Dear Parents,
Just a reminder that all report cards for students in G1-G5 will be delivered through the Managebac system at the end of the week.
Understanding the ISM PYP Report card
WHY THE STUDENT AND THE LEARNING ARE ASSESSED AT ISM
Educating the whole child is central to our philosophy. Assessment is geared toward improving, rather than simply documenting, student performance by providing the students with opportunities to apply feedback and progress. The use of assessment to judge the effectiveness of both teaching and learning processes allows teachers and students to identify their strengths and opportunities for development, alongside providing feedback on student progress.
ISM Common Understanding of Learning
At ISM, we understand that learning is a lifelong, ongoing process. Learners develop understanding by acquiring knowledge and skills, constructing meaning and making connections through inquiry, action and reflection.
ISM Principles of Learning
Our learning is guided by six principles, devised in collaboration by our whole learning community. These principles drive all aspects of the learning experience from Primary School through Secondary School, and help prepare ISM learners for a successful future: Authenticity, Independence and Interaction, Inclusivity, Creativity, Challenge, Reflection.
Academic Year 2020-21
The past academic year has been an unprecedented one due to the Covid-19 pandemic. At ISM, we recognize that the situation calls for fairness and empathy regarding online learning and assessment. This Report Card is based upon an assessment conducted up until ISM moved to the Continuous Learning Program (CLP) on December 16, 2020, as well as an assessment conducted online in line with the Bavarian government regulations.
HOW THE STUDENT AND THE LEARNING ARE ASSESSED AT ISM
The prime objective of assessment in the PYP is to provide feedback on the learning process. Teachers select assessment strategies and design assessment instruments to reflect clearly the particular learning outcomes on which they intend to report. They employ a range of strategies for assessing student work that takes into account the diverse, complicated, and sophisticated ways that individual students use to understand their experiences.
Additionally, the PYP stresses the importance of both student and teacher self-assessment and reflection. Students and teachers should be actively engaged in assessing the students’ progress as part of the development of their wider critical-thinking and self-assessment skills.
In the PYP report card you will find the following assessment models;
When we report on Approaches to Learning skills development level of proficiency within each skill area:
| Value | Descriptor |
|---|---|
| Self-regulation | The student can teach others the skill. No teacher scaffolding required. |
| Demonstration | The student can demonstrate the skill on demand. Minimal teacher scaffolding required. |
| Emulation | The student copies others’ performance of the skill. Medium level of scaffolding needed. |
| Observation | The student observes others performing tasks and using the skill. High levels of scaffolding from the teacher needed. |
For Units of inquiry and our subject strands we use the following Performance scale
| Value | Descriptor |
|---|---|
| 4 | The student has an extensive knowledge and understanding of the content and can readily apply this knowledge. In addition, the student has achieved a very high level of competence in the processes and skills and can apply these skills to new situations. |
| 3 | The student has a sound knowledge and understanding of the main areas of content and has achieved an adequate level of competence in the processes and skills. |
| 2 | The student has a basic knowledge and understanding of the content and has achieved a limited level of competence in the processes and skills. |
| 1 | The student has an elementary knowledge and understanding in few areas of the content and has achieved very limited competence in some of the processes and skills. |
For our German and English Language Learners we use the Common European Framework of Reference (CEFR) scale in order for us to be able to benchmark our student progression.
