# data[].attributes.body
Here you will read more about assessment and assessment practices in the PYP. This section includes how:

assessment is an ongoing process of gathering, analysing, reflecting and acting on evidence of student learning to inform teaching.

assessment involves teachers and students collaborating to monitor, document, measure, report and adjust learning.

students actively engage in assessing and reflecting on their learning, acting on feedback from peers and teachers to feed forward to next steps in learning.

fostering an assessment culture involves the development of assessment capability among all members of the learning community.

learning goals and success criteria are co-constructed and clearly communicated

both learning outcomes and the learning process are assessed.

assessment design is both backward and forward looking.

# data[].attributes.headline
PYP The Learner Teacher Support Material (TSM) - SOLO Taxonomy

# data[].attributes.subject
PYP The Learner Teacher Support Material (TSM) - SOLO Taxonomy

# data[].attributes.body
This TSM linked here will:

Define the levels of thinking within the SOLO taxonomy.

Explain how to use the SOLO taxonomy to design learning outcomes across a unit of inquiry (a learning progression).

Identify verbs to support the construction of learning outcomes at the different levels of the SOLO taxonomy.

Identify inquiry-based strategies to support students at the different levels of the SOLO taxonomy.

Understand how to use the SOLO taxonomy to structure success criteria for a specific task.

# data[].attributes.body
•What growth is being monitored over time (knowledge, conceptual understandings, ALT skills, dispositions, inquiry process)?

•Is it clear to all what success looks like?

•Is the learning process or progression clear?

# data[].attributes.body
•How does feedback/feedforward also support assessment capability?

•What is done with the feedback/feedforward?
•How do we evidence and support learning that may have occurred beyond what has been planned?
•How might questioning be used to help clarify, discover misconceptions, scaffold and/or challenge learning?

•Should the assessment design or procedure be modified?

# data[].attributes.body
•Who is monitoring?

•Who decides?

•When are we monitoring? Is there adequate time built in?
•How are opportunities created for students to direct their learning beyond what has been planned?

•What tools are we creating/using to monitor?

# data[].attributes.body
•How is the learner developing their self awareness when monitoring their own learning goals and learning process?

•How is the teacher adjusting for the uniqueness of each learner?

# data[].attributes.body
•How does the learning environment support  independence and co-creation in assessment?

•How does the classroom culture support an open, comfortable, safe environment?

•How can I remove barriers/systems that impact equitable assessment practices?

# data[].attributes.body
•Why are we documenting? Who is our audience?

•Are we documenting process or product?
•Are we documenting learning that was planned for or learning that may have occurred beyond what has been planned?

•What is being documented (knowledge, conceptual understandings, ALT skills, dispositions, inquiry process)?

•How is the learning best documented to make learning apparent?

•How does the documentation connect to learning goals and success criteria?

# data[].attributes.body
•Who is documenting?

•Who decides?

•When and how often are we documenting? Is there adequate time set aside?

# data[].attributes.body
•How is the learner developing their self-awareness through documenting their learning process?

•How does documentation represent the uniqueness of each learner (preference, language profile, modalities, etc.)?

# data[].attributes.body
•Why are we measuring?

•Is the measuring informing next steps, larger picture? How and for whom?

•What is being measured (knowledge,  conceptual understandings, skills)?

•Are we measuring process or product?

•How can data points be used effectively to add to the comprehensive view of student learning before, during and after learning?

•How do we best measure, organize, aggregate and disaggregate data to derive information to support evidence-based decision-making?

# data[].attributes.body
•Who is involved in the measuring process? How?

•Who decides?

•When and how often are we measuring? Is there adequate time set aside?

# data[].attributes.body
•How is teacher moderation helping build a shared understanding of what growth, quality and success look like for diverse learners before, during and after learning?

•How can the learning and teaching process be modified as a result of the measurement?

•How is the learning best measured to be valid, reliable, equitable and make learning apparent for a particular point in time?   Should any changes be made to the assessment design or procedure?

# data[].attributes.body
•How is assessment data shared with learning community (students, parents, educators, etc.) to build assessment capability?

# data[].attributes.body
•How can we minimize/remove the potential negative impact on student and teacher well-being when measuring learning?

# data[].attributes.body
•Why are we reporting?

•How does our reporting reflect our school values?

•What is being reported (progress or achievement)?

# data[].attributes.body
•Who is involved in the reporting process? How?

•Who decides?

•When and how often are we reporting?

•Is reporting helping to build a shared understanding of assessment and thus contributing to assessment capability?

# data[].attributes.body
•Does reporting reflect progress and the pedagogical practices of the school (e.g. self reporting, student led conferences, etc.)?

•How can the reporting process inform learning and teaching?

# data[].attributes.body
•How is reporting valid, reliable, equitable and making growth apparent for a particular point in time?

# data[].attributes.body
Structure of the Observed Learning Outcome (SOLO taxonomy)​ (Biggs and Collis, 1982)

SOLO can be used not only in monitoring and measuring learning, but also in designing the complexity of learning engagements to enable the demonstration of surface to deep and conceptual understanding.

# data[].attributes.body
This model, created by James Nottingham, can be used when monitoring learning to enhance students' understanding of their learning journey. It can also be used to help teachers identify when to scaffold and when to challenge to help move students from surface to deep learning.

For more see TSM: The learner

# data[].attributes.body
The assessment capable learner check-in...

# data[].attributes.headline
Book: Developing Assessment-Capable Visible Learners,    Grades K-12      Maximizing Skill, Will, and Thrill  

# data[].attributes.subject
Book: Developing Assessment-Capable Visible Learners,    Grades K-12      Maximizing Skill, Will, and Thrill  

# data[].attributes.body
By Nancy Frey, Douglas Fisher, and John Hattie

“When students know how to learn, they are able to become their own teachers.”
—Nancy Frey, Douglas Fisher, and John Hattie

Here's an article by them as well:
EL-ACVL.pdf (asdn.org)

# data[].attributes.headline
PYP The Learner TSM: Reflecting on our exhibition journey

# data[].attributes.subject
PYP The Learner TSM: Reflecting on our exhibition journey

# data[].attributes.body
This TSM linked here will:

To understand how students make connections with their learning through visual representations of their exhibition journey

To see one how reflection can be used as a tool to assess student progress

# data[].attributes.body
Found on the www.ibo.org website under Professional Development, PYP nano resources, and linked here, where you can observe the experience of one teacher giving feedback to feedforward and connect this to your own experience as an assessment capable educator.

# data[].attributes.body
Found on the www.ibo.org website under Professional Development, PYP nano resources, and linked here,  where you engage with the features of an assessment-capable learning community, with particular focus on the role of students and teachers.

# data[].attributes.headline
Student agency in PYP learning communities

# data[].attributes.subject
Student agency in PYP learning communities

# data[].attributes.body
Found on the www.ibo.org website under Professional Development, PYP nano resources, and linked here,  you will explore how aspect of your learning community can support student agency.

# data[].attributes.body
•PYP Playlist (Learner agency in your setting; Learner agency in the early years, PYP students take the lead, powerful inquirers; Agency in a primary school context...)

# data[].attributes.headline
Assessment Further Reading from FPip....

# data[].attributes.subject
Assessment Further Reading from FPip....

# data[].attributes.body
Masters, G. 2013. Reforming educational assessment: Imperatives, principles and challenges. Camberwell, VIC, Australia. Australian Council for Educational Research.
http://research.acer.edu.au/cgi/viewcontent.cgi?article=1021&context=aer

Soland, J, Hamilton, L and Stecher, B. 2013. Measuring 21st century competencies: Guidance for educators. Santa Monica, CA, USA. Rand Corporation, Asia Society, Global Cities Education Network.
http://asiasociety.org/files/gcen-measuring21cskills.pdf

Teaching and Educational Development Institute. No date. Biggs’ structure of the observed learning outcome (SOLO) taxonomy. Brisbane, QLD, Australia. The University of Queensland.
http://www.uq.edu.au/teach/assessment/docs/biggs-SOLO.pdf

Timperley, H. 2011. Using evidence in the classroom for professional learning. Paper presented to the Ontario Education Research Symposium http://www.education.auckland.ac.nz/webdav/site/education/shared/about/schools/tchldv/docs/Using%20Evidence%20in%20the%20Classroom%20for%20Professional%20Learning.pdf

# data[].attributes.body
Agency in the Planning Process
https://blogs.ibo.org/sharingpyp/2021/04/07/agency-in-the-planning-process/

Supporting Children's Agentic Identities Through ATLS
https://blogs.ibo.org/sharingpyp/2021/01/06/supporting-childrens-agentic-identities-through-the-approaches-to-learning/

# data[].attributes.headline
Resources to learn more about the Ecological Model of agency

# data[].attributes.subject
Resources to learn more about the Ecological Model of agency

# data[].attributes.body
Teacher Agency in Curriculum Making: Agents of Change and Spaces for Manoeuvre - Priestly. [PDF] Teacher Agency in Curriculum Making: Agents of Change and Spaces for Manoeuvre | Scinapse

Teacher Agency in Curriculum Contexts - Elizabeth Campbell (2012)

# data[].attributes.attachment_link.title
actors always act by means of their environment.JPG

# data[].attributes.body
•Sheir, H. (2001) Pathways to Participation: Openings, Opportunities, and Obligations

•Rainio, A.P. & Hilppo, J. (2016) The dialectics of agency in educational ethnography

•Ferguson, R. (2015) The Influence of Teaching Beyond Standardized Test Scores: Engagement, Mindsets, and Agency A Study of 16,000 Sixth through Ninth Grade Classrooms

# data[].attributes.body
•OECD concept note: Student Agency for 2030

•Learner agency (CORE Education – from NZ framework)

•MindShift: How Can Teachers Nurture Meaningful Student Agency? By Trevor MacKenzie

# data[].attributes.headline
More Teacher Support Materials on agency...

# data[].attributes.subject
More Teacher Support Materials on agency...

# data[].attributes.body
Transdisciplinary learning through agency

Agency in a primary school context

Developing a culture of questions

# data[].attributes.headline
Examples of agentic assessment capable learners monitoring learning....

# data[].attributes.subject
Examples of agentic assessment capable learners monitoring learning....

# data[].attributes.headline
Examples of agentic assessment capable learners documenting learning....

# data[].attributes.subject
Examples of agentic assessment capable learners documenting learning....

# data[].attributes.headline
Examples of agentic assessment capable learners measuring learning....

# data[].attributes.subject
Examples of agentic assessment capable learners measuring learning....

# data[].attributes.headline
Examples of agentic assessment capable learners reporting their learning....

# data[].attributes.subject
Examples of agentic assessment capable learners reporting their learning....

# data[].attributes.headline
Five Monitoring Techniques That Deepen Student Learning - LSI Blog

# data[].attributes.subject
Five Monitoring Techniques That Deepen Student Learning - LSI Blog

# data[].attributes.attachment_link.readable_text
For years, we've had a serious problem in education. The heavy emphasis on high-stakes testing has prevented teachers from getting timely, actionable evidence of student learning. Ultimately, when a test score, issued after a student is no longer in a given classroom, indicates that the student did not meet the expectations of the standards, it's too late for the classroom teacher to provide any additional support or do anything about it.

Fortunately, the tide is changing. Schools are focusing on short-cycle formative assessment to monitor student progress throughout the course of each and every lesson. This way, teachers can stay informed about who's learning and who may need additional help before the end of the lesson-and before the first quiz or test.

Dr. Dylan Wiliam has said, "Formative assessment is a process used by teachers and students during instruction that provides feedback to adjust ongoing teaching and learning to improve students' achievement of intended outcomes."

Student monitoring also helps to clear up misconceptions, so learners don't go home and rehearse errors in their homework. The closer to instruction the feedback and adjustments occur, the more likely students will reach the intended goals of the lesson. Over the year, this brings about student mastery of the standards.

This impactful teacher practice helps teachers know how their students are progressing on a daily basis, allowing opportunities to provide extra support if needed. The possibilities for implementation are endless, but here are five monitoring techniques that teachers are using to deepen student learning:
1) Entrance and Exit Tickets
As students arrive and/or leave the classroom, require them to demonstrate mastery of key parts of the content. For example, a math teacher's entrance or exit ticket could consist of three problems of varying complexity, giving the teacher a clear picture of each student's level of understanding, as well as where his or her understanding may have been altered.
2) Student Reflection
Have students communicate what they know, what has helped them learn, and what they're still unclear about. This gives educators clear insight so they can make adjustments and plan the next steps in their teaching. It also gives them opportunities to help students revise their knowledge and clear areas of confusion. Best of all, they now know what part of their instruction was most helpful to students.
3) Revising Knowledge
To deepen their knowledge, students must be able to identify what they know about the critical content and recognize how their understanding has evolved. A myriad of activities can be done in small groups to get students discussing their own learning processes and solidifying the revised knowledge in their minds.
4) Accountable Answers
Effective student monitoring provides more than a snapshot of how the majority of the class seems to be doing. When teachers require all students to respond to a question, they can effectively gauge each learner's understanding. They can quickly display responses on whiteboards or vote anonymously. You may even have them walk to the corner of the room that corresponds with their responses, essentially "voting with their feet."
5) Summarizing
Another good way to help students grasp their learning targets is by having them summarize what they've learned. This immediately shows teachers which students need an adjustment in instruction. It can be as simple as asking students to summarize in quick phrases or a teacher might spontaneously have them provide descriptors for a particular character, person, or concept from the lesson.

An example of how to integrate the 5 monitoring techniques with a student-directed tool

Most formative assessment tools are teacher-directed: the teacher sends out quiz questions or polls for the students to passively answer. It's a missed opportunity for deeper learning and students don't experience the full power of formative assessment.

Students need a tool that encourages the 5 techniques above, where they can reflect on and deepen their own learning.

Research shows that student-led formative assessment is significantly more effective at increasing student achievement compared to teacher-directed formative assessment, with a recent review reporting an effect size that meant students who scored at the 50th percentile in the control group would have been at the 73rd percentile if their classroom had used student-initiated self-assessment (Lee et al., 2020) - read more research here.

LSI's Student Evidence Tracker tool does what no other formative assessment tool does: it gives students an active role, builds their capacity as learners, and develops student agency. It encourages student-led monitoring.

Here is how Student Evidence Tracker helps accomplish each of the 5 monitoring techniques:

Entrance and Exit Tickets: Students can upload evidence of mastery to the tool throughout the lesson, not just at the beginning and end.

Student Reflection: Teachers can easily share learning targets and criteria with students, who use them to self-assess their own learning.

Revising Knowledge: Teachers have a dashboard where they can see student progress and give quick feedback, which students use to revise their work and discuss with peers.

Accountable Answers: The dashboard shows which students are online and engaged and which students are not self-assessing.

Summarizing: Students can upload a summary of their learning as part of their evidence, which the teacher can review and verify.

You can use these 5 techniques with Student Evidence Tracker no matter the learning environment - virtual, hybrid, and in-person. It's a great example of a tool that not only monitors students but also authentically deepens learning.

Student Evidence Tracker

Technology tool for self-directed student learning and easy monitoring for teachers

# data[].attributes.attachment_link.title
5 Monitoring Techniques That Deepen Student Learning | Learning Sciences International

# data[].attributes.attachment_link.description
By Carla Moore For years, we've had a serious problem in education. The heavy emphasis on high-stakes testing has prevented teachers from getting timely, actionable evidence of student learning. Ultimately, when a test score, issued after a student is no