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- success criteria collaboratively developed between students and teachers, and shared with the wider learning communitymaking learning process and outcomes transparent

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- informs teaching and learning
- identifies what constitutes and how to support learning by all members of a learning community
- assessment should celebrate success; learners need opportunities to acquire knowledge, practice skills and develop deep levels of thinking and understandings so that they become successful and motivated learners

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Holistic design, backward and forward looking, responsive

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Holistic design, backward and forward looking, responsive

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- "Forward by design” supports the development of “soft” skills, that are not immediately measurable, and that can emerge through the learning process. Forward by design is particularly relevant in supporting the development of approaches to learning and for the learner profile.
- process as valuable as outcomes
-The criteria for assessment must be known to students at the beginning of the inquiry and should be documented in one of the PYP planners, an adapted planner or the PYP planning process.

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Be clear on how/what to assess when observing and monitoring how young learners adjust their learning (through play). This is important in order to build a holistic picture of the learner's interests and thinking processes. Focused observations also allow to shed light on effectiveness of learning environment

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Through strategies such as PD and collaborative reflection, teachers develop frameworks to track effectiveness of teaching and learning. This contributes to the development of assessment capability on the part of the learner and the teacher

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- feedback to be timely, precise and focused- it should promote reflection and action (feed forward)

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1. Determining the focus of feedback on knowledge or skills, on the learning process or on self-regulation skills (Hattie 2012).  is necessary; however, students benefit most from feedback that is based on their learning progression (needs at each point in time).

2.  Teachers should therefore focus on: Feedback: How am I doing? Feedforward: Where to next?

3. Peer feedback contributes to learning adjustment because it provides shared language and a collaborative culture.

4. in giving feedback, students increase their assessment capability. Peer feedback also gives teachers information about how a student’s understanding of a learning experience is similar to, or different from, their peers

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Monitoring, documenting and measuring conceptual understandings focus on how concepts are recalled, explained, applied and transferred through a range of learning experiences over time.

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Monitoring, documenting and measuring conceptual understandings focus on how concepts are recalled, explained, applied and transferred through a range of learning experiences over time.

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-Monitoring includes personal learning goals and success criteria and involves a variety of strategies and tools
- Documentation of learning is shared with others to make learning visible and apparent. It reveals insights into learning and provides opportunities to reconnect with learning goals and success criteria.
- Not all learning can be, or needs to be, measured.

- use multiple data points to evaluate student progress.
- It is necessary to have a shared understanding of what quality and success looks like for diverse learners before, during and after learning. Teacher moderation through professional discussions around student samples is an effective strategy.

-Students increase their depth of understanding through adding to, expanding on, testing and adjusting their ideas (inquiry).
- Whenever and wherever possible, teachers provide opportunities for students to practise self-assessing and self-monitoring so students can internalize their own learning and develop strategies to adjust their learning.

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Teachers should be clear about the 4 dimensions of assessment: monitoring, documenting, measuring and reporting.

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Teachers should be clear about the 4 dimensions of assessment: monitoring, documenting, measuring and reporting.

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- variety of tools and strategies should be developed (collaboratively between students and teachers) that clearly focus on the dimension to be assessed. Consider that monitoring is the weightier one as it encourages and promotes learner  self-regulation. Monitoring gives opportunities for assessment as learning, important in the development of self-efficacy of the learners

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Assessment should determine what students know, understand, and can do at all stages in the learning process (for, of, as learning).
- student engagement in the process allows students to self-regulate through reflection and adjustment
- allows teachers to refine their practice.
-informs and involves parents
-is a tool to evaluate and refine curriculum

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"In an assessment-capable learning community, everyone has a clear understanding of the reasons for assessment, what is being assessed, the criteria for success, and the methods by which the assessment is made."

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"In an assessment-capable learning community, everyone has a clear understanding of the reasons for assessment, what is being assessed, the criteria for success, and the methods by which the assessment is made."

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- A school-wide assessment culture acknowledges the role assessment plays in informing the learner, learning and teaching, and the learning community
- Build capacity for teachers through shared understandings, language, and PD.
"Teachers inquire into student learning as a way of assessing their own practice as educators. They continually adjust their teaching to better support individual and group learning."
-Build capacity for students when teachers involve students and provide many supported experiences in reflection on and adjustment of learning.
-co-construction of and monitoring of learning goals informs parents, builds common understandings, and gives ownership to students.

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1. Young students’ learning is measured against individual developmental milestones and celebrates achievements at times that are pertinent to them.

2. Assessment of early learners should involve documented teacher observation and be shared with colleagues and parents.

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The structure of observed learning outcomes (SOLO) taxonomy (Biggs and Collis 1982) outlines five levels of thinking: one level where students have no prior knowledge or understanding, two surface levels of knowledge and two deeper levels of thinking (conceptual understandings). This model can be used to develop rubrics, observations, design learning experiences, and assessment tasks

1.
2, Define
3. Describe
4. Cause & Effect, Compare & contrast, Classify, Sequence, Analysis, Analogy
. Generalization, Prediction, Evaluate, Create