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CONSIDER WHAT YOU HAVE LEARNED ABOUT SUMMATIVE ASSESSMENT, FORMATIVE ASSESSMENT, DIFFERENTIATION AND STANDARDIZATION. WHAT STEPS DO YOU NEED TO TAKE TO BRING CHANGE IN YOUR OWN CONTEXT? 

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CONSIDER WHAT YOU HAVE LEARNED ABOUT SUMMATIVE ASSESSMENT, FORMATIVE ASSESSMENT, DIFFERENTIATION AND STANDARDIZATION. WHAT STEPS DO YOU NEED TO TAKE TO BRING CHANGE IN YOUR OWN CONTEXT? 

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I think one thing I need to do for sure is start being more of a presence at our department meetings. In the past, I have been responsible for grade levels, so I wasn't "in it" as much with department level work. I think this standardization is an excellent exercise because it's done for us already, and a bonus is that our teachers are going into My IB and assessing together.

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Think of assessment as filling buckets. Start at bottom and fill the bottom of whether the student fit all of the criteria. Then go to the next level. 

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Think of assessment as filling buckets. Start at bottom and fill the bottom of whether the student fit all of the criteria. Then go to the next level. 

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I am very happy to see that IB now recognizes that assessment is a big beast, and the rubrics that come with IB are not easy for students to understand. Students need and benefit from examples, task specific specifications, and opportunities for feedback.

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We did a really cool activity where we brainstormed what authentic meant . Then we worked with a partner to come up with a definition of authentic assessment. Then we compared it with the official (Wiggins & McTighe) definition of authentic assessment. 

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We did a really cool activity where we brainstormed what authentic meant . Then we worked with a partner to come up with a definition of authentic assessment. Then we compared it with the official (Wiggins & McTighe) definition of authentic assessment. 

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This is a really good way to teach vocabulary.

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Students have to visually represent command terms that are used in this class, and they are posted in the front of the room.

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T Chart Strengths and Challenges Assessment 

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T Chart Strengths and Challenges Assessment 

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How do we support the understanding of MYP Assessment Objectives? 

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How do we support the understanding of MYP Assessment Objectives? 

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Vertical Planning Reflection from Session 3 

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Vertical Planning Reflection from Session 3 

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We had a profitable discussion in my group (Year 5) about how it is a struggle to get text complexity with our students. We waver between trying to get kids interested in texts to the fact that they need complex text. It's a struggle to find the happy medium.

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The goal of vertical planning is to sequence learning (in terms of, for example, subject objectives, concepts, and all). to ensure continuity and progression from years 1-5

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We break into groups to discuss units - we chose the unit Chinese Perspectives - students do a memoir and or documentary.

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To explore subject content fully using the key concepts and global contexts a collaborative approach to planning and teaching is essential . This allows teachers to communicate regularly on matters concerning content and pedagogy.

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Who participates? When does it take place? How are you as a leader in vovled? How is it documented and revised? For whom is it designed?

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Design, Delivery, and assessment

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Reflection on Purpose, Environment, Learning, Culture 

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Reflection on Purpose, Environment, Learning, Culture 

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It's interesting how all of this ties together. If you have your learning on point, you get your culture on point. If your culture is struggling, then your learning is also going to struggle. It's all so related.

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It is interesting to think about the fact that we're always learning.