C4:Assessment
C4:Assessment
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Section C4: Assessment
Assessment at the school reflects the IB assessment philosophy.
C 4.1: Assessment at the school aligns with the requirements of the programme(s).
Strategies/Actions:
The assessment policy specifies the alignment of all aspects as per the requirement of the IB.
When strategy to be achieved by or progress towards: In progress.
Person/group responsible for achieving the goal: The Head of School, Vice Principal, PYPC, EYC and the team.
Evidences
C 4.1a: Assessment at the school is integral with planning, teaching and learning.
Strategies/Actions:
The school believes in ‘Begin with the end in mind.' All assessments are planned during the planning time.
When strategy to be achieved by or progress towards: In place.
Person/group responsible for achieving the goal: The Head of School, Vice Principal, PYPC, EYC and the team.
Evidences
C 4.1b: Assessment addresses all the essential elements of the programme.
Strategies/Actions:
All the essential elements of PYP are assessed in different ways, the content through ongoing assessments and SOLs are used for ATLs and LP. The assessment is done by self, peer , teacher and parent , hence a 360 degree assessment is catered for.
When strategy to be achieved by or progress towards: In place.
Person/group responsible for achieving the goal: The Head of School, Vice Principal, PYPC, EYC and the team.
C 4.1c: The school provides evidence of student learning over time across the curriculum.
Strategies/Actions:
Student portfolios and a report card are shared with the parents periodically. Parents also see evidence of learning during the SLC’s and have discussions with the teachers during the PTM about their child's learning progression.
When strategy to be achieved by or progress towards: In place.
Person/group responsible for achieving the goal: The Head of School, Vice Principal, PYPC, EYC and the team.
C 4.2 :The school communicates its assessment philosophy, policy and procedures to the school community.
Strategies/Actions:
The assessment policy is available on the parent school's website for the entire community.
Unit updates are regularly sent to parents, and student performance is communicated through the Toddle app. A website explicitly explaining the assessments conducted during the year along with the success criteria are shared with parents.
Parent-Teacher Meetings (PTMs) are held every three months to discuss the students' progress. Student-Led Conference (SLC) is also conducted to help parents understand their child's learning progress.
When strategy to be achieved by or progress towards: In place.
Person/group responsible for achieving the goal: Leadership team, HOS, PYPC & the team.
C 4.3: The school uses a range of strategies and tools to assess student learning.
Strategies/Actions:
Different tools and strategies like rubrics and checklists provide students with criterion-based feedback during the course of Units of Inquiry so that students reflect and strengthen their learning and work product. Use of self and peer assessments are implemented to promote student reflection and ‘in-time’ feedback, again using the success criteria that have been identified and shared with students.
When strategy to be achieved by or progress towards: In progress.
Person/group responsible for achieving the goal : PYPC, EYC and the team.
Evidences
C 4.4: The school provides students with feedback to inform and improve their learning.
Strategies/Actions:
The success criteria are established, students map their progress against that. The process of ongoing assessments help to inform the students. Feedback as well as feedforward is established to improve student learning.
When strategy to be achieved by or progress towards: In progress.
Person/group responsible for achieving the goal: PYPC, EYC and the team.
Evidences
C 4.5: The school has systems for recording student progress aligned with the assessment philosophy of the programme(s).
Strategies/Actions:
The student's progress is monitored by the teacher and recorded in form of anecdotes as well as benchmarks.
When strategy to be achieved by or progress towards: In place.
Person/group responsible for achieving the goal: The Head of School, Vice Principal, PYPC, EYC and the team.
Evidences
C 4.6: The school has systems for reporting student progress aligned with the assessment philosophy of the programme(s).
Strategies/Actions:
The school uses Toddle to periodically report to parents, the progress is marked against the shared criteria and reflected in form of bench marks, the understanding of the bench marks is also shared with the parents.
When strategy to be achieved by or progress towards: In place.
Person/group responsible for achieving the goal: The Head of School, Vice Principal, PYPC, EYC and teachers.
C 4.6a: Student learning and development related to all attributes of the IB learner profile are assessed and reported.
Strategies/Actions:
The learner profile attributes are explicitly taught , modelled and embedded within the units of inquiry and curriculum across all learning areas (including specialist learning areas).Student development related to attributes of the learner profile is also done in a systematic and ongoing manner. During the class, the students are appreciated with learner profiles and badges are given in accordance on a weekly basis. On a monthly basis, the students are assessed using SOLs in a 360 degree manner, by self, peer, teacher as well as parent. The report of the same is shared with the parents.
When strategy to be achieved by or progress towards: In progress.
Person/group responsible for achieving the goal: PYPC, EYC and the team.
C 4.7: The school analyses assessment data to inform teaching and learning.
Strategies/Actions:
Assessment data is used to inform planning, activities, and tasks. Planning and assessment go hand in hand, with the data collected providing insights into student progress and informing future teaching strategies.
At the beginning of every inquiry a prior learning assessment is done to establish the prior knowledge of the student. The teacher then plans her class based on the feedback received. In the beginning of the year too, an entry level assessment is conducted to gauge the knowledge and the understanding of the students. Adjustments to the teaching plan are made based on this.
When strategy to be achieved by or progress towards: In progress.
Person/group responsible for achieving the goal: The Head of School, Vice Principal, PYPC, EYC and the team.
Evidences
C 4.7a: The school ensures that students’ knowledge and understanding are assessed prior to new learning.
Strategies/Actions:
At the beginning of every inquiry, a prior learning assessment is done to establish the prior knowledge of the student. The teacher then plans her class based on the feedback received. In the beginning of the year too, an entry level assessment is conducted to gauge the knowledge and the understanding of the students. Adjustments to the teaching plan are made based on this.
When strategy to be achieved by or progress towards: In progress.
Person/group responsible for achieving the goal: The Head of School, Vice Principal, PYPC, EYC and the team.
Evidences
C 4.8: The school provides opportunities for students to participate in, and reflect on, the assessment of their work.
Strategies/Actions:
There are multiple ways students are provided with opportunities to reflect on their learning and development of their work: the attributes of the learner profile through individual goal setting, self- reflection in portfolios and verbalisation of their understanding through discussions.
When strategy to be achieved by or progress towards: In progress.
Person/group responsible for achieving the goal: The Head of School, Vice Principal, PYPC, EYC and the team.
Evidences
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