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Integrated Assessment:
"All IB programmes are informed by assessment, as indicated in the IB approaches to teaching."
Source: PYP from: Principles into Practice, Teaching and Learning, p. 67
Assessment is central to PYP's goal of thoughtfully and effectively supporting students through gaining subject-specific knowledge and skills, the understanding of concepts and the development of approaches to learning.
Purpose of Assessment:
The purpose of assessment is to inform learning and teaching. It involves gathering and analysis of information about student learning to inform next teaching steps. It identifies what students know, understand and can do at different stages in the learning process.
Characteristics of effective assessment (Source: PYP from: Principles into Practice, Learning and Teaching, p.68)
Authentic
It supports making connections to the real world to promote student engagement.
Clear and specific
This includes desired learning goals, success criteria and the process students use to learn.
Varied
It uses a wider range of tools and strategies that are fit for purpose in order to build a well-rounded picture of student learning.
Developmental
It focusses on an individual student’s progress rather than their performance in relation to others.
Collaborative
It engages both teachers and students in the assessment development and evaluation process.
Interactive
Assessment encompasses ongoing and iterative dialogues about learning.
Feedback to feedforward
It provides feedback on current learning to inform what is needed to support future learning (Hattie, Timperley 2007) and raises student’s motivation.
The Four Dimensions of Assessment:
“Although the four dimensions of assessment are not weighted the same; each dimension has its own importance and value. The PYP chooses to put emphasis on monitoring and documenting learning as these dimensions are critical in providing actionable feedback for the learner.”
Source: PYP: from Principles into Practice – Learning and Teaching – Assessment – How to Assess pg. 74
Monitoring learning
Progress against learning goals and success criteria; occurs daily through a variety of strategies.
Occurs daily through a variety of strategies:
Observation, questioning, reflection, discussing learning with peers and teachers, feedback, feedforward for next steps in learning, action
Tools could include:
Open-ended tasks, written or oral assessment, and a learning portfolio.
Documenting learning
Compilation of the evidence of learning. Demonstration can be physical or digital, displayed and recorded in a variety of media forms.
Tools could include:
Conceptual understanding rubrics - connected to CI, KC, LoI, LP
Digital portfolios + paper learning journals
Checklists
Anecdotal notes
Exemplars
Portfolios - Seesaw + paper journals
Continuums
Measuring learning
Capture what a student has learned at a particular “point in time” and to analyse the data to inform learning and teaching.
Tools could include:
School-designed (writing rubric, visible thinking routines ) or commercial, eg. MAP, CAT4, DRA, WTW, PROBE, CBI Maths Diagnostic assessments.
Reporting on learning
To describe progress and achievements of the student’s learning, identifies areas for growth.
Tools could include:
Digital portfolio - Seesaw + paper journals
Report cards
Seesaw unit of inquiry reflection
Celebrations of learning
Goal setting conferences (with parents and students)
Student led conferences
Types of Assessment:
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