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-To provide feedback on the learning process
-Designed to inform practice
-importance of both student and teacher self-reflection
-Importance of assessing the PROCESS of inquiry as well as the PRODUCT
-Assessment can be divided into 3 areas:
1. Assessing (Formative, summative)
2. Recording (Assessment strategies, tools)
3. Reporting (ex. Student portfolios, PYP exhibition)

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-Active learning
-Responsibility for learning
-Development of assessment skills
-Exchange of ideas
-Motivation
-Engagement with material and other students
-Ownership

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Self-reflection
Student engagement
"I can" statements
Intrinsic motivation
Goal setting
Rubrics
Graphic organizers
Oral reflection
Student-led conferences
Strengths/weaknesses

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Letter Grades
percentages
Pass/fail
checklists
Written comments
Weights of assignments
Scores
Report Cards

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informal feedback
motivation

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-Tests: multiple choice, short answer, True/False, essay questions
-rating scales, rubrics, criteria
-Adaptations : second language, comprehension difficulties, visual, time-constraints, anxiety, learning challenges, behaviour
-Accommodations: alternate setting, format, construction, administration

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-Prior knowledge
-informal observation
-Oral questioning to assess progress
-in-class assignments
-quizzes
-homework
-Exit Slips
-Thumbs up/Thumbs down

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Fairness, Validity, Reliability

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-A task or activity where assessment aids in student learning

-Students take responsibility for their learning

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-A more formal type of assessment where the task or activity is measured and recorded according to specific criteria

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-using a task or activity to determine whether students grasp a concept or idea
-teachers can adjust their teaching accordingly