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Challenge- Defining what makes up reporting at our schools. Time pressure for teachers to formulating and issuing the reports. Specialist teachers that teach a large number of students/ classes. Collecting the evidence.

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Like Christos says, "the teachers plan all
assessment with little to no input from the students except
asking them to self-assess against a rubric that we provide for them." At BIBS the policy says, "Teachers are encouraged to ensure that they use as wide a variety of assessment practices with students to allow them to experience and develop as many ways of learning as possible. In addition to a varied range of formal and informal assessments, teachers ensure that students have appropriate opportunities and the necessary skills to undertake school-based summative assessments, and that these are made available for submission to the IB for standardisation and moderation purposes," but the reality is that is that it's very structured and limited in it's inclusion of students.

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-To be open-mind
Use more different methods to record and assess the students learning. Not just the exam or embay.
-Use data and evidence to inform planning and teaching strategies

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How can you gather evidence of their thinking at earlier stages of their learning process, not just in thefinal, summative assessments?

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-Create a Portfolio in anyways I want. But include key information and document the learning process. It's one of the effective methods to show the evidence of learning.
-There are nine indicators for Assessment. I can do more reflects on evidence and data to improve my own practice, and share more evidence with students and learning community.  Select more appropriate tools and strategies for assessment.
-Assessment is conducted for entire school community.
The main purpose of assessment is to improve and support student learning and progress.
The students use the assessment feedback to improve their skills.（From the example of Astana）

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- We could let the students choose a way to do their own portfolio(Maybe upper grades).
- Let the evidence benefit my teaching(planner, strategies, activity, etc)

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-How to use feedforward in students learning?
- How does the checklist work in learning progress？

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_Construct Learning Goals & Design Rubric - Template

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-How to make a rubric. We set rubrics according to the situation, level, final learning goals, prior knowledge of students. We construct learning goals, and think how success criteria, and use Solo Taxonomy to develop the rubric.