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Discover Your Personal Values | free online test

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What is the most important thing in your life? Find out with this personal values test. Discover your core values in 5 minutes and make more conscious decisions.

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Designing a UDL Assessment step-by-step guide

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Designing a UDL Assessment step-by-step guide

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As guided inquiry educators, we're constantly walking the tightrope of what to focus on and what to assess. As we plan for a unit of inquiry, we should have clarity around what we want our students to be able to do. We should be able to define the success criteria for the unit using concrete action verbs such as: define, argue, solve, and create. Our goal, when we're deciding what to assess, is to be able to answer: What will students know, understand, and be able to do as a result of engaging in the learning?

Knowledge: Identifying the new knowledge for a unit can often be challenging or feel counterintuitive to inquiry. However, this is a crucial step in planning! When we think about knowledge, we are determining the facts, information, case studies, or theories that will best support students in developing their understanding in a unit.

Understandings: Understandings are deeply personal and are earned by students. They are how students make sense of new information compared to their past experiences. They are the lasting ideas and beliefs that students have as a result of the learning.

Skills and Dispositions: The development of Approaches to Learning and the attributes of the IB Learner Profile support students as lifelong learners. By developing these skills, students learn how to learn and gain the ability to learn about things independently in the future.

Identifying your success criteria (knowledge, understandings, and skills) can feel tricky at first. Let's start by looking at a real life example:

When designing your success criteria for a unit, a great starting point is to unpack your curriculum standards. These might come from a local or national curriculum or from the IB Scope and Sequence documents. If you have selected a standard for a unit, take the time to unpack it and ask yourself, "What knowledge, concepts, and skills are embedded?"

Below, you can see an example of unpacking Kindergarten Next Generation Science Standards. By breaking down the standards, it becomes easier to assess and teach the concrete knowledge, skills, and understandings.

Assessing Knowledge, Understandings, and Skills

Once you have identified your success criteria, you can begin to think about the types of evidence you might collect. Here are some assessment strategies you can use to assess knowledge, concepts, and skills. While this is not a comprehensive list, it provides a starting point for seeing the different types of assessments you might include throughout a unit to collect balanced evidence. In a later section, we will explore planning for assessment in more depth.

1. Knowledge

Knowledge is the building block for our units. The goal of assessing mastery of knowledge is often to identify misconceptions that might get in the way of forming deeper conceptual understandings later in a unit. Often, knowledge-based assessments tend to be more binary, that is, students either demonstrate mastery or not.

Here are three strategies you can use to assess knowledge in your classroom.

2. Understanding

It is often said that students have to "earn" understandings. Earning these conceptual understandings requires students to reflect, make meaning of, and organize the information they have previously learned so they can apply it in new situations throughout their lives. Whereas knowledge tends to be more binary (right or wrong), understandings often fall on a continuum of development as students link prior knowledge to new and deepening understandings.

Here are three ways to assess conceptual understanding in your classroom.

3. Skills

Acquiring skills empowers students to learn anything. Skills are often the most tangible piece of our assessment: What can students do as a result of the learning? The ATL sub skills provide an amazing starting point for identifying what the acquisition of skills might look like in your classroom. Our ultimate goal is for students to transfer skills learned in the classroom into their lives. As teachers, we should explicitly teach and model the language and processes learners need to use to be successful both - in class and in life.

Here are three ways to assess ATL skills in your classroom:

Conclusion

With the right knowledge, understandings, and skills, you can learn anything! By unpacking your success criteria, you can explicitly identify what to assess and begin the journey of designing for authentic assessments. Below is a video that walks you through the 3 steps you need to take to unpack your curriculum and create powerful success criteria for your classroom:

In the next section, we will take a deeper dive into how we assess in our classrooms. Continue reading!

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Create authentic assessments to evaluate student knowledge, understandings, and skills as you plan a unit of inquiry in your IB PYP classroom.

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Affect represents a crucial element to learning, and learners differ markedly in the ways in which they can be engaged or motivated to learn. There are a variety of sources that can influence individual variation in affect including neurology, culture, personal relevance, subjectivity, and background knowledge, along with a variety of other factors. Some learners are highly engaged by spontaneity and novelty while others are disengaged, even frightened, by those aspects, preferring strict routine. Some learners might like to work alone, while others prefer to work with their peers. In reality, there is not one means of engagement that will be optimal for all learners in all contexts; providing multiple options for engagement is essential.

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Affect represents a crucial element to learning, and learners differ markedly in the ways in which they can be engaged or motivated to learn. There are a variety of sources that can influence individual variation in affect including neurology, culture, personal relevance, subjectivity, and background knowledge, along with a variety of other factors.

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Create a new document and edit with others at the same time -- from your computer, phone or tablet. Get stuff done with or without an internet connection. Use Docs to edit Word files. Free from Google.

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Chat GPT Proofing Assessment (alternatives to writing)

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Chat GPT Proofing Assessment (alternatives to writing)

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Assessments and ChatGPT

Master the art of crafting assessment tasks that uphold academic integrity and enhance student learning with this in-depth resource. Discover how to create engaging and equitable assessments, employ innovative reporting techniques, and maintain the highest standards of academic integrity. Get started with our collection of ChatGPT prompts tailored for assessment design and insightful reporting!

As educators, it's natural for us to have questions and some concerns when it comes to the impact of AI on our assessment practices. You might be wondering, " How will I know if students' work is authentic?" or " When might it be appropriate for students to use AI tools?" These concerns are valid, and you're not alone in pondering them. Many of us are navigating this new terrain together, looking for ways to harness the potential of AI while also limiting the risks. So, let's take these questions as starting points, and explore how AI can be a tool for positive change, rather than a challenge to overcome.

We're here to help you navigate this new territory!

In this guide, we will explore:

A mindset shift - how we can rethink the purpose of assessment to design intentional and responsive assessments

Eight strategies to AI-proof assessments - how eight simple strategies can help you make your assessment tasks more robust and AI-resistant

A new approach to academic integrity - how we can help students use AI appropriately and ethically

Report writing using AI - how to craft report comment templates using ChatGPT

Rethinking why we assess

The conversation around AI in assessment is a great opportunity to think about we assess. For many students, assessment is about chasing grades and qualifications, making tools like ChatGPT a quick and easy path to essays and projects that earn passing scores.

For students and teachers who embrace assessments as a tool for ongoing learning and skill development, ChatGPT is much less tempting. Why would a student submit AI-generated work for feedback if their goal is to show what they can do and get advice about how to improve? By shifting the mindset from achievement and qualification to growth and development, we can create a learning environment that values progress over perfection, and encourages students to invest the time and effort required to learn. When viewed from this lens, AI-tools can work as thinking and learning tools and not shortcut tools.

8 AI-proof assessment strategies

While we do our best to keep students' focus on continuous learning and development, we can't ignore the elephant in the room: Some students will still be tempted to use AI shortcuts. The problem is real, but it's not insurmountable. We've put together 8 strategies that can help keep your assessments authentic and maintain academic integrity. These are practical tools that you can use to adapt your existing assessment tasks or develop new ones.

Get specific

Often we default to writing essays or creating presentations, but is that the only way to assess? Most of the time, it's really about what those essays and presentations represent - a deeper understanding, critical thinking, or mastery of concepts. By clearly defining our objectives, we can devise imaginative ways for students to demonstrate their learning beyond just text.

AI struggles with tasks that combine text, images, voice, and video. Encourage students to express themselves through varied formats like annotated diagrams, flowcharts, and infographics. This not only curbs the AI dependency but also enriches their communication skills.

Make it personal

Personalised tasks that resonate with students' interests ignite their motivation and reduce the allure of AI. AI-generated responses often lack the personal touch and depth that come from genuine, student-driven work. When students connect learning with their own experiences, the outcomes are authentically theirs.

Focus on the process

Shift the spotlight from the end product to the learning journey. Assessing the process provides insights into students' thought patterns and problem-solving tactics. This approach ensures that the work reflects their own abilities, making AI shortcuts less feasible and less appealing.

Reduce cognitive load

Overly complex tasks can be daunting for students. Sometimes, allowing AI to assist with initial drafts can help students focus on the essence of the task. This not only streamlines the process but also unveils their true capabilities as they delve deeper into the subject matter.

Focus on curation

Encourage students to curate artefacts that demonstrate their understanding. This method is inherently personal and difficult to replicate with AI. It promotes critical thinking, creativity, and a hands-on approach to learning, making it a powerful tool for genuine assessment.

Make it live

Real-time demonstrations of skills provide a clear window into students' true abilities. Interactive assessments where students respond on the spot to prompts or questions ensure that they can't fall back on pre-prepared, AI-generated responses.

Work with it

AI can be a valuable ally in the classroom when used thoughtfully. Establish clear guidelines with students on how and when they can employ AI tools. Whether for brainstorming, outlining, drafting, or editing, transparency about the use of AI in their work process is crucial.

By integrating these eight strategies into our assessment design, we're not just preventing AI-related cheating, we're enhancing the entire learning experience. Our focus on specificity, multimodality, personalisation, process, curation, live demonstrations, and the thoughtful incorporation of AI leads to assessments that are not just tests, but meaningful learning experiences. They become authentic indicators of our students' abilities, encouraging real engagement and making the urge to cheat less appealing.

Ready to get started? This poster will serve as a guide for crafting authentic and unique assessments for your students!

Don't miss out on the full suite of resources and ready-to-use AI prompts designed to fortify your assessments against AI cheating. Download our comprehensive guide now and take the first step towards creating AI-proof assessments that inspire and engage your students.

ChatGPT & academic integrity
"AI" also stands for Academic Integrity!
If we are going to help students use AI tools in their work, we also need to help them understand how to do so appropriately and honestly. Just as we teach our students to cite sources and use quotations to give credit to the original authors, we must now extend these principles to the use of AI tools. It's all part of promoting academic integrity.

Academic integrity goes beyond just giving credit for work. It's the responsibility of every member of the academic community to document what ideas have informed their thinking. In our guide, we compare this to leaving a trail of breadcrumbs. Our citations and bibliography show others how we came to think about what we do. It leaves a trail for them to follow back and form their own conclusions. In an AI future, this is more important than ever. This clear and honest acknowledgment of how AI has been used not only preserves the integrity of the educational process but also prepares students for a future where AI collaboration is the norm.

Report writing with AI

Writing reports provides a valuable opportunity to reflect on our students' progress, achievements, and areas of need. As educators, we spend an incredible amount of our time crafting these comments, but what if we could streamline the process while leveraging AI to amplify its efficiency?

We've crafted a concise one-page report writing template. It outlines a time-saving approach to report writing and highlights how you might use ChatGPT to generate personalised comments for each learner.

Ready to navigate the new landscape of AI in education with confidence? Download our comprehensive resource now for in-depth strategies and a handy citation template to guide your students in transparently acknowledging the use of AI in their work.

Navigating assessment in an AI-powered world is not just about safeguarding assessments against AI; it's really about designing assessment tasks that enhance students' learning and help them incorporate AI tools when they are appropriate. From fostering a growth mindset to developing effective and engaging assessment tasks, we can help students to value the role of assessment in their own learning. As students see how assessment can help them demonstrate and develop their skills, they will be less tempted to use AI as a shortcut. Instead, students will learn to use AI skilfully and attribute it appropriately.

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Mastering ChatGPT for Assessing and Reporting

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Navigate the future of education with our expert guide on AI-proof assessments and ethical reporting. Enhance your teaching toolkit today!

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Structuring Inquiry (article with more examples)

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Structuring Inquiry (article with more examples)

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Listen to my interview with Joe Hirsch (transcript):
Sponsored by Kiddom and Pear Deck

As teachers, we pretty much give feedback all day long. We tell students how they can improve on assignments, we praise them for things they're doing well, we correct their incorrect responses, and we redirect them when they behave in ways that aren't helpful to learning.

And that's just the students. We also give feedback to our colleagues, although in most cases, these exchanges don't happen as often or as freely as they probably should. We receive plenty of feedback as well, from our students, their parents, our administrators, and our peers. And we encourage our students to give feedback to each other, albeit with pretty uneven results. Really, the experience of school could be described as one long feedback session, where every day, people show up with the goal of improving, while other people tell them how to do it.

And it doesn't always go well. As we give and receive feedback, people get defensive. Feelings get hurt. Too often, the improvements we're going for don't happen, because the feedback isn't given in a way that the receiver can embrace.

It turns out there's a different way to give feedback that works a lot better, a way of flipping its focus from the past to the future. It's a concept called "feedforward," which was originally developed by a management expert named Marshall Goldsmith. As far as I can tell, not a lot of educators are familiar with the practice of feedforward, and I really think if we learned how to do it and started using it more consistently, it could make a huge difference in how our students grow and how we grow as professionals.

In this week's podcast, I interview Joe Hirsch, author of The Feedback Fix: Dump the Past, Embrace the Future, and Lead the Way to Change. ( Bookshop.org | Amazon). In the book, Joe digs deep into the practice of feedforward and shows us how and why it works. You can listen to our full conversation in the player above, read the full transcript, or stay right here-I'll give you a quick overview.

What's Wrong with the Way We Give Feedback?

When we give feedback to our students, or when our co-workers or administrators give feedback to us, the focus is on the past. "People can't control what they can't change, and we can't change the past," says Hirsch. "And that happens to be the focus of most of the feedback that we give or receive."

More specifically, backward-looking feedback doesn't often get good results for three reasons:

It shuts down our mental dashboards. "When we get negative feedback about something that we can't change or control," Hirsch says, "our brains flood with stress-inducing hormones, cortisol, that trigger our threat awareness and put us on the defensive. The parts that are responsible for executive function, for creativity, the parts that allow us to sort of set our agendas and make rational decisions, essentially we are in a state of mental paralysis."

It focuses primarily on ratings, not on development. Most of feedback's time and energy is spent on looking back and rating (or grading) performance that's already over, rather than focusing on what can be done from now on. "When feedback consists of an impersonal set of performance standards, we're overlooking the essential goal of feedback, and that's to create positive and lasting improvement."

It reinforces negative behaviors. "When we hear about flaws that we can't fix anymore-because they're in a past that we can't change-it creates a feeling of learned helplessness, the feeling that we are unable to do anything about our future. Instead of committing ourselves to improvement, which is what we would hope would happen, we hold onto this debilitating view of who we are instead of focusing on who we are becoming."

What is Feedforward?

When we give feedforward, instead of rating and judging a person's performance in the past, we focus on their development in the future.

Suppose my student is writing an essay. Instead of waiting until she is finished, then marking up all the errors and giving it a grade, I would read parts of the essay while she is writing it, point out things I'm noticing, and ask her questions to get her thinking about how she might improve it.

In his book, Hirsch takes this broad concept of feedforward and defines six components of it, six specific characteristics of feedforward that make it so effective. He refers to these by the acronym REPAIR (regenerates, expands, particular, authentic, impact, refines).

So let's take a look at each of these. If you want to implement feedforward well, it should have these attributes:

It REGENERATES talent.

The most effective kind of feedforward helps people see opportunities for growth-ways they could take on new opportunities and roles. "At the simplest level," Hirsch writes in his book, "it leads to the unmistakable feeling that we're moving forward in our professional and personal lives. Getting positive feedback about our performance may feel good, but it doesn't break new ground. It merely confirms what we already know about ourselves and our talents, essentially holding our growth in check. But when feedback gets us thinking about how to spread that talent to others, it has a multiplying effect."

So when we notice that a student is developing a strength or an interest in an area, instead of just pointing that out, we might give the student an opportunity to enter their work in some kind of competition, publish it in some way, or share it with others in a presentation, rather than simply keeping it to themselves. This helps students see themselves in a new light and gets them thinking about ways they could grow.

It EXPANDS possibilities.

Effective feedback starts with what is and helps add to it, expanding what's possible, rather than simply pointing out problems. In his book, Hirsch describes a concept used by Pixar studios called "plussing." When Pixar's creators get together to review a day's work, they are expected to give each other feedback to improve the work. What makes these sessions so effective is one important rule: Participants can't point out a problem without proposing an alternative, saying "What if?" to a problem.

This concept of "plussing" could work wonders in staff or committee meetings: When we are discussing possible solutions to an issue, rather than shooting down ideas that might not work, we could add to them by making small tweaks. "That's an interesting idea. What if we made this small change and tried that?" This technique would also work beautifully with project-based learning tasks, when students may need to come up with several ideas for solving a problem before arriving at the best solution.

It is PARTICULAR.

Far too often, feedback is given in an "information dump," with lots of criteria being measured and reported on at the same time. This can be a pretty ineffective way to help people grow. "There's a limit to how much we can absorb and operationalize in any given time," Hirsch says. "Feedforward is really about picking your battlegrounds strategically and selectively." He advises us to make feedback an ongoing process that is embedded in the day-to-day work, and to only focus on a few things at a time.

So rather than wait until an assignment is done to point out all the ways a student can improve, find ways to give them specific pointers while they work, and only one thing at a time, so students can process and act on it right away.

It is AUTHENTIC.

No one particularly likes giving criticism. "We see problems, we see pitfalls in other people, and we know it's a problem," Hirsch says, "but we don't want to be mean, right? We don't want to crush them. So the tendency is to either avoid giving feedback altogether or to disguise it as a praise sandwich, where we basically slip one piece of criticism in between two very, very surface level gauzy praises."

The problem with that approach, Hirsch explains, is what's called the recency effect: People remember most the thing they heard last. So when you tack on some praise after delivering constructive feedback, the person doesn't really absorb the critical part as well as they would if you'd just given it to them more directly.

Hirsch recommends a more direct approach: Describe what's happening, explain why it's a problem, then prompt the person for a solution. "When delivered this way," Hirsch explains, "it puts people at ease, it takes them off the defensive. It is clear, it is concise, it's locating the problem, it's looking for solutions together. People don't want a praise sandwich. People want the truth."

This approach could work with academic situations or classroom management problems: If you're dealing with a student who is disrupting class, describe the behavior you're seeing, explain why it's a problem, then ask the student for ideas on how to solve it. It sounds really simple, but if what you're doing right now isn't giving you the results you want, it's worth a try.

It has IMPACT.

One of the reasons people don't make progress after receiving feedback is that they don't necessarily know what to do with it. "If you want feedback to make an impact," Hirsch notes, "you have to put it in terms that people can operationalize." In his book, he cites studies showing that regular feedback doesn't typically result in a transfer of new skills or habits, but when that feedback is combined with coaching, the transfer skyrockets to 95 percent.

So if a student regularly forgets to bring materials to class, rather than simply telling him to change, help him make a specific plan for improvement. Ideally, that plan should have lots of small steps to make it achievable, and the student should take the lead in developing that plan.

It REFINES group dynamics.

"Feedback is a team sport," Hirsch says. "It is not just something that happens one to one. It happens in groups and across and within organizations. And when we dump that command and control nature of traditional feedback, we make room for something much more collaborative and shared."

So rather than give feedback in a top-down, hierarchical model, open up more pathways for people to get feedback from their peers, even those whose jobs might on the surface have little in common with our own. In his book, Hirsch borrows a term from management circles known as "creative abrasion," which is what happens when people with opposing views work on the same task together. Although it can result in more conflict, the contributions from different points of view usually produce a higher-quality product in the end.

This idea can play out in a lot of educational settings: Instead of just having our department head observe our teaching, why not get feedback from someone who teaches a completely different subject? When students go to the same peers for feedback on their work, have them seek out the opinion of someone new, or consider getting the input of a group of students from a different class or grade level entirely.

There's nothing simple or straightforward about telling people how to improve. So it's no surprise that we're still figuring it out and finding new ways to refine it. If the feedback you're giving to your students, your coworkers, and even the people at home isn't having quite the effect you intend, try shifting to a feedforward approach. Doing so can help us, as Hirsch says, stop seeing ourselves just as who we are, but who we are becoming. ♦

Learn more about Joe Hirsch on his website or visit his LinkedIn page. Teachers who read The Feedback Fix should also grab this free Discussion Guide for Teachers to help apply the book's principles to your own work.

Come back for more.
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Instead of rating and judging a person's performance in the past, feedforward focuses on their development in the future.

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Create a new document and edit with others at the same time -- from your computer, phone or tablet. Get stuff done with or without an internet connection. Use Docs to edit Word files. Free from Google.

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Reflections from the Toddle Recess Duty Takeover with Levi Allison

For the last two years, I have been working on developing assessment capability in my classroom. As a specialist teacher, I work with over 300 students and have spent this year trying to answer the guiding question, 'How can I assess 300 students across multiple grades effectively while supporting agency?'. I had a chance to sit down with Cindy Blackburn on my podcast, Recess Duty, and reflect on my progress towards this goal.

In this blog, I will share with you three ingredients that have helped me grow assessment capability:

identifying clear success criteria

encouraging self-regulation

modeling vulnerability

If you'd like to listen to my conversation with Cindy, head over to my podcast, Recess Duty.

Identifying Clear Success Criteria

The first major change I made in my classroom was to become much clearer with success criteria. As guided inquiry educators, we should have a clear picture of what students should know, understand, and be able to do as a result of the learning. While we hold the primary responsibility of defining the scope of an inquiry and addressing our curriculum standards, there is immense value in sharing and unpacking what success looks like with students. I have made a few small but significant shifts that have had a profound impact on the learning in my classroom:

Lead with why:

The primary function of success criteria is to connect the class on why we are learning about music. In the early stages of our unit, we discuss the learning outcomes and share as a class why this learning is relevant in our lives.

Along with my students, I explored what it means to be a musician and why musicians are important in our lives. We dived into what it means to be artful and how we might use these skills in our everyday lives, as John Feiriband says, "to be artful, tuneful, and beat-ful". These three goals helped us ground the why behind studying music and we unpacked this together to develop personal whys. We then looked at how our standards, concepts, and engagements help support our whys.

From Linear to Circular:

Another major shift when designing success criteria was to change how we visualised it in the classroom- from a linear model to a circular model. With a linear approach, I often found students feeling ashamed of being "beginners." Therefore, a lot of our work this year has focused on building the confidence to recognise our own areas of growth. By shifting to a circular model, we have identified that all learners will eventually be beginners at something. I often share this learning cycle with my students and provide the central success criteria. As a class we discuss being a beginner or an expert in that skill looks like. Then, students place themselves on the circle and identify next steps.

Want to use this template with your students? Download it here.

Encouraging Self-regulation

Once we have clearly defined success criteria (the why) and brainstormed potential goals and milestones (how), the what is up to students! In the past, I felt the need to assign students work and manage their use of time. Now, I give increasing ownership to students of how they spend their time in pursuit of their goals. Students create their own learning plan for the day as they steadily work towards their goals, and my role shifts towards being both a facilitator and mentor. This shift has given me a significant amount of time to confer 1-on-1 with students and provide specific and timely feedback. This wouldn't have been possible in a specialist setting without the use of co-created stations. But I knew co-creating stations was just the beginning.

When I asked students what they enjoyed in music, most students said singing, a few said performing and some simply said they enjoyed listening to music as a way to relax, unwind, and study. After discussing what students enjoyed we started to draft activities that were available for students.

We then moved on to creating stations within music based on different songs. We had several songs based on difficulty and through discussion, we worked on identifying each student's 'just right' zone- a song that was neither too simple nor too hard but challenging enough to help them grow.

They took this challenge and flew! I am now constantly identifying new songs for them as they are eager to continue growing and challenging themselves musically. They may sing, perform, or simply analyse the musical patterns by listening, and they take ownership of how they share the various musical concepts.

Modelling Vulnerability

Admitting that we are growing can be scary! Asking for help from a peer requires an incredible amount of vulnerability and courage. Early on in the process of building assessment capability, I realised that I would need to develop a strong classroom culture to support this type of learning.

Modelling being a beginner:

To get students to become vulnerable, I had to show my own vulnerability and put my personal sticky note on the beginning side of our learning cycle and demonstrate that a beginner does not mean 'bad'. It just means you are starting your journey and that is ok. I knew I had to remove the stigma of being a beginner. I intentionally modelled using new technology platforms or trying new skills to show that everyone, including teachers, are learners.

Maslow before Bloom:

Although I see my students less frequently than their homeroom teachers, I wanted them to feel seen and cared for. One practice I have adopted is a daily digital check in. I use a google form and look for trends to identify how students are feeling and what times of year are full of excitement or challenges. I find ways to integrate SEL and emotional check-ins consistently so students know that not only do I care about their academic well-being but also about them as individuals.

A room full of teachers:

As a class, we practice the skill of asking for help and giving help. Whenever possible, I try to model this mindset. I try new tech tools or take risks in lessons to show that everyone in our classroom has something to learn and share. This gives my students the confidence to not only ask for help, but also gives them an opportunity to teach me and their peers.

It is important to create clear structures where we know what us acceptable as a learning community. I started my year with creating essential agreements around collaboration. We agreed as a community on what is helpful and not helpful. For example, "We agree to share our process and thinking but not the answer." I also explicitly share and model a few strategies to teach students how to teach. One way to do this is to get students practice explaining their thinking using drawings as a support tool.

My conclusions

When we empower our students to become assessment capable, we change our roles and relationships. Our classroom culture becomes one of trust, respect, and curiosity, and we create a space for connection and vulnerability. To me, this is what true success with assessment capability looks like.

I am not ashamed to say, that I am still a beginner! I have so much more to learn from and for my students. I plan to continue my journey by looking for even more ways to empower my student's ability to identify their areas of growth and to help support them with the next steps.

Thank you so much for joining me on my journey. I leave you with a few glimpses from my classroom so you can see my goal in action!

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Levi Allison is the PYP Music teacher at Chadwick International School in Korea. Having previously taught in Kuwait and China, he is originally from the United States calling Kansas his home. Levi holds a BSc in Music education and MSc's in both Administrative Leadership and Curriculum and Instruction. He is a visiting team member for WASC accreditation and a Google certified educator. He moderates the popular #PYPChat on Twitter, and hosts a podcast 'Recess Duty' that highlights educator stories from around the world.

Disclaimer - This resource has been produced independently of and not endorsed by the IB. Toddle's resources seek to encourage sharing of perspectives and innovative ideas for classroom teaching & learning. They are not intended to be replacements for official IB guides and publications. Views and opinions expressed by the authors of these resources are personal and should not be construed as official guidance by the IB. Please seek assistance from your school's IB coordinator and/or refer to official IB documents before implementing ideas and strategies shared within these resources in your classroom.

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3 Ingredients for Growing Assessment Capability

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Work on developing assessment capability in your classroom by using three key ingredients - identifying clear success criteria, encouraging self-regulation, and modeling vulnerability.