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All students are observed often and regularly, with the teacher taking a focus varying from wide angle (for example, focusing on the whole class) to close up (for example, focusing on one student or one activity), and from nonparticipant (observing from without) to participant (observing from within)

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Rubrics

Exemplars

Checklists

Anecdotal records

Continuums

-Observations: are taken from different angles. focusing on one student or activity or as a whole.
-Performance assessments: require the use of different skills.
- Process-focused assessments:  A system of note taking and record keeping is created that minimizes writing and recording time.
-Selected responses:  tests and quizzes.
Open-ended tasks:  written answer, a drawing, a diagram or a solution. The work, with the assessment criteria attached, could be included in a portfolio.

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the process of gathering and discussing information from multiple and diverse sources in order to develop a deep understanding of what students know, understand, and can do with their prior knowledge as a result of their educational experiences

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It's very crucial as it's an integral part of instruction,  it also  determines whether or not the goals of education are being met.
Prime objective in PYP is to provide feedback on the learning process.

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Demonstrates mastery of skills.

Demonstrates independence and ability to work collaboratively

Assessing -how we discover what the students know and have learned
Recording- How we  choose to collect and analyze data.
Reporting- How we choose to communicate info.

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Build up a clear picture of the student and his or her interests
• identify what and how the student is thinking and learning
• assess the effectiveness of the environment on the student’s learning • extend the student’s learning

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-How do we know learners are progressing?-

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-How do we know learners are progressing?-

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assessments are a meaningful method to ensure students are retaining information from standards, engaging with curriculum, and developing the necessary skills for success.

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• see evidence of student learning and development • develop an understanding of the student’s progress
• provide opportunities to support and celebrate student learning.

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it is important to ask further questions such as the following.
• Have the tasks provided ample information to allow a judgment to be made about whether the purposes or objectives have been met?
• What does the students’ performance reveal about their level of understanding?
• Have any unexpected results occurred?
• What changes should be made in the assessment procedure?
• How should the teaching and learning process be modified as a result of the assessment?

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Teachers will Reflect back on their Planners 

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Teachers will Reflect back on their Planners 

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A teacher can re adjust her lesson plans according to the assessments. which is great way to work according to their needs.

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Formative:
It is interwoven with learning, and helps teachers and students to find out what the students already know and can do. Formative assessment and teaching are directly linked and function purposefully together. it aims to promote learning by giving regular and frequent feedback. This helps learners to improve knowledge and understanding, to foster enthusiasm for learning, to engage in thoughtful reflection, to develop the capacity for self-assessment, and to recognize the criteria for success.
Summative assessment: is the culmination of the teaching and learning process, and gives the students opportunities to demonstrate what has been learned. It can assess several elements simultaneously: it informs and improves student learning and the teaching process; it measures understanding of the central idea, and prompts students towards action.

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When observing, the teacher should record what the students say. By listening carefully to the dialogue between students, especially in dramatic play, the teacher can learn about their current interests, knowledge base, level of involvement and social skills.

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Assessments equip teachers with information to better structure curriculum and lesson planning.
The students reflections will help us understand their progress.

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- Assessments in the Classroom Includes-

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- Assessments in the Classroom Includes-

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• using representative examples of students’ work or performance to provide information about student learning
• collecting evidence of students’ understanding and thinking
• documenting learning processes of groups and individuals
• engaging students in reflecting on their learning • students assessing work produced by themselves and by others
• developing clear rubrics • identifying exemplar student work
• keeping records of test/task results

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-May take place before, during or after a unit or Subject- 

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-May take place before, during or after a unit or Subject- 

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students reflect based on a rubric given to them by the teacher. It can be during an activity or after the activity. It may happen at the end of a unit. After a test or after a final assessment. This could be included in a portfolio.