FIS will demonstrate a commitment to transforming student assessment to incorporate broader approaches to learning that allows students to have a continuous and personalized understanding of their needs and achievements.
Create and maintain a balanced assessment system that aligns with a growth-oriented model of learning.
Implement the assessment policy school-wide by ensuring all school leaders, teachers, parents and students understand, apply and appreciate its principles.
Develop a clear set of goals and principles for self-directed learning, defining indicators of learner performance, revising goal setting processes and creating personal learning plans.
Analyse data in more depth, for example item analysis to identify individual student needs along with general trends.
DP/PYP-Ex Sum -Practice 1 ....there are a number of areas in which it could further develop certain areas of the programmes, the clearest examples being in the ways in which the attributes of the IB learner profile, and the approaches to learning (ATL) skills are identified, developed, assessed and reported on at all stages of t student experience at Frankfurt International School.
DP-PYP-B1 2b/2d: The school to develop school-wide approaches to implementing new models of assessment to include those areas referenced in the strategic initiatives.
DP-C4-Practice 4.1: The DP coordinator and the DP teachers, in collaboration with the counsellors, consider what changes could be made to the deadline calendar to allow for the most balanced approach possible to the demands placed on DP students, particularly in Grade 12.
O) C1-Standard 1.7 : The school develops strategies to collect and analyse evidence of student learning to inform collaborative planning and reflection. (O) C4-Practice 4.7: The school develops and implements strategies to collect and analyse
evidence of student learning to inform learning and teaching.
PYP(W) C1-Practice 1.7: The school develops strategies to collect and analyse evidence of student learning to inform collaborative planning and reflection
PYP(W) C4-Practice 4.7: The school develops strategies to collect and analyse evidence of student learning to inform collaborative planning and reflection. (should be learning and teaching)
(O) C3-Practice 3.10: The school develops strategies to plan for differentiated instruction to support students’ needs and learning styles throughout the disciplines.
(W) C3-Practice 3.10: Teachers continue to develop their understanding of approaches to differentiate instruction to meet students’ learning needs and styles.
PYPO-C4-Practice 4.1: The school further develops and systematises its use of assessment data to inform all stages of planning, teaching and learning.
PYPW-C4-Practice 4.2: The school develops strategies to communicate assessment practices and procedures across the school community
PYP-W-C4-Practice 4.8: The school provides further opportunities for students to participate in, and reflect on, the assessment of their learning through the essential elements.
Whole School External Data Analysis (MAP, IB, Accreditation Reports)
Common math assessments designed by teams with math coach support
use of assessment data to guide instruction and differentiation in more sophisticated ways
Assessment developed to identify outliers in Math
Assessment workshop for Learning Support team in how to identify students in need of lower end support in math
Shared Full-Time Assistant Principal
Shared Full-Time PYP Coordinator
PS Newsletter on conferences and portfolios
revised report cards
development of new reporting outcomes for FS/PP
Math Curriculum Mapping and Unit/Assessment development
implemented “WIDA Assessments” for ESL assessment and placement data. (ESL teachers attended WIDA training in Munich)
Formative Assessment :Newsletter
development of new/revised Summative Assessment Tasks, and the introduction of a new formative number assessment (strategies for Number Talks). Assessment supports identification of students for enrichment in math sessions, provided by Gareth, or planned with Gareth.
curriculum coordination action plan highlights the need to update and build consensus around assessment.
US Addition of 6-10 Curriculum Coordinator US Curriculum Coordinator 6-10
US Plan for Approaches to Learning for assessment and reporting