Assessment in the PYP

The primary objective of the assessment is to provide student feedback on the learning process.  It identifies what students know, understand, can do, and feel at particular stages of learning.  Teachers take into account the diverse ways individuals construct meaning and apply understandings.  Formative assessment drives future learning, as it informs student understanding.  Summative assessment measures understanding at the culmination of the teaching and learning process.

Assessment at ISM is divided into three areas:

  • Assessing—how we discover what the students know and have learned.
  • Recording—how we choose to collect and analyze data.
  • Reporting—how we choose to communicate information.

Assessment in the classroom will include: 

  •  using representative examples of students’ work or performance to provide information about student learning
  •  collecting evidence of students’ understanding and thinking
  •  documenting learning processes of groups and individuals
  •  engaging students in reflecting on their learning
  •  students assessing work produced by themselves and by others
  •  developing clear rubrics
  •  identifying exemplar student work
  •  keeping records of test/task results.

Effective assessments allow students to:

  • share their learning and understanding with others
  • demonstrate a range of knowledge, conceptual understanding and skills
  • use a variety of learning styles, multiple intelligences and abilities to express their understanding
  • know and understand in advance the criteria for producing a quality product or performance
  • participate in reflection, self- and peer-assessment
  • base their learning on real-life experiences that can lead to further inquiries
  • express different points of view and interpretations
  • analyze their learning and understand what needs to be improved.

Effective assessments allow teachers to:

  • inform every stage of the teaching and learning process
  • plan in response to student and teacher inquiries
  • develop criteria for producing a quality product or performance
  • gather evidence from which sound conclusions can be drawn
  • provide evidence that can be effectively reported and understood by the whole school community
  • collaboratively review and reflect on student performance and progress
  • take into account a variety of learning styles, multiple intelligences and abilities including different cultural contexts
  • use scoring that is both analytical (separate scores for different aspects of the work) and holistic (single scores).

Effective assessments allow parents to:

  • see evidence of student learning and development
  • develop an understanding of the student’s progress
  • provide opportunities to support and celebrate student learning.

Assessment Tools:

Learning together
  • Rubrics
  • Exemplars
  • Checklists
  • Anecdotal records
  • Continuums

Assessment Strategies:  

  • Observations
  • Performance assessments
  • Process-focused assessments
  • Selected responses
  • Open-ended tasks

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