Assessment in the PYP is a continuous process that begins with diagnostic assessment to understand students’ prior knowledge, interests, and needs. Throughout learning, we use a range of assessment strategies—assessment for, as, and of learning—to gather evidence of students’ conceptual understanding, skills, and growth. This balanced approach ensures assessment informs teaching, supports reflection, and makes learning visible at every stage of the learning journey.
Embedded Files
📑📑Diagnostic Assessments: Starting With Where Learners Are📑📑
At the beginning of the year, diagnostic assessments help us understand each student’s prior knowledge, strengths, and areas for growth. These insights guide our planning, support differentiation, and ensure teaching and learning are responsive to students’ needs from the very start.
📚I-ready 📚
📚I-ready 📚
i-Ready: Supporting Personalized Learning
The i-Ready platform supports our teaching and learning by providing diagnostic insights into students’ needs and growth. It helps us plan targeted instruction, monitor progress over time, and reflect on our practices to ensure every learner receives the right support at the right time.
⬇️⬇️⬇️Assessment Handbook: A Shared Framework for Consistent Practice
This assessment handbook, developed by the Academic Coordinator, serves as a guiding framework to support consistent, meaningful, and reflective assessment practices across the school. It clarifies the PYP approach to monitoring, documenting, measuring, and reporting learning, while supporting teachers in designing assessments that inform instruction, promote student agency, and make learning visible for the whole school
Assessment in the PYP.pdfAssessment Handbook
PYP8_Diagnostic_Rubric.docxPYP 8- diagnostic Assessment Rubrics
billetdesortie-1.pdfExit tickets- French
Student portfolios in the PYP document each learner’s growth over time and make learning visible. They include selected evidence of learning, reflections, and examples of student voice that show the development of conceptual understanding, skills, and the IB Learner Profile. Portfolios support assessment as learning, encourage student reflection and ownership, and provide meaningful insights into each child’s learning journey for students, teachers, and parents.
Student-led conferences in the PYP empower learners to take ownership of their learning by reflecting on their progress, sharing evidence from their portfolios, and explaining their understanding to their families. Through this process, students develop confidence, communication skills, and self-awareness while demonstrating their conceptual understanding, growth, and next steps in learning.
Summative assessments across grade levels provide meaningful opportunities for students to demonstrate conceptual understanding in varied and authentic ways.
pyp5 summative.mp4PYP 5- SA- who we are
PYP 5- SA- who we are
pyp6 museum.mp4PYP 6- SA- how the world works
PYP 6- SA- how the world works
computer lab pyp7.mp4PYP 7- SA—where we are in time and place
PYP 7- SA—where we are in time and place
wellness fair(1).mp4PYP 8- SA- Who we are
PYP 8- SA- Who we are
PYP report cards are designed to communicate students’ progress in a clear, supportive, and developmentally appropriate way. They reflect students’ learning, growth, and conceptual understanding over time. As part of our ongoing reflection and commitment to improvement, the report card format may be reviewed and refined next semester to further strengthen clarity, consistency, and alignment with assessment practices that best support student learning and parent understanding.
Parent meetings in the PYP provide an important opportunity to strengthen the home–school partnership. Through open dialogue, teachers and parents share insights about students’ learning, progress, and well-being, discuss next steps, and work together to support each child’s growth. These meetings help ensure a shared understanding of learning goals and reinforce collaboration in support of student success
Page updated
Report abuse