# data[].attributes.body
I find that there is a lot of differences between staff members as what they do considering formatives and expectations surrounding differentiation. There is also no collaboration time dedicated to moderating assessments so we are not sure if we are all grading correctly. Finally, we have members of staff that are not IB trained yet and do not understand assessment in the IB.

# data[].attributes.body
Formative assessments are used to lead students into the summative assessment.

Tackle misconceptions and misunderstandings

Introduce differentiation and varied tasks .

MK/JH

# data[].attributes.body
1. Clear instructions on who overlooks the standardisation, head of department, or MYP coordinator?
2. How can we as a team be confident that we are doing the right things with other differentiation and standardization.

# data[].attributes.headline
27 Formative Assessment Strategies link:

# data[].attributes.subject
27 Formative Assessment Strategies link:

# data[].attributes.attachment_link.readable_text
A few years ago, I came across "10 assessments you can perform in 90 seconds" by TeachThought and really enjoyed the formative assessment strategies they outlined. Using formative assessment strategies in class during instruction-or "simple assessments," as they call them-is easy and provides the instant feedback teachers need to identify which learners need more help and adjust their instruction and lesson plans accordingly. Visit the blog above to get more detail on the following techniques:

1. New Clothes

2. Dos and Don'ts

3. Three Common Misunderstandings

4. Yes/No Chart

5. Three Questions

6. Explain What Matters

7. Big Picture

8. Venn Diagram

9. Draw It

10. Self-Directed Response

Combining these 10 with 10 others we've blogged about in the past gives teachers 20 great formative assessment strategies for checking on student learning. Be sure to click through to learn more about these formative assessment strategies.

Want more? Here are seven more strategies you can use to elicit evidence of student learning.

1. Entrance Tickets. We've blogged about and explained the Exit Ticket, so why not have an Entrance Ticket? Here, the teacher asks a question at the start of a lesson, and students write their responses on index cards or strips of paper. Answers are used to assess initial understanding of something to be discussed in that day's lesson or as a short summary of understanding of the previous day's lesson. The teacher designs the lesson around the fact that information on student learning will be coming in at the start of the lesson and can be used to improve the teaching and learning in that lesson. Be sure to write the question so it is easily interpreted and analyzed, allows time for you and/or the students to analyze the responses, and leaves space for you to adjust the lesson, if needed.

2. Keep the Question Going. With this formative assessment strategy, you'll ask one student a question and then ask another student if that answer seems reasonable or correct. Then, ask a third student for an explanation of why there is an agreement or not. This helps keep all the students engaged because they must be prepared to either agree or disagree with the answers given and provide explanations.

3. 30-Second Share. With this strategy, students take a turn to report something learned in a lesson for up to 30 seconds each. Connections to the learning targets or success criteria are what you'll be looking for in the language used by the student. Make this a routine at the end of a lesson so all students have the opportunity to participate, share insights, and clarify what was learned.

4. Parking Lot. This is an underused strategy for students and one that can surface questions before learning, as well as during and after. This tool also offers an anonymous place for questions that may be directly related to the content or tangential to the current topic and provide insight into student thinking. Simply save a spot on your whiteboard to write down ideas or questions that aren't completely relevant in the moment but should be revisited later.

5. One-Minute Paper. This might be considered a type of exit ticket as it is typically done near the end of the day. Ask your students, either individually or with a partner, to respond in writing to a single prompt. Typical prompts include:

Most important learning from the day and why

Most surprising concept and why

Most confusing topic and why

Something I think might appear on a test or quiz and why

3-2-1. At the end of the learning, this strategy provides students a way to summarize or even question what they just learned. Three prompts are provided for students to respond to:

3 things you didn't know before

2 things that surprised you about the topic

1 thing you want to start doing with what you've learned

Assessment Reflection. This strategy is a post-assessment reflection completed individually first and then shared in a small group. After an assessment, the teacher provides a list of questions so learners can reflect on their assessment experience. During group discussion, ideas are collected as new information to support students to better prepare for and engage in future assessments. Consider the following or similar questions. You might also use strategies such as Plus, Minus, Interesting, or Plus/Delta.

How engaged were you with this assessment? Why?

What did you feel most confident about? Why?

What did you do that led to your success or confidence?

What was the most difficult part of this assessment? Why?

What would you do differently next time?

What was the most confusing? Why?

What do you know about the topic that the assessment didn't allow you to show?

Dig in

All 27 of these formative assessment strategies are simple to administer and free or inexpensive to use. They'll provide you with the evidence of student learning you need to make lesson plan adjustments and keep learning on target and moving forward. They'll also give your students valuable information so they can adjust their learning tactics and know where to focus their energies.

If you're not quite sure where to get started, the following discussion questions can help.

Questions for teachers

How do you use formative assessment data to inform instructional decisions?

How can formative assessment strategies foster a learning environment of collaboration and engagement?

How do formative assessment strategies elicit evidence of student learning?

What is one strategy you could try tomorrow and why?

How do you use formative assessment data to drive school-wide instructional academic decisions?

How can you model formative assessment strategies in staff meetings, PLCs, and meetings with teachers?

What are three formative assessment strategies you could bring to your teachers and staff? Why do you feel these would be most effective at your school?

Get more formative assessment tips and tricks in our e-book "Making it work: How formative assessment can supercharge your practice."

# data[].attributes.attachment_link.title
27 Easy Formative Assessment Strategies for Gathering Evidence of Student Learning

# data[].attributes.attachment_link.description
All 27 of these formative assessment strategies are simple to administer and free or inexpensive to use. They provide the teacher with the evidence of student learning needed to make lesson plan adjustments and keep learning on target and moving forward.

# data[].attributes.body
Ensure assessment/ procedures are parent friendly ie simplify terminologies we use as teachers.

Eg- Criteria A - explain what this involves (like a traditional test)

MK

# data[].attributes.body
1. Parents find it hard to understand the terminology used in communication (such as criteria, strands, rubric...)
2. Parents orientations are not very successful, not so many show up.

# data[].attributes.body
When parents enroll their children in an MYP school, they need to be fully aware of how the system works and how assessments are designed and for what purpose.
I would suggest that school administration creates and share "tutorials" as orientation to parents and students.

# data[].attributes.body
- Mandatory to attend parent orientation sessions (live or virtual).
- Simplify the language of the presentation for assessment policies so that the parents can understand it. Make presentations in both languages.
- Orientation for the students, again with simple language, with actual examples.

# data[].attributes.headline
I think that it would be very challenging because sometimes we do not have frequent contact with the parents 

# data[].attributes.subject
I think that it would be very challenging because sometimes we do not have frequent contact with the parents 

# data[].attributes.body
Start by identifying a real-world problem that connects to the curriculum. This problem should require critical thinking, analysis, and creative problem-solving. Allow students to choose, so it can be an area of personal interest and passion.

# data[].attributes.body
Solution fluency or 6Ds
It is based on designing a task where students do the following:
Define
Discover
Dream
Design
Deliver
Debrief

# data[].attributes.body
1. By using the knowledge that I already have of each student's abilities and perceived levels of achievement.
1.1 By using the diagnostic tests' data.
2. By keeping myself and the team updated on new developments within the IB MYP curriculum.
2.1. By sharing with others new developments on the IT front eg. simulations, interactive websites etc.
3. By regularly review and adjust previously used summative and formative assessments to ensure that they are aligned with the abilities and skills of the current student body. - Jannie

# data[].attributes.body
Tasks need to be reviewed before and after they are given. If Real world scenarios are happening that are relevant to the students, it would be good to write summatives that reflect that situation so students can be more engaged and involved with their learning. It is good to develop tasks with fellow teachers as well as find good exemplars of other assessments so that you are on the correct path of age appropriateness and depth. By using the Criteria set by the IB and developing tasks that meet each strand we can ensure we are writing assessments that allow students to reach the highest levels.

# data[].attributes.body
1- Ensuring that summative assessments are age appropriate: I think that vertical planning at the beginning or end of each year should set the learning objectives for each grade level and therefore assessments during the year should be designed to meet those learning objectives.
2- All tasks allow students to reach highest levels of achievement: We should include different types of questions/tasks that tackle the highest levels of achievement; We should expose students more often to the command terms of levels 7-8...

# data[].attributes.body
- Make sure the assessment is well structured and meets levels of bloom, targeting the learning objectives, and relevant to student interest.
- Give students the choice of final product in certain assessments (essay, presentation, poster)
- Provide them with a clear rubric and make sure they understand it.
- Prepare them for the overall structure of the summative assessment through formative assessments.

# data[].attributes.body
1. Making sure the assessments give the students the chance to reach higher levels of thinking (7-8 level questions).
2. During horizontal planning, teachers should make sure the content and assessments are being build upon as they go from one grade level to another.
3. Reflecting on teachers' work can be done through feedback from colleagues and/or feedback from students, especially at the end of assessments.
4. Assessment results can be used as a tool for reflection on the assessments themselves. If grades are largely inflated or deflated, this should give the teacher a good idea on whether or not the tasks are challenging the students up to their level of knowledge and skills.
5. By making sure the teaching and learning is more students-centered rather than teacher-centered, teachers can ensure that assessment tasks are appropriate for their students in particular.

# data[].attributes.headline
I can make sure that students achieve the highest level by scaffolding and giving them multiple opportunities to practice with higher level questions.

# data[].attributes.subject
I can make sure that students achieve the highest level by scaffolding and giving them multiple opportunities to practice with higher level questions.

# data[].attributes.body
I can ensure the summative assessment tasks are appropriate for age and well done by using the Criterion Rubrics and making sure that they are covering the learning objectives.

# data[].attributes.body
By assessing students on the criteria as a formative and gauging what they are already able to achieve and then focus more class time to areas that need improvement for students to achieve the higher order levels of thinking.

# data[].attributes.body
Ensure that summative tasks align with the curriculum objectives for each grade level, Create a culture of collaboration among teachers within and across grade levels, Regularly review and revise summative assessments to reflect changes in the curriculum, and educational research. - Junaid

# data[].attributes.attachment_link.title
Managing Assessment MYP -Agenda September 2023

# data[].attributes.attachment_link.title
M22 Integrated Sciences (English) markscheme (1)

# data[].attributes.attachment_link.title
IB Further Guidance - Math and Science 2014

# data[].attributes.attachment_link.title
Managing Assessment MYP -Agenda September 2023

# data[].attributes.headline
Formative assessment that leads to the summative assessment task

# data[].attributes.subject
Formative assessment that leads to the summative assessment task

# data[].attributes.body
Break into groups of four and divide a piece of chart paper into four sections with a common space in the middle
Take 5 minutes to write down their own definition of assessment in your section.

Share definitions and come up with a common definition that is written in the middle of the chart paper.

THINK:

What common elements do you see among your definitions?

# data[].attributes.headline
How can I ensure depth and complexity of the summative task?

# data[].attributes.subject
How can I ensure depth and complexity of the summative task?

# data[].attributes.body
•research or develop another technique to create authentic assessments.

# data[].attributes.body
XO game :
students will be divided into groups and when the group answers a question in a right way then they can choose where to locate their X or O.
when they get 3 consecutive right answers then they will win.

# data[].attributes.body
1. To make sure that it is age appropriate, I would use the criteria in the science guide where the command terms used are appropriate for each level. For example, if i am assessing grade 10 criterion A, I would use the Criterion A rubric under year 5 for criterion A and then I add specifics to my task keeping the same use of command terms.
2. Monitoring student's progress along the way through observations, formative assessment and summative assessment and reflecting on their progress. When designing tasks, we aim is to assist students to be able to answer high level questions.

# data[].attributes.body
Allow students to demonstrate their understanding by allowing the questions to be relatable and have the opportunity to reach higher order thinking, so have questions that are levelled from 1-8 and allows for progression

MK

# data[].attributes.body
through diagnostic tests at the beginning of each year/ term to make sure that the previous units are understood by most of the students.
through vertical alignments discussing the strength and the weaknesses of our students so that we can make a reverse plan.

we should check that using:
clear learning outcomes-differentiation- formative assessments- engaging tasks- support- professional development- peer feedback- reflection from students- positive learning environment- involvement and help from parents

# data[].attributes.body
1) Use appropriate MYP rubrics (MYP 1 for G6, MYP 3 for G7-8 and MYP 5 for G9-10). After grading it, teaching staff should reflect on the assessment and make any necessary edits/ comments to adapt the assessment for the next year. More support and scaffolding are needed in the lower grades, which can be removed in the higher grades, allowing more challenge for the older students.

2) Ensure the appropriate command terms from the 7-8 band can be used to complete the assessment e.g. explain.

# data[].attributes.body
Students and Parents involvement is a requirement for a better communication.

# data[].attributes.body
With your team:

Round read Learning diversity and inclusion in IB programmes (Page 8)

Each person reads one of the practices from page 8

Continue to read around the table until all practices have been read

# data[].attributes.body
It is challenging to have a policy that can apply to all of the different subjects. There are slight differences between the 4 Criteria across other subjects, which can be confusing. This kind of detail needs to be communicated verbally to be more effective and the policy can serve as a reminder.

# data[].attributes.headline
 differentiation refers to the practice of instruction and learning experiences to meet the diverse needs and abilities of students in a classroom. 

# data[].attributes.subject
 differentiation refers to the practice of instruction and learning experiences to meet the diverse needs and abilities of students in a classroom. 

# data[].attributes.body
Differentiation in assessment should offer equitable opportunities to students with different capabilities.

# data[].attributes.body
make provision for all students regardless of ability.

# data[].attributes.body
Create assessments that allow students to show their understanding in different ways (product is different)

# data[].attributes.body
students have different learning styles, strengths, interests, and levels of readiness, and aim to provide them with appropriate and effective learning opportunities. So differentiation involves adjusting the content, process, and product of instruction to accommodate students' individual needs and preferences.

# data[].attributes.body
assessments will have different levels of achievement.

# data[].attributes.body
: Understand students- set clear learning objectives- differentiate content/ process/product - use of different learning strategies

# data[].attributes.body
equality and equity image

# data[].attributes.body
share ways that you currently track formative assessment.
- check lists
- grades/ levels
-

# data[].attributes.headline
What strategies do you use to know where learners are in their learning? 

# data[].attributes.subject
What strategies do you use to know where learners are in their learning? 

# data[].attributes.body
- google forms (shuffled and with a limited time frame)
- Kahoot
- quizzes
- quizlet tools
- google classrooms (Practice sets)
- white board quizzes
- www.formative.com

# data[].attributes.headline
What strategies do you use to identify where students need to go? 

# data[].attributes.subject
What strategies do you use to identify where students need to go? 

# data[].attributes.body
- common mistakes
- common malperformances
- proper depth of use for command terms
-

# data[].attributes.headline
What strategies do you use to identify how you can best get students to where you want them to go? 

# data[].attributes.subject
What strategies do you use to identify how you can best get students to where you want them to go? 

# data[].attributes.body
- reteach
- revisit misconceptions
- verbally, in writing
- provide students with additional resources
- use different strategies for learning
- re-assess to assure understanding

# data[].attributes.headline
Reflection: As a result of the concentric circles, what new formative assessment strategy are you eager to try when you get back to your school?

# data[].attributes.subject
Reflection: As a result of the concentric circles, what new formative assessment strategy are you eager to try when you get back to your school?

# data[].attributes.body
- Blookat
- Ed puzzle
- concept maps (before and after)
- Socrative
- IXL
- guttman charts
- Defined learning (paid)
- classkick
- edulastic (paid by schools- requires accounts)
- education perfect (paid)
- CK 12
- gizmos (paid)

# data[].attributes.headline
27 Formative Assessment Strategies Link: 

# data[].attributes.subject
27 Formative Assessment Strategies Link: 

# data[].attributes.attachment_link.readable_text
A few years ago, I came across "10 assessments you can perform in 90 seconds" by TeachThought and really enjoyed the formative assessment strategies they outlined. Using formative assessment strategies in class during instruction-or "simple assessments," as they call them-is easy and provides the instant feedback teachers need to identify which learners need more help and adjust their instruction and lesson plans accordingly. Visit the blog above to get more detail on the following techniques:

1. New Clothes

2. Dos and Don'ts

3. Three Common Misunderstandings

4. Yes/No Chart

5. Three Questions

6. Explain What Matters

7. Big Picture

8. Venn Diagram

9. Draw It

10. Self-Directed Response

Combining these 10 with 10 others we've blogged about in the past gives teachers 20 great formative assessment strategies for checking on student learning. Be sure to click through to learn more about these formative assessment strategies.

Want more? Here are seven more strategies you can use to elicit evidence of student learning.

1. Entrance Tickets. We've blogged about and explained the Exit Ticket, so why not have an Entrance Ticket? Here, the teacher asks a question at the start of a lesson, and students write their responses on index cards or strips of paper. Answers are used to assess initial understanding of something to be discussed in that day's lesson or as a short summary of understanding of the previous day's lesson. The teacher designs the lesson around the fact that information on student learning will be coming in at the start of the lesson and can be used to improve the teaching and learning in that lesson. Be sure to write the question so it is easily interpreted and analyzed, allows time for you and/or the students to analyze the responses, and leaves space for you to adjust the lesson, if needed.

2. Keep the Question Going. With this formative assessment strategy, you'll ask one student a question and then ask another student if that answer seems reasonable or correct. Then, ask a third student for an explanation of why there is an agreement or not. This helps keep all the students engaged because they must be prepared to either agree or disagree with the answers given and provide explanations.

3. 30-Second Share. With this strategy, students take a turn to report something learned in a lesson for up to 30 seconds each. Connections to the learning targets or success criteria are what you'll be looking for in the language used by the student. Make this a routine at the end of a lesson so all students have the opportunity to participate, share insights, and clarify what was learned.

4. Parking Lot. This is an underused strategy for students and one that can surface questions before learning, as well as during and after. This tool also offers an anonymous place for questions that may be directly related to the content or tangential to the current topic and provide insight into student thinking. Simply save a spot on your whiteboard to write down ideas or questions that aren't completely relevant in the moment but should be revisited later.

5. One-Minute Paper. This might be considered a type of exit ticket as it is typically done near the end of the day. Ask your students, either individually or with a partner, to respond in writing to a single prompt. Typical prompts include:

Most important learning from the day and why

Most surprising concept and why

Most confusing topic and why

Something I think might appear on a test or quiz and why

3-2-1. At the end of the learning, this strategy provides students a way to summarize or even question what they just learned. Three prompts are provided for students to respond to:

3 things you didn't know before

2 things that surprised you about the topic

1 thing you want to start doing with what you've learned

Assessment Reflection. This strategy is a post-assessment reflection completed individually first and then shared in a small group. After an assessment, the teacher provides a list of questions so learners can reflect on their assessment experience. During group discussion, ideas are collected as new information to support students to better prepare for and engage in future assessments. Consider the following or similar questions. You might also use strategies such as Plus, Minus, Interesting, or Plus/Delta.

How engaged were you with this assessment? Why?

What did you feel most confident about? Why?

What did you do that led to your success or confidence?

What was the most difficult part of this assessment? Why?

What would you do differently next time?

What was the most confusing? Why?

What do you know about the topic that the assessment didn't allow you to show?

Dig in

All 27 of these formative assessment strategies are simple to administer and free or inexpensive to use. They'll provide you with the evidence of student learning you need to make lesson plan adjustments and keep learning on target and moving forward. They'll also give your students valuable information so they can adjust their learning tactics and know where to focus their energies.

If you're not quite sure where to get started, the following discussion questions can help.

Questions for teachers

How do you use formative assessment data to inform instructional decisions?

How can formative assessment strategies foster a learning environment of collaboration and engagement?

How do formative assessment strategies elicit evidence of student learning?

What is one strategy you could try tomorrow and why?

How do you use formative assessment data to drive school-wide instructional academic decisions?

How can you model formative assessment strategies in staff meetings, PLCs, and meetings with teachers?

What are three formative assessment strategies you could bring to your teachers and staff? Why do you feel these would be most effective at your school?

Get more formative assessment tips and tricks in our e-book "Making it work: How formative assessment can supercharge your practice."

# data[].attributes.attachment_link.title
27 Easy Formative Assessment Strategies for Gathering Evidence of Student Learning

# data[].attributes.attachment_link.description
All 27 of these formative assessment strategies are simple to administer and free or inexpensive to use. They provide the teacher with the evidence of student learning needed to make lesson plan adjustments and keep learning on target and moving forward.

# data[].attributes.body
Consider your assessment policy in the light of summative, formative assessment, differentiation and standardization.
What do you find?

What needs to be added or revised?

What steps do you need to take?

# data[].attributes.body
It would be really helpful to have time explicitly dedicated for standardization, as a grade group and a whole department.

# data[].attributes.body
there are a lot of things in common.
clear definitions should be used such as vertical/horizontal planning.
I should meet with the head of department, MYP coordinator to review our assessment policy and improve it.

# data[].attributes.body
Moderation/Standardization needs to take place.
Rubrics need to be revisited.
Ensure that the above takes place.

# data[].attributes.body
•To what do you assign a “grade”, in your classroom?
- summative assessments
- formatives
- quiz (quick test)
- mock exam
- homework
- diagnostic tests

•Why do you do it?
- to give feedback
- to reflect on students' performance
- to adjust learning strategies
- requirement of assessment policy
- students to know their levels

•Do you only report MYP “grades”?
- checklist
- marking (numerical reporting)
- evaluating ATL skills (qualitatively)
- written observation

# data[].attributes.headline
How can assessment data recording tools be used to make informed decisions when using the "best-fit" approach? 

# data[].attributes.subject
How can assessment data recording tools be used to make informed decisions when using the "best-fit" approach? 

# data[].attributes.body
- anecdotal records
- continuums
- checklists and observations

* following up on students' progress
* improves accuracy for a professional final judgment
* helps reaching a common understanding among teachers for rewarding levels