abilities and demonstrated leadership and excellent character.
PYP Assessment Policy
Monsif International School (MIS) aims to create a supportive learning environment focused on students, where they can cultivate their academic abilities, practical skills, and positive attitudes. This will equip them to become accomplished lifelong learners and responsible, productive members of a diverse society. The school's vision revolves around ensuring that students acquire fundamental knowledge, develop critical thinking skills, and master essential competencies as they progress towards graduation, college readiness, and readiness for the demands of the 21st-century workforce.
At MIS, assessment is an ongoing process that plays a vital role in teaching and learning. Our approach to assessment is guided by the four dimensions of PYP assessment: monitoring, documenting, measuring, and reporting. These dimensions are interconnected and collectively support students in understanding their learning journey, while guiding teachers in making informed instructional decisions. Throughout this policy, each assessment practice reflects these dimensions in different combinations, ensuring a comprehensive and balanced approach to assessment.
The primary aim of assessment is to appraise learning and steer instruction. It plays a crucial role in offering valuable insights to students, parents, administrators, and educators. Through diverse assessment methods, all those involved gain insights into students' advancement across various subject areas and their growth as inquisitive, globally-aware individuals. Assessment serves as a valuable instrument for teachers to gauge the efficacy and comprehensiveness of the curriculum, enabling them to enhance their planning and instructional strategies. By analyzing assessment data and information, teachers can tailor their support to cater to the individualized needs of students, informing decisions regarding differentiation strategies within the classroom.
At Monsif International School, assessment and language are viewed as deeply interconnected aspects of learning. Our school values linguistic diversity and is committed to supporting the development of all students’ language profiles—whether they are learning in their mother tongue, in Arabic as a national language, or in English as the language of instruction. Assessment practices reflect this philosophy by ensuring that all learners are provided equitable, accessible opportunities to demonstrate understanding.
Assessment tasks are designed to be inclusive of students’ varying language abilities. Teachers differentiate assessments by offering multiple modes of expression—oral, visual, written, and digital—so that language is never a barrier to demonstrating conceptual understanding. English Language Learners (ELLs) receive scaffolded support, and when appropriate, may demonstrate understanding in their mother tongue or with the assistance of visual aids and translanguaging strategies.
Feedback is provided in developmentally appropriate and linguistically accessible ways. In alignment with our language policy, communication with families is carried out in languages they understand to ensure a shared understanding of student progress. Arabic language learning is assessed with the same rigor and care as other subject areas, and its development is monitored through both formative and summative assessments.
Through our Programme of Inquiry, students are presented with chances to express their grasp of concepts as they actively engage in the learning journey. We foster student learning by evaluating their previous knowledge and experiences, crafting meaningful learning experiences, consistently encouraging self-assessment and reflection, offering feedback to steer their progress, promoting collaboration with peers along with peer assessment, fostering intercultural awareness, and empowering student agency.
We will assess students:
- To facilitate and support student learning
- To educate students about the advantages of self-progress tracking
- To deliver tailored instruction according to individual student requirements
- To assess and enhance our educational methods and practices
- To contribute to the evaluation of the Programme of Inquiry
- To ascertain eligibility for special education, EL (English Language), and various other specialized services.
Assessments will allow students to:
- Display and communicate their grasp of knowledge and comprehension
- Establish educational objectives
- Contemplate their growth in relation to the IB learner profile
- Express their perspectives and comprehension
- Cultivate self-assurance
- Track learning through metacognitive methods
- Employ existing knowledge to inform and direct the inquiry process
- Participate in self-evaluation and evaluation with peers
- Assume responsibility for their own learning
Assessments will allow teachers to:
- Offer timely support to students who are facing challenges
- Engage in joint reflection on the progress and requirements of students
- Tailor teaching methods with specific goals for each student
- Offer valuable input and feedback
- Document students' conceptual growth during inquiry-based units
- Collaboratively set learning objectives with students
- Acquire the skill of utilizing data to guide and convey teaching approaches
- Share reports on the development of the learner profile for each student
Assessments will allow parents to:
- Monitor and chart the advancement of students towards their learning objectives
- Offer assistance and additional support beyond regular school hours
- Comprehend the tasks undertaken by students and acknowledge their achievements
- Examine the fundamental components of inquiry-based unit planners and assess the child's progress across the primary years of learning.
Diagnostic assessments support both monitoring and documenting learning. They help identify students’ prior knowledge and inform future planning through the collection and analysis of early evidence of learning.
Examples:
- KWHL Charts
- Classroom Discussions
- School-designed benchmark assessments
- Student and parent surveys
- Visible Learning strategies
- Observations
PYP Dimensions:
- Monitoring: Understands students’ initial knowledge and misconceptions.
- Documenting: Records early thinking and skill levels.
- Measuring: Identifies learning gaps and readiness.
- Reporting: Informs teachers and teams for instructional planning.
Formative assessments engage in monitoring, documenting, and measuring learning. Teachers continuously observe and interact with students, gather evidence of their thinking, and adjust instruction accordingly.
Examples:
- Anecdotal notes and conferences
- Self-reflections and goal setting
- Quizzes, graphic organizers, checklists
- Peer and self-assessment
- Portfolios
PYP Dimensions:
- Monitoring: Tracks learning as it develops.
- Documenting: Collects evidence of ongoing learning.
- Measuring: Adjusts teaching based on student progress.
- Reporting: Offers feedback to students and families.
Summative assessments involve measuring and documenting learning outcomes. They provide opportunities for students to demonstrate conceptual understanding and skill development.
Examples:
- End-of-unit assessments
- Summative tasks and performances
- Reflections and learning journals
- Application tasks
PYP Dimensions:
- Monitoring: Gauges overall mastery at the end of learning.
- Documenting: Archives student progress and achievement.
- Measuring: Determines conceptual and skills-based growth.
- Reporting: Shares results with key stakeholders.
The fifth-grade PYP Exhibition is a student-driven, collaborative project reflecting comprehensive understanding across the transdisciplinary program.
Examples:
- Group and individual inquiry
- Presentations and reflections
- Learner profile journals
- Student-led actions
PYP Dimensions:
- Monitoring: Tracks project progress and collaboration.
- Documenting: Collects inquiry processes and artifacts.
- Measuring: Assesses synthesis of PYP elements.
- Reporting: Celebrates student learning through public exhibition.
Reporting includes formal and informal communication about student learning, based on evidence gathered through the other three assessment dimensions.
Examples:
- IB Portfolios
- Progress and report cards
- UOI Reports (in development)
- Parent-Teacher Conferences
PYP Dimensions:
- Monitoring: Gathers insights from student performance.
- Documenting: Compiles evidence for clear reporting.
- Measuring: Uses data to inform communication.
- Reporting: Shares progress in developmentally appropriate ways.
The PYP assessment policy undergoes two annual reviews: first, with the teaching staff, administrators, and program coordinator as part of professional development before the school year begins, and second, during the spring semester by a committee comprising teachers, program coordinators, and parents. Input and feedback from all stakeholders are considered to refine the policy, ensuring it aligns with the needs of our school community. Additionally, the assessment policy is subject to a comprehensive review within its governance framework once every five years during the charter renewal cycle.