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How do we work with the PYP outcomes across grades when they have shared outcomes for more than one grade? How do we make sure that we are "checking the boxes" in an authentic and productive way?

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I'd like to learn more about peer assessments and how to effectively do this with grade 1s. I find that the grade 1s are able to give peer assessments with criteria, but have more difficulty incorporating that feedback into their own work by revising it.

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I am excited to incorporate more goal setting and feedforward into my assessment practices. I think involving students more in the assessment will really benefit their learning.

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Having so many of the staff thinking about assessment from the same perspective and getting everyone in the mindset to move forward for our Continuum evaluation work for next year.

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Time- I'm worried about finding the time to add in these assessment practices and be able to give constructive feedback and feedforward to each student in a meaningful way.

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I want to make sure the teachers feel supported in making sure they can accomplish all of the assessment pieces that they are feeling inspired about. How can I give them more time to plan, organize, collaborate in bigger groups, etc?

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Assessment has to be very intentional. Self-assessment and peer-assessment skills need to be explicitly taught and can be very powerful for student learning. I must make sure to not only give feedback, but also make sure when I'm giving that feedback that students are making a plan for how they can improve next time in order to feedforward.

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I want to make sure I have enough time throughout the day to have all the pieces needed for student assessment as well have enough time to plan for each.

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I want to be more knowledgable with the vocabulary used throughout PYP in the IB world ... . thus being more confident in my everyday practice.

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I would like us to consider how we can implement change that is thoughtful, meaningful and carefully planned out. There is definitely a need to educate ALL of the stakeholders (including the MYP, DP).

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I'm hoping to be able to find more ways for our language, music and pe to connect. I think it will help with a more cohesive assessment and give us more agency to collaborate on the students development.

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I think what I need to know more about is what is appropriate evidence and how I should keep track of it. If I do an assignment with a student do I need to keep a copy? Should I take pictures of everything? Is recording the feedback good enough?

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I'd like to learn more about peer assessments. I'm interested to experiment with how I can more meaningfully incorporate these into my regular practice.

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Something that really excites me is getting the students more involved than they already are in their assessment. I am very eager to see how much more learning can happen when the students have more control.

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I need to learn more about peer reflection and moving forward with the next steps of feedforward.

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Something that worries me is making sure I have communicated things appropriately with parents. I don't want to get ahead of myself and forget to help coach the parents too.

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I'm so excited to see more cohesive approaches to assessment throughout the junior school. We are already using some great tech that can support this move and round in our learning community.

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I am excited to include greater student participation in the development of our assessment. I have a better understanding of goal setting and how I can incorporate this into our learning community.

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I am really excited about the prospect of shifting focus away from formalized reporting, and towards other aspects of the assessment process.

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I am worried that initiatives teachers feel strongly about will not be adopted or encouraged by administration, as they could be too dramatic a departure from the practices and procedures already in place.

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I am most worried about the time; how this can be implemented in a meaningful way to most benefits our learning. It will take some time.

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I need to take time to create a plan that works for myself and my students. I need to be kind to myself in implementing this, and continue to remind myself that I am also on this learning journey.

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As a school community, I believe we all need to adopt an ethic of open-mindedness and compassion as we take steps to adapt our assessment practices to better reflect current pedagogy and best practice.

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I suggest that all teachers, admin, and parents get on the same page in terms of what we are prioritizing for student success.

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I'm a little concerned about how the teaching staff can take these new ideas and apply them in meaningful ways. It is going to require a lot of support from administration and some leaps that traditionally we've struggled to take in a timely manner. We've got some really great buy in and I would love to see it translate into some real change within the next school year.

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I would like to learn more about implementing student self assessment, with opportunities to feedforward.

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I am excited about the opportunity to include students in creating assessments and perhaps the central idea of a UOI.

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I would like to learn more about how to include students in forming lesson assessment criteria, as well as how to include more of their peer and self assessments.

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Like everyone else, I worry about time: being able to implementing everything, while also making sure the curriculum is met.

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In my own practice, giving students more agency over their assessment and self adjusting behaviours, is something I will more intentionally work into my planning.

I am also excited to be working on making my single subject more fully connected to the UOI.

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I feel that I need to know ways to design units for student learning more universally.
I also want to know more learning engagements that are rich but not only focused on producing an assessable thing.

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It would be wonderful if our whole community can come together to create the necessary change in order to implement and embrace a new assessment method that works for the learning community.

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I am excited to try including more and better feedback and feedforward when monitoring my students' progress.

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I need to know more about making my assessment practices more transparent to everyone.

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I am excited to involve students in their own feedback and even in designing their own criteria. As they head toward exhibition in gr 5 I think I have a great opportunity to model how we might co-create central ideas. I hope to see student buy-in to increase and for the learning culture to be more normalized by mid-year.

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I would like to learn some strategies and ideas to introduce peer assessment to our JK students.

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I worry that as a specialist teacher the time we have makes it more difficult to make the assessment practices meaningful for every student.

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I am a bit worried about starting a new grade and knowing how to best implement assessment with younger aged students.

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I might be slightly worried that i will find it difficult to precisely measure curricular outcomes in my search for a broader understanding of student learning development.
or that parents will demand more teacher feedback in terms of checks and scores than I am wanting to give.

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Finding ways to educate parents and get them on board with more monitoring and documenting and less reporting. Parents love report cards!

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Collaboration with colleagues is essential for moving forward and presenting a united front to administration to make these assessment and reporting changes actually happen in our school.

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Collaboration and change. It can happen if we are all on the same page.

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I would suggest that we as staff have several check-ins or sharing of what has worked well (or not) throughout the year so we can all continue to improve our assessment practices.

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I think that building our assessment practices with input from everyone in the PYP program will help us develop a thoughtful and balanced assessment program.

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I suggest that teachers plan to address our learning and philosophy to parents on curriculum night- as a united front so that both communities are working toward being on the same page.

I also suggest a continued serious consideration of removing a report card in lieu of another student led conference, portfolio showcase, or something else which allows students to have agency in showing their own self-assessment skills.

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I would like to learn more about co-constructing central ideas with students.

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Working to provide more feedforward and incorporating students input on central ideas are exciting ideas.

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I still feel like I would like to know more about feedforward and knowing more about how students can move forward with the next step of learning on more of the transferable skills or abilities that can be practiced in many aspects of learning.

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I am worried that Inertia and old practices will overwhelm the need to move forward regarding assessment best practices.

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I suggest more streamlined, less highly customized reports in order to allow more time for other aspects of assessment and pedagogical preparation.

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I am excited about having the students have more agency in co-constructing their assessment criteria

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I am most worried about having enough time in the day to make sure that enough assessment with quality work and with variety of assessments forms.