# data[].attributes.body
Finding time to assess individual writing assessment is challenging and time-consuming.

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Using the primary class list to collate data allows me to identify trends and consider areas of support in the primary school.

Digital technologies such as IXL, Lexia and RAZ make it easy to access data points across the primary school.

Aligned assessments across the primary school allow us to effectively track students and monitor and measure growth.

IXL diagnostics and Snapshots allow us to measure growth from Grades 3 - 5 and beyond.

Across subjects, specialists teachers are creating rubrics which are documented in toddle planners.

Teacher observation is effectively used by all teachers and students are discuss during every staff meeting.

Many teachers involve students in co creating subject criteria and rubircs.

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I used to use varied tools of assessment for languages and seems like it worked for me and the students,

for the Uoi, I often use anecdote notes and use visible thinking routine

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To use a more efficient tools to do the assessment and to record it in one portal or folder.

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I have used various strategies and tools to help me assessing students understanding toward the concepts and if they have achieved the success criteria.

I did differentiation to cater the interest and the ability of my students.

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I feel that having a school-wide data collection format would be a great way to foster assessment for growth and progress. We can review and see how the continuum has progressed and developed by having accurate data in place.

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The dynamic flow from the kids and the time to do that. Consistence is important

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Advocating for IXL for live diagnostic Maths and Language Arts levels.

Utilizing and getting Grades 3 & 4 to make use of Lucy Calkins' student-friendly rubrics/checklists/ mentor texts for more specific analyzing of different writing purposes (Opinion, Narrative and Informative).

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Integrating math and literacy with UOI, when I want to focus more on Literacy and Foundational skills, as I believe this is the student need. Assessment is also something that can be improved, made easier and shared online on a central platform, across the primary school.

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I am quite successful in creating the assessment tasks and tools for most of the unit so students have clear understanding of what they have to do for the task.

I differentiate the task for new students and student who has prior Indonesian.

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I strongly feel that the successes are the way we are co-constructing the success criteria in our classroom. Ensuring to use child-friendly rubrics and giving agency to our students to pick and choose their tools. Documenting and Evidencing the assessments in the form of VTRs and trackers are really helpful and accurate.

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It's my success when the criteria reflects to the real world application of knowledge and skills. Being useful for the student for pratical use beyond the classroom.

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I have found it continuously challenging to find the time to complete assessments throughout the year as they take so much time and there is so much to cover that sometimes I feel I know where my students are at without having to do formal assessments.

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Need more time and to be consistence to record students notes, comment and update and discusss with HR teacher about student update.

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I would like to explore ways to take this data forward, and find different ways to make it useful as they move on to the next grade level.

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My challenges is I need long time to analyze the evidence and data that I got from the assessment.

The assessment usually takes long time,depends on the students mood.

Being more consistent on how to documenting the assesment.

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I think the challenge is creating a more standardized- assessment.

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My success in relation to PYP at BIS and assessment was documenting the students works, improving my rubrics, and becoming more consistent in that than last year.

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Standard 3: Culture: Creating positive school cultures

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Standard 3: Culture: Creating positive school cultures

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Practice:
The school implements, communicates and regularly reviews an inclusion policy that creates cultures that support all students to reach their full potential. (0301-02)

The school implements, communicates and regularly reviews an assessment policy or policies to help create a culture of continuous learning and growth. (0301-05)

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Standard 2: Environment: Providing essential structures, systems and resources

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Standard 2: Environment: Providing essential structures, systems and resources

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Practices:
The school regularly reviews and follows all IB rules, regulations and guidelines to support programme implementation and ongoing development. (0201-01)

The school organizes time for learning and teaching that provides a broad, balanced and connected curriculum and serves the changing needs of its community. (0201-03)

The school identifies and provides appropriate learning support. (0202-02)

The school ensures that leadership and teachers participate in appropriate and timely professional learning to inform their practice. (0203-02)

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All the STANDARD 4

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Practice:
Teachers use inquiry, action and reflection to develop natural curiosity in students. (0403-01)

Why?
Promote student voice and agency, setting goals, reflecting on learning

Connected to:
- Standard & Practice: Students take ownership of their learning by setting challenging goals and pursuing personal inquiries. (0402-06)
- Standard & Practice: The school develops, regularly reviews and shares its curriculum in ways that explicitly engage the school community. (0401-03)
- Standard & Practice: Teachers collaborate to design, plan and deliver the school’s IB programme(s). (0401-02)

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Teacher support 1: The school ensures that teachers use current IB resources and regularly review their implementation of the programme. (0203-01) We need to make better use of the planning & supporting documents to guide assessments.

The following 4 practices are under the 'Approaches to Assessment' Standard and will support us maintain high accountability for our students and guide teaching and learning.
Approaches to assessment 1: Students and teachers use feedback to improve learning, teaching and assessment. (0404-01)
Approaches to assessment 2: The school uses assessment methods that are varied and fit-for-purpose for the curriculum and stated learning outcomes and objectives.
(0404-02)
Approaches to assessment 3: The school administrates assessment consistently, fairly, inclusively and transparently. (0404-03)
Approaches to assessment 4: Students take opportunities to consolidate their learning through assessment. (0404-04)

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Practice:
Teachers promote effective relationships and purposeful collaboration to create a positive and dynamic learning community. (0403-04)

Why?
Assessment of self and teaching practice, curriculum is connected to successful student outcomes (Standard/ practice 0404-02)

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Leadership 4: The school implements and reviews systems and processes to improvethe operation and sustainability of its IB programme(s).

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Leadership 4: The school implements and reviews systems and processes to improvethe operation and sustainability of its IB programme(s).

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Practice:
Teachers remove barriers to learning to enable every student to develop, pursue and achieve challenging personal learning goals. (0403-05)

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Standard: Approaches to Assessment (0404)

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Standard: Approaches to Assessment (0404)

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Practice:
Students take opportunities to consolidate their learning through assessment. (0404-04)

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Approaches to assessment 2.1: Teachers use a variety of assessment methods that are connected to stated
learning objectives and outcomes. (0404-02-0100)

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Standard: Approaches to Assessment (0404)

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Standard: Approaches to Assessment (0404)

# data[].attributes.body
Practice:
The school administrates assessment consistently, fairly, inclusively and transparently. (0404-03)

# data[].attributes.headline
Leadership 1: The school regularly reviews and follows all IB rules, regulations and guidelines to support programme implementation and ongoing development.

# data[].attributes.subject
Leadership 1: The school regularly reviews and follows all IB rules, regulations and guidelines to support programme implementation and ongoing development.

# data[].attributes.headline
Standard: Approaches to Assessment (0404)

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Standard: Approaches to Assessment (0404)

# data[].attributes.body
Practice:
The school uses assessment methods that are varied and fit-for-purpose for the curriculum and stated learning outcomes and objectives (0404-02)

# data[].attributes.headline
Standard : Approaches to assessment (0404)

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Standard : Approaches to assessment (0404)

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Practice:
Students and teachers use feedback to improve learning, teaching and assessment. (0404-01)

# data[].attributes.body
Approaches to assessment 1: Students and teachers use feedback to improve learning,
teaching and assessment. (0404-01)

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Previous successes for me that helped plan a range of assessment tools & strategies using the grid in the old S&P (will find it and upload).

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Coherent curriculum 3.3: The school reviews IB requirements for learning, teaching and assessment, and
communicates them to the school community. (0401-03-0300)

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Culture 5: The school implements, communicates and regularly reviews an assessment
policy or policies to help create a culture of continuous learning and growth. (0301-05)

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In the future, I want to schedule more time to document, and update my student's data sheets. This will support my teaching with updated information about my student's progress.

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Using more rubrics

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having set assessments for the beginning, middle and end of year so that we can see the students progress throughout the year

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having set assessments for the beginning, middle and end of year so that we can see the students progress throughout the year

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Acting on anecdotal notes & observations, building these into planning and changing presentation order/ sequence of content, skills etc

Scheduling feedback sessions with the student and teacher to action assessment results

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Pre-assessment can be used more effectively to differentiate upcoming lessons.

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being consistent on how to record the assessment and do the document.

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being consistent on how to record the assessment and do the document.

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In order to see progress and to record and inform my planning, next year i will set up a form or note or template for every indicator that i work on the day.

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I find very useful the literacy assessments we currently have in place, such as the PM reading assessments, six traits writing rubric, to guide my instructional practice.

I also find very valuable the data the literacy/ math apps collect, such as Lexia, Raz- kids, Mathletics, etc.

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Have a better way of accessing assessment. Standardized pages for each class.

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Regular reading assessments, even short running records on random texts, supports lesson focus for whole class and groupings within the classroom

Problem of the day and open ended mathematics questions, are a good formative when introducing and when practising concepts within strands.

Given the students a chance to self assess during independent practise time.

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-have rubrics ready for students at the beginning of the unit and have posted somewhere in the class

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-have rubrics ready for students at the beginning of the unit and have posted somewhere in the class

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Using more standard assessments. Generally, becoming better at documenting and using assessments.

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Creating the anecdote for every single child
Recording the result of the analysis
Making sure that i do it consistently

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My challenge is finding the time in the classroom to do the math assessments. Assessing math is the most difficult for me.

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During the collaborative planning process, I will try to make notes on how I intend to 'document the learning' and the other questions from the reflection part of the planner.

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I could use variety of tools to assess and find out my students' achievement.
I was doing differentiated assessment that allows my students to show their understanding on the concepts in a way they want to.

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Creating the rubric/ assessment tools and also find out the appropriate time to assess all students.

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I am quite successful in gathering student data in our language programme. This means, using PM standard running records, Words Their Way assessments and writing using the 5+1 writing standards.

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able to create authentic products to be assessed for grades 1-5 throughout the year related to the library curriculum

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able to create authentic products to be assessed for grades 1-5 throughout the year related to the library curriculum

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Documenting the evidence

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implementing the things the assessments tell me into the shorter specialist units/lessons (stand alone ones)

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implementing the things the assessments tell me into the shorter specialist units/lessons (stand alone ones)

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to engage it with the national curriculum

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I find using tools such as DRA and six traits writing rubric to standardise across my class and guide my teaching.

I am comfortable making a variety of tools and strategies to assess students knowledge, understanding and skills.

I find using open ended assessment (low entry high ceiling) in mathematics allow for all students to feel successful.

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Identify one or two practices to answer each question. Select practices from at least two categories of the PSP framework.

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Identify one or two practices to answer each question. Select practices from at least two categories of the PSP framework.

# data[].attributes.body
Identify one or two practices to answer each question. Select practices from at least two categories of the PSP framework.

# data[].attributes.body
Identify one or two practices to answer each question. Select practices from at least two categories of the PSP framework.

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Co creating our Assessment Programme Development Plan

Individual meetings and team meetings to analyse student work

Updating our assessment policy and essential practices

Sustainable practices for student portfolios

Identifying key resources that will support teachers (assessment tools and strategies)

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I would like to have time to triangulate data with the primary team to ensure that our curriculum is spiralled and that our expectations are aligned.

I would like time to co create assessments semesterly (or buy a key resource that has this) to ensure that reports are not as subjective.

I want to schedule more time to analyse student work in the upper and lower primary and specialists so that we can use data to inform next steps in teaching and learning.