# data[].attributes.body
The assessment is created by the teacher based on the outcomes she wants the students to achieve - all of those various pieces of the units. The students then engage in the assessment under the guidance of the teacher as facilitator. As students are working and as they complete the assessment, the teacher can see the overall impact of the assessment -- did it accomplish what she was intending? did the students understand it and accomplish it in the time frame given? did it engage the students and "force" them to utilize skills and build new skills? The assessment should be amended by the teacher as needed and not be a static assignment.
LINDA STANFORD

# data[].attributes.body
1. Teacher makes an assesment to collect evidence of students' understanding.
That's why they design assessment questions that best reveal the student's level of understanding.
This allows the teacher to identify what needs to be helped, suggest solutions, and guide students in the direction to go. In other words, they help them grow through feedback.
They also incorporate these results into their lesson plans to improve lessons for the better.
2. Students evaluate themselves. They check their level of learning and ATL skills and grow further through them.

# data[].attributes.body
I believe that both the teacher and the student are doing the assessment. The teacher attempts to plan a good assessment that will accurately reflect on the student's knowledge but often it goes awry and the teacher learns just as the students do. Teachers want to give assessments that are authentic, task-based, and real world but the students are often not prepared to be assessed in that way. Teachers need training to make good assessments and students need training to take good assessments. Both can learn and be taught at the same with open minds and reflective conversations.
Beverly Harper

# data[].attributes.body
Assessment is done by the teacher and carried out to see students' progress.

assessment has a strong effect on the students for their personnel development, to prepare them also for their future life.

There many different purposes for which students' work is assessed. The teacher should consider here how is the given assessment collect information for students and sometimes group.

As a teacher, we assess the students monitor their progress, and collecting evidence to inference reasonable report, and making a professional judgment.

Let me expand a bit more on who is doing the assessment part; I am a Science teacher and most of the time we are having activities, experimental research, and engineering design process. A combination of all these assessments is not easy to prepare and takes really time. But this is the heart of assessment, as I mentioned at the beginning (prepare them also for their future life).

We are not only teaching subjects, but we also develop students' personalities and characteristics aligned with the ATL skills. So while we are collecting data of students when we assess, this data should be very well analyzed to understand the road map of each student.

Gurcan Akkus

# data[].attributes.body
There is a relationship between teachers and students in the learning experiences part of the lesson, so naturally there is a relationship in the assessment phase as well.  The assessment is thoughtfully designed and implemented by teachers, in turn to be thoughtfully completed and executed by students.  The teacher sees areas of potential growth from the students "results" and adjusts future learning experiences. It's cyclic.

In the Visual Arts, assessment is an ongoing process, both formal and informal happening regularly as art projects evolve.  The "Studio Thinking" philosophy promotes this cyclic relationship of teachers and students during our project-based assessments to evolve, question, fix, change, research, question, alter, reflect, stretch and persist.  An art assessment is not a one-and-done day's work with a data mark on the books, but a living and breathing part of the learning experiences of the studio.   This process is what makes the visual arts both challenging and fun, with beautiful products to admire in the end.

Check out the Studio Thinking framework below.
-Christina Schaffer

# data[].attributes.attachment_link.readable_text
We believe the arts are vitally important for educating students to be good thinkers. More than 10 years ago, the authors of Studio Thinking: The Real Benefits of Visual Art Education (2007) set out to systematically investigate what it is that visual arts teachers in arts-based high schools teach in their classes, and how these classes are organized.

From there, the Studio Thinking framework was born and is now used in classrooms at all grade levels, all over the globe. In Studio Thinking 2: The Real Benefits of Visual Art Education (2013), the framework and its descriptions were expanded. To showcase how the framework has been adapted by teachers at the elementary and middle school levels, Studio Thinking from the Start: The K-8 Art Educator's Handbook (2018) was written.

The framework shines a light on those broad thinking dispositions, or habits of mind, that visual arts teachers teach in their classes. These eight Studio Habits of Mind, which emerged from the original research study, include the following. Note that Studio Habits constantly interact with one another, and we make no claims that any are more important than another. Therefore, we list them alphabetically:

The second part of the framework, the Studio Structures, describe the organization and interaction of relationships, space, and activities in art class. Some of the structures have been renamed for use at the elementary and middle school level. ​

Click here for printable signs about the Studio Habits of Mind

Studio Habits Definitions

Studio Structures Definitions

​Work on Studio Thinking has been generously funded by J. Paul Getty Trust and The Bauman Family Foundation.

# data[].attributes.attachment_link.description
Cardboard reference poster in Julie Toole's classroom; Wilmette, IL

# data[].attributes.body
Students take assessments to see what they have learned...and what they haven’t. It gives them a chance to show their knowledge and skills as well as an opportunity to see what they need to work on. Not only do assessments test a student’s knowledge of concepts, they also assess the student’s ability to learn.

Teachers use assessments to learn about their students and themselves. It gives the teacher a chance to see how well the students are retaining the information they are giving them, but it also gives the teacher an opportunity to reflect, make adjustments, and try again if not successful. Have you ever written an assessment that was a total flop? Well, I definitely have!

Jeannette C.

# data[].attributes.body
Many stakeholders are involved in any kind of assessment carried out at school: Students, teachers, parents, school, district, state etc.
When a student does an assessment of his own learning, he wants to learn from his own mistakes and move on to improve them.
When a teacher does an assessment of student learning, apart from from providing meaningful feedback to students (which is of utmost importance) he wants to make adjustments in his next steps or when he teaches the same unit following year.
When a school or district does an assessment of any kind of student learning (international exams, competitions, contests) it is only to compare itself with other schools/districts.

- Tahir A A Khanzadah

# data[].attributes.body
I think that there are a number of parties invested in the process of assessment namely, the students themselves, the teachers, school management and the parents of the students.

In the MYP, students are encouraged to be self directed and involved in their learning process. It is essential that they see the assessment as a gauge to see how well they have grappled with the content, inquiry questions, skills and ATLs. through the result of the assessment and the feedback given by the teacher they can identify which areas still need improvement. Parents are encouraged to also get involved and provide support and encouragement.

Teachers in the MYP do assessment to gauge if learning has taken place successfully and to reflect of their teaching strategy. they can also see what remediation needs to take place and what they would adjust if they did the same unit plan next year. Teachers need to acknowledge if learning has indeed taken place and what differentiation measures need to maybe be put in place next time around.

The school management of subject area heads, HODs and Faculty heads can use the process and results of assessment to gauge the suitability of a teacher to a specific grade group and/or subject area, making adjustments or giving feedback where needed.

Bronwyn De Matos Ala

# data[].attributes.body
The teachers are the assessors and the students are the ones taking the assessments. My main understanding is that the main reasons student take assessments can be described using two different terms: Formative and summative.  An assessment is summative if its main purpose is to inform both the teacher and the student of the students' understanding of a particular topic. Often this will be described as a grade or number. This can be used to make comparisons between students as is often practised by universities or employers. The downside of looking at assessments in this way is that it doesn't provide us with more information about the students' understanding. From a students perspective, a grade does not provide them with information on how to improve or on which areas they need to develop. One benefit of the MYP is that it assigns grades to different criteria which can provide information to the students and teacher about areas of strength and development. An assessment is formative if its main purpose is to inform the student about how they can improve their understanding. I think that most assessments should try to incorporate both these concepts.

Dennis Allen

# data[].attributes.body
Assessments in my opinion are intended to measure achievement growth and both teachers and students should be involved. Teachers design authentic assessments to ascertain students' achievement levels and to be informed of what strategies are necessary to differentiate instructional activities moving forward. Students assess  their learning through feedback and reflections - again in-order to consider learning strategies that will optimize their learning. When both parties are involved in the assessment processes, significant modifications are realized directly or indirectly for the benefit of the student who is at the center of the teaching and learning process. Jacob

# data[].attributes.headline
Who is doing the assessment: The assessment is done by the student as the teacher designs the task. However, I have a strong feeling that even students evaluate our designed tasks. Students write in reflections after the assessment that the previous assessment was more fun than the previous one! So I feel as teachers if we role model reflecting even students will reflect. During assessments, the task may be designed in such a way that the student considers herself/himself as a professional (Role in the task) this gives them an opportunity to develop and demonstrate learner profile attributes.                                       Why do they have to do assessments? As I was a student I used to always ask this question I understood the "why" very late! 1. It motivates, encourages 2. Helps them reflect on their actions,3. Help them realize what we know and why we should know 4. It gives confidence 5. Also gives an idea of what we should work on further. 6. It helps them to be responsible and academically integrate individuals 7. Helps them be a life long learner!                           - Neelima        

# data[].attributes.subject
Who is doing the assessment: The assessment is done by the student as the teacher designs the task. However, I have a strong feeling that even students evaluate our designed tasks. Students write in reflections after the assessment that the previous assessment was more fun than the previous one! So I feel as teachers if we role model reflecting even students will reflect. During assessments, the task may be designed in such a way that the student considers herself/himself as a professional (Role in the task) this gives them an opportunity to develop and demonstrate learner profile attributes.                                       Why do they have to do assessments? As I was a student I used to always ask this question I understood the "why" very late! 1. It motivates, encourages 2. Helps them reflect on their actions,3. Help them realize what we know and why we should know 4. It gives confidence 5. Also gives an idea of what we should work on further. 6. It helps them to be responsible and academically integrate individuals 7. Helps them be a life long learner!                           - Neelima        

# data[].attributes.body
I believe at the first level teachers are doing the assessment (because that is how we've set up our education system) but more importantly, students need to begin to learn to assess themselves. This is the life application that will serve them best in the future. In the performing arts, we often have an "audience" who does the assessment, but we have to learn to give them the right framework with which to assess.

I think one of the most important parts of assessment is that the "assessor" and the "assessee" are working with the same template or same set of expectations. So, for example, I believe it's important to "prepare" an audience for what they are about to see or participate in through music, atmosphere, program or even a pre-show speech. This "prepares" them for "assessment".

I believe assessment is an important part of our lives and how we prepare our students for it will help them be more successful later on.
(Kelley Marchant)

# data[].attributes.body
Ideally, Students should be assessing themselves and each other.  Some of the most important data points is the check for understanding and learning that comes from a discussion during and after a lesson.  Additionally, the teacher is also responsible for assessing students.  Assessments may be traditional where Criteria A,B,C, and D are assessed. Just as important are conferences between the student and teacher where the teacher asks the student to assess their own knowledge level and additional supports that may be required.

# data[].attributes.body
1. Teachers assess students' learning with the purpose of both giving meaningful feedback to help students learning and planning further lessons for students.

2. Students assess their own learning with the purpose of checking their learning and  demonstrating their understanding.

# data[].attributes.body
I think that the assessment comes from the teachers, the students, and occasionally even from third parties — especially in Design Technology. The teachers are, obviously, the moderators of the learning process. Though our ultimate goal is to help develop a certain learning independence in our students, the assessment procedures can be viewed as a guiding hand. In some types of assessment it is important to direct at specific mistakes, where as in others it is important to hint the overall vector, in which the student should move in order to achieve success. And here, the students, obviously, take over the evaluation — mainly in self-analysis and reflections. I think it is important for the students to make mistakes and then find these mistakes. By identifying the errors, they get a better understanding of the structure and functioning of specific studied subject areas. When I say third parties, I refer to Criteria D in Design — Evaluating. The audience plays a key role in our subject (as well as in many others, from Performing Arts to Language Acquisition), so when we design tasks, especially SAs, we always include to some type of Target Audience and/or client. When the students present their work, we try to invite professionals, who could help evaluate the projects and offer their feedback. The same goes to the final testing methods and assessment surveys that student’s design and share with their daily and friends. Overall, I would say that ongoing assessment, in all its forms, is one of the pillars of the IB system.

(Dahlia Atabani)

# data[].attributes.body
Assessment is done by teachers to check for understanding and application of knowledge. However, I think the most important part of assessments is the feedback students get regarding their understanding. Sometimes this is a numerical or letter grade (92%, etc), but the best feedback come in student-teacher reflection on their learning. I really like the idea of assessment along the lines of design thinking. There is never really an "end point," only a test and reflect time; then you move forward with that new understanding.

Ultimately, the goal of educating student is that they will one day be able to assess their own understandings and figure out where they need to learn more and what they already know and want to build upon. I only wish we had more TIME in our school day/week/year to actually have those reflective conferences with students! If anyone is pulling that off successfully, please share your secrets :)

Nicole

# data[].attributes.body
It is the teachers that design and devise the best assessment tasks for the students to show what they can achieve through the unit. However,  I think the teachers should also  think about how they can embrace students' diversity by engaging them when designing assessments. Sometimes taking their opinions into account when designing assessment can be beneficial.

I think the main reason why we do assessment is:

For teachers - checking students achievement to give proper feedback and to support learning

For students - checking their progress ensuring they are on the right track for the goals

I've attached a cartoon strip that I love to use  to explain the purpose of assessment.
(https://mkyrojo.wordpress.com/2013/04/03/my-reflections-rethinking-classroom-assessment-with-purpose-in-mind/)

Genie