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Assessments help in guiding and redirecting the content of classes.

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Provides Evidence of learning and improvement.
We have performances, concerts, group tasks in ensemble work throughout the year.
We are using Flip Grids.

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1. In both MYP and DP classes , there has been a move towards smaller quizzes and formative review checks at the beginning of lessons (using Quizizzis, Schoology Quizzes and Discussion Boards) to gather a better overview of students' understanding of recently learnt material.

2. In Grade 9 (MYP 4), the recent focus has been in formative writing assessments which inform the final written assessment. Fuelling the feedback cycle, trying to turn teacher input into feedforward and use the final summative assessment as a way of checking to what extent students have acted on teacher and peer input in order to improve their final assessment.

3. In Grade 9 (MYP 4), there has also been a more direct focus on improving student grasp on language, Thus, assignments are taken as diagnostics and inform the instruction (teaching and, hopefully, learning) in the next lessons.

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Formative assessment at the heart of teaching experiences. Questions in class used to diagnose understanding and inform direction of short term teaching sequences. Exit tickets used at the end of classes or something similar at the start to check understanding. Examples available in google slide decks
Collaborative meetings between teachers in subject/course teams offer opportunity to discuss progress and make mid/long term adjustments to course content.
MYP assessment task documents set out criteria and success criteria for tasks. Meeting minutes and task documents available
Moderation of assessment between teachers provides opportunities to make changes to forthcoming units with a view to offering appropriate opportunities for further assessment of relevant skill/content.
DP assessment criteria help us organise checkpoint assessments and prepare for IA/summative exams
Assessment task descriptions/rubrics/feedback on work etc

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Starting each lesson with formative assessment tasks such as review or thinking tiles, partner chats, table talks, low stakes quizzes, or games help me and the students to pinpoint where learning strengths and areas for improvement are for individuals and the class as a whole. This data then informs the trajectory of lessons and/or interventions and discussions with individual students.

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Assessments can be motivating for our students and are a great way for teachers to reflect on our practice.
I am planning a formative student-led assessment ( interviewing someone in French)

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Lots of observation to understand engagement leads to development of responsive curriculum.

Listening to students and collaboration between students and teachers to inform next steps.

Use of artefacts - written work/drawings/Seesaw.

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When posting, please leave your name so we can use this evidence for our IB self-study as well. Be as specific as possible.

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Your guiding question for this sessions is: How does assessment enhance our teaching and learning experiences?