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Assessment in the PYP

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share their learning and understanding with others
• demonstrate a range of knowledge, conceptual understanding and skills
• use a variety of learning styles, multiple intelligences and abilities to express their understanding
• know and understand in advance the criteria for producing a quality product or performance
• participate in reflection, self- and peer-assessment • base their learning on real-life experiences that can lead to further inquiries
• express different points of view and interpretations • analyse their learning and understand what needs to be improved.

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• inform every stage of the teaching and learning process • plan in response to student and teacher inquiries • develop criteria for producing a quality product or performance • gather evidence from which sound conclusions can be drawn • provide evidence that can be effectively reported and understood by the whole school community • collaboratively review and reflect on student performance and progress • take into account a variety of learning styles, multiple intelligences and abilities including different cultural contexts • use scoring that is bot

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Have the tasks provided ample information to allow a judgment to be made about whether the purposes or objectives have been met?
• What does the students’ performance reveal about their level of understanding?
• Have any unexpected results occurred?
• What changes should be made in the assessment procedure?
• How should the teaching and learning process be modified as a result of the assessment?

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• using representative examples of students’ work or performance to provide information about student learning
• collecting evidence of students’ understanding and thinking
• documenting learning processes of groups and individuals
• engaging students in reflecting on their learning
• students assessing work produced by themselves and by others
• developing clear rubrics
• identifying exemplar student work
• keeping records of test/task results

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Ongoing - plans the next stage in the child's learning. Regular and ongoing feedback. Students often know the next step in their learning.

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At the culmination of the teaching and the learning process.  It can assess several themes/topics/ideas.

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Reporting—how we choose to communicate information.

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Recording—how we choose to collect and analyse data. •

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Assessing—how we discover what the students know and have learned.

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Assessment involves the gathering and analysis of information about student performance and is designed to inform practice. It identifies what students know, understand, can do, and feel at different stages in the learning process.