In the IB PYP, assessment is not a standalone task but an essential part of the learning and teaching cycle. It serves as a continuous process that informs instruction, supports student agency, and guides the development of the whole child.
This article explores 15 impactful and widely adopted assessment approaches that support student agency and strengthen teaching practices within IB PYP classrooms.
๐ญ. ๐๐ผ๐ฟ๐บ๐ฎ๐๐ถ๐๐ฒ ๐๐๐๐ฒ๐๐๐บ๐ฒ๐ป๐ (๐๐๐๐ฒ๐๐๐บ๐ฒ๐ป๐ ๐๐ข๐ฅ ๐๐ฒ๐ฎ๐ฟ๐ป๐ถ๐ป๐ด)
Previously referred to as formative assessment, it is now classified as "Assessment FOR Learning". This assessment is an ongoing process that informs both teaching and learning. It focuses on gathering information during the learning process to guide instruction, feedback, and student progress.
๐ฃ๐๐ฟ๐ฝ๐ผ๐๐ฒ: To capture ongoing learning, identify gaps, and adjust teaching to meet student needs.
๐ ๐ฒ๐๐ต๐ผ๐ฑ๐/๐ง๐ผ๐ผ๐น๐: Exit tickets, quick quizzes, mini-presentations, collaborative discussions, and short written reflections
๐๐ผ๐ฎ๐น: Provides immediate feedback that guides instruction and helps students understand their strengths and areas for improvement.
๐ช๐ผ๐ฟ๐ธ๐ ๐ช๐ฒ๐น๐น ๐ช๐ถ๐๐ต: UOI, Language, Math, PSPE
๐๐ ๐ฎ๐บ๐ฝ๐น๐ฒ: In a natural resources unit, students complete a short quiz at the end of each lesson. The teacher uses the quiz results to adjust the next lesson based on common misconceptions, ensuring that all studentsโ learning needs are met.
Previously referred to as formative assessment, it is now classified as "Assessment FOR Learning". This assessment is an ongoing process that informs both teaching and learning. It focuses on gathering information during the learning process to guide instruction, feedback, and student progress.
๐ฃ๐๐ฟ๐ฝ๐ผ๐๐ฒ: To evaluate studentsโ overall achievement at the end of a unit or course.
๐ ๐ฒ๐๐ต๐ผ๐ฑ๐/๐ง๐ผ๐ผ๐น๐: Final projects, essays, presentations, performances, written exams.
๐๐ผ๐ฎ๐น: Measuring student mastery and the extent to which they have met learning goals.
๐ช๐ผ๐ฟ๐ธ๐ ๐ช๐ฒ๐น๐น ๐ช๐ถ๐๐ต: UOI, Language, Math, Arts, Social Studies
๐๐ ๐ฎ๐บ๐ฝ๐น๐ฒ: At the end of a global conflicts unit, students create a multi-media presentation analyzing the causes and effects of a chosen conflict. This project demonstrates the depth of their understanding and their ability to synthesize information.
Performance-based assessments require students to demonstrate their knowledge and skills through real-world tasks, giving them the opportunity to apply what they have learned in authentic scenarios.
๐ฃ๐๐ฟ๐ฝ๐ผ๐๐ฒ: To assess students' ability to apply their knowledge and skills to practical situations.
๐ ๐ฒ๐๐ต๐ผ๐ฑ๐/๐ง๐ผ๐ผ๐น๐: Role plays, projects, experiments, real-world problem-solving scenarios.
๐๐ผ๐ฎ๐น: Evaluates the studentโs ability to apply theoretical knowledge in practical, real-world contexts.
๐ช๐ผ๐ฟ๐ธ๐ ๐ช๐ฒ๐น๐น ๐ช๐ถ๐๐ต: Science, UOI, Language, Arts
๐๐ ๐ฎ๐บ๐ฝ๐น๐ฒ: In a science unit on ecosystems, students are asked to design a sustainable garden. This project assesses their understanding of ecological principles and their ability to apply these ideas in a real-world setting.
Peer assessment encourages students to evaluate and give feedback on each otherโs work. This promotes collaborative learning, critical thinking, and helps students internalize the assessment criteria.
๐ฃ๐๐ฟ๐ฝ๐ผ๐๐ฒ: To involve students in the assessment process, encouraging constructive feedback and reflection.
๐ ๐ฒ๐๐ต๐ผ๐ฑ๐/๐ง๐ผ๐ผ๐น๐: Peer rubrics, feedback forms, collaborative grading.
๐๐ผ๐ฎ๐น: Helps students become more reflective and involved in the learning process through feedback and collaboration.
๐ช๐ผ๐ฟ๐ธ๐ ๐ช๐ฒ๐น๐น ๐ช๐ถ๐๐ต: UOI, Language, Math, PSPE
๐๐ ๐ฎ๐บ๐ฝ๐น๐ฒ: During a math lesson on fractions, students pair up to solve fraction-related problems. Afterward, they use a rubric to evaluate each otherโs methods and provide feedback on how to improve the approach.
Self-assessment allows students to evaluate their own work, identify strengths and weaknesses, and set personal learning goals. This promotes metacognition and responsibility for learning.
๐ฃ๐๐ฟ๐ฝ๐ผ๐๐ฒ: To foster self-reflection and personal growth by allowing students to evaluate their own progress.
๐ ๐ฒ๐๐ต๐ผ๐ฑ๐/๐ง๐ผ๐ผ๐น๐: Self-reflection journals, checklists, goal-setting templates, learning logs.
๐๐ผ๐ฎ๐น: Encourages students to take ownership of their learning and recognize areas for improvement.
๐ช๐ผ๐ฟ๐ธ๐ ๐ช๐ฒ๐น๐น ๐ช๐ถ๐๐ต: All subjects, especially Language, UOI
๐๐ ๐ฎ๐บ๐ฝ๐น๐ฒ: After completing a writing task, a student reflects on their use of vocabulary and grammar in a journal. They assess their work based on a rubric and set goals for improving spelling and sentence structure.
Diagnostic assessments are used to gauge students' prior knowledge and understandings before starting a new learning unit. This helps the teacher identify learning gaps and areas where students may need extra support.
๐ฃ๐๐ฟ๐ฝ๐ผ๐๐ฒ: To assess prior knowledge and identify gaps before the learning process begins.
๐ ๐ฒ๐๐ต๐ผ๐ฑ๐/๐ง๐ผ๐ผ๐น๐: KWL charts, pre-tests, quizzes, concept maps.
๐๐ผ๐ฎ๐น: Provides insight into students' existing knowledge and prepares the teacher to tailor instruction accordingly.
๐ช๐ผ๐ฟ๐ธ๐ ๐ช๐ฒ๐น๐น ๐ช๐ถ๐๐ต: UOI, Math, Language, Science
๐๐ ๐ฎ๐บ๐ฝ๐น๐ฒ: Before a history unit on ancient civilizations, students complete a KWL (Know, Want to know, Learned) chart to identify what they already know about early societies. This helps the teacher adjust the curriculum to focus on areas where students have limited prior knowledge.
This assessment method involves teachers observing studentsโ behaviors, engagement, and application of learning in real-time. It provides qualitative data on student performance and development.
๐ฃ๐๐ฟ๐ฝ๐ผ๐๐ฒ: To assess student progress and understanding through real-time observations.
๐ ๐ฒ๐๐ต๐ผ๐ฑ๐/๐ง๐ผ๐ผ๐น๐: Anecdotal records, checklists, photos of student work, video recordings.
๐๐ผ๐ฎ๐น: Captures authentic, ongoing student learning and behavior.
๐ช๐ผ๐ฟ๐ธ๐ ๐ช๐ฒ๐น๐น ๐ช๐ถ๐๐ต: UOI, PSPE, Language, Arts
๐๐ ๐ฎ๐บ๐ฝ๐น๐ฒ: In a group project on sustainability, the teacher observes how students collaborate, document their interactions, and note their contributions. These observations are then used to assess teamwork, problem-solving, and application of sustainable principles.
Portfolios are collections of students' work over time, showcasing their progress and growth. This assessment highlights both the process of learning and the final outcomes.
๐ฃ๐๐ฟ๐ฝ๐ผ๐๐ฒ: To provide a comprehensive view of student learning and growth over time.
๐ ๐ฒ๐๐ต๐ผ๐ฑ๐/๐ง๐ผ๐ผ๐น๐: Work samples, student reflections, digital portfolios, self-assessment forms.
๐๐ผ๐ฎ๐น: Helps students reflect on their progress and set goals for further development.
๐ช๐ผ๐ฟ๐ธ๐ ๐ช๐ฒ๐น๐น ๐ช๐ถ๐๐ต: All subjects, especially UOI, Language, and Arts
Example: A student maintains a portfolio of their written work, including drafts, final pieces, and reflections. Over time, they can track their improvements and set new goals for future writing.
Checklists and rubrics define clear criteria for evaluating student work. These tools provide students with a framework to understand what is expected and allow teachers to offer objective, structured feedback.
๐ฃ๐๐ฟ๐ฝ๐ผ๐๐ฒ: To provide a clear framework for assessment and guide both students and teachers in evaluating performance.
๐ ๐ฒ๐๐ต๐ผ๐ฑ๐/๐ง๐ผ๐ผ๐น๐: Rubrics, checklists, assessment forms, grading sheets.
๐๐ผ๐ฎ๐น: Clarifies expectations and provides detailed feedback on specific criteria.
๐ช๐ผ๐ฟ๐ธ๐ ๐ช๐ฒ๐น๐น ๐ช๐ถ๐๐ต: Arts, UOI, Math, Language
Example: In a visual arts project, students use a rubric to assess their own work based on creativity, technique, and adherence to the theme. The teacher also uses the same rubric for final evaluation, ensuring consistent feedback.
Conferences involve one-on-one discussions between the teacher and the student to review progress, set goals, and provide personalized feedback.
๐ฃ๐๐ฟ๐ฝ๐ผ๐๐ฒ: To provide individualized feedback and help students set personal learning goals.
๐ ๐ฒ๐๐ต๐ผ๐ฑ๐/๐ง๐ผ๐ผ๐น๐: Goal-setting templates, personal reflection sheets, assessment notes.
๐๐ผ๐ฎ๐น: Fosters personalized feedback, encourages student reflection, and helps set clear learning goals.
๐ช๐ผ๐ฟ๐ธ๐ ๐ช๐ฒ๐น๐น ๐ช๐ถ๐๐ต: UOI, Math, Language, PSPE
Example: During a math and science unit on measurement, a teacher holds a conference with each student to discuss their progress, challenges, and goals for improvement in applying measurement concepts.ย
Reflection-based assessment encourages learners to think deeply about their own learning process, progress, and strategies. In the updated PYP framework, reflection is an essential element under student agency, rather than being a stand-alone assessmentโit is integrated into both formative and summative cycles.
๐ฃ๐๐ฟ๐ฝ๐ผ๐๐ฒ: To build metacognition, promote self-awareness, and help students internalize learning outcomes.
๐ ๐ฒ๐๐ต๐ผ๐ฑ๐/๐ง๐ผ๐ผ๐น๐: Reflection journals, exit tickets, Seesaw portfolios, thinking routines, โI used to thinkโฆ now I thinkโ templates.
๐๐ผ๐ฎ๐น: To empower students to take ownership of their learning and evaluate their progress against learning goals and success criteria.
๐ช๐ผ๐ฟ๐ธ๐ ๐ช๐ฒ๐น๐น ๐ช๐ถ๐๐ต: UOI, Language, Math, PSPE, Visual Arts, Music, Additional Languages
Example: After completing a UOI on ecosystems, students use a three-part reflection sheet to assess what they knew before the unit, what they learned, and how their thinking has changed. These reflections are shared in a class discussion circle.
The feedback loop is an ongoing, reciprocal process where students receive, interpret, and act upon feedback from teachers, peers, and themselves. This is embedded deeply in formative assessment under the new PYP guidelines, where feedback is timely, actionable, and student-focused.
๐ฃ๐๐ฟ๐ฝ๐ผ๐๐ฒ: To promote growth mindset, refine understanding, and guide continuous learning.
๐ ๐ฒ๐๐ต๐ผ๐ฑ๐/๐ง๐ผ๐ผ๐น๐: Rubrics with feedback sections, peer review forms, comment-only marking, glow and grow notes.
๐๐ผ๐ฎ๐น: To ensure that assessment informs next steps in learning and enables meaningful dialogue between students and teachers.
๐ช๐ผ๐ฟ๐ธ๐ ๐ช๐ฒ๐น๐น ๐ช๐ถ๐๐ต: Language, Math, UOI, Additional Languages, Visual Arts, Performing Arts
Example: In a French language class, students practice conversational dialogues. After peer and teacher feedback, they revisit and refine their fluency and pronunciation before recording a final version.
Visual documentation captures learning through images, videos, and artifacts over time. This aligns with the PYPโs emphasis on โMaking Learning Visibleโ and documenting process over product. It is especially encouraged for process-focused assessments and reflection.
๐ฃ๐๐ฟ๐ฝ๐ผ๐๐ฒ: To capture learning journeys, celebrate process, and support visible thinking and reflection.
๐ ๐ฒ๐๐ต๐ผ๐ฑ๐/๐ง๐ผ๐ผ๐น๐: Photo walls, digital portfolios, Padlet timelines, anchor charts, video recordings.
๐๐ผ๐ฎ๐น: Makes thinking visible, aids memory, and encourages reflection through visual cues.
๐ช๐ผ๐ฟ๐ธ๐ ๐ช๐ฒ๐น๐น ๐ช๐ถ๐๐ต: UOI, Arts, Language, Design, PSPE, Additional Languages
Example: During a design thinking project in the Design class, students take weekly photos of each stage (empathize, define, ideate, prototype, test). These are later displayed in a classroom gallery walk, and students explain their journey.
Student-led conferences are structured opportunities where students take ownership of their learning by presenting their progress to parents and teachers. This is a formal part of PYPโs reporting strategy and strongly supports agency and goal-setting.
๐ฃ๐๐ฟ๐ฝ๐ผ๐๐ฒ: To empower students to take responsibility for their learning and communicate their achievements, challenges, and goals.
๐ ๐ฒ๐๐ต๐ผ๐ฑ๐/๐ง๐ผ๐ผ๐น๐: Portfolio samples, checklists, reflection rubrics, scripts for presentations, goal-setting forms.
๐๐ผ๐ฎ๐น: Fosters student ownership, builds communication skills, and strengthens home-school partnerships.
๐ช๐ผ๐ฟ๐ธ๐ ๐ช๐ฒ๐น๐น ๐ช๐ถ๐๐ต: UOI, Math, Language, PSPE, Arts, Additional Languages
Example: A student presents a learning portfolio including math problem-solving tasks, language writing samples, and a science experiment reflection. They discuss growth areas and set a personal goal for reading fluency with their parents.
Inquiry-based assessment evaluates student understanding through open-ended investigations, questioning, and exploration. In the PYP, inquiry is the central pedagogical approach, and its assessment is embedded in both formative and summative tasks.
๐ฃ๐๐ฟ๐ฝ๐ผ๐๐ฒ: To assess conceptual understanding, critical thinking, and learner agency through authentic inquiries.
๐ ๐ฒ๐๐ต๐ผ๐ฑ๐/๐ง๐ผ๐ผ๐น๐: Inquiry cycle tracking sheets, concept maps, KWL charts, research journals, presentation rubrics.
๐๐ผ๐ฎ๐น: To allow students to demonstrate understanding through exploration, questioning, and conceptual connections.
๐ช๐ผ๐ฟ๐ธ๐ ๐ช๐ฒ๐น๐น ๐ช๐ถ๐๐ต: UOI, Language, Social Studies, Science, Additional Languages, Design
Example: In a UOI on sustainability, students choose one local issue to inquire into (e.g., waste management), conduct research, interview community members, and present findings with proposed action steps.
In conclusion, assessment in the IB PYP is a continuous, integral part of the learning process that supports both student growth and effective teaching. The 15 strategies shared in this article highlight how assessment can empower learners, foster self-regulation, and provide valuable feedback. By using these methods, educators can create an inquiry-driven environment where students actively engage in their learning journey. Ultimately, assessment in the PYP is about guiding progress, encouraging reflection, and nurturing lifelong learners.
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