In PYP schools in SPS, we  believe that assessment informs not only outcomes, but also learning and teaching.  It identifies what students know, understand, and can do at different stages in the learning process. Assessment practices strive to be authentic and connect to the real world increasing student engagement.  Assessment should include clear learning goals and success criteria while using a wide range of tools and strategies.  

In addition, we believe assessment is developmental focusing on individual student progress rather than performance in relation to others. It is collaborative, involving both the teacher and students in the evaluation process.  Assessment provides feedback on current learning to inform next steps and goal setting. 

SPS PYP educators believe: 

• Both learning outcomes and the learning process are assessed through monitoring, documenting, measuring and reporting student progress. 

• Learning goals and success criteria are clearly communicated in advance.

• Assessment is anchored in authentic tasks.

• Students and teachers use data to inform, reflect and improve their teaching and learning.

• Students become actively engaged in assessment through student choice and agency that lead to meaningful evidence of learning. 

• Inclusion and differentiation are valued to assess the needs of all students.

• Assessment effectively guides students in the development of the essential elements of the programme: understanding of concepts, acquisition of knowledge, mastering of approaches to learning, and process of using the action cycle.

• Assessment provides feedback on current learning to inform what is needed to support future learning.

• Assessment for learning (formative),  assessment of learning (summative) , and assessment as learning (student self-assessment) are valued.