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The school policy mentions the important aspects of assessment but it would be beneficial to make the following amendments-
1. Review current policy and update it. Some aspects are outdated and have already been changed this year.

2. Include the assessment terminology matching with the updated Enhanced PYP (namely dimensions of assessment, assessment capable teachers and students, feedback, feedforward, individualised goal setting)

3. Highlight provisions of time for individual goal setting and follow up.

4. Share and review policy along with the teachers. In the past, only the senior management has been involved in this process.

5. Look at better organisation of policy statements under key sub-headings to facilitate better understanding by teachers and parents.

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Set goals with ss- display steps -follow up every few weeks- discuss evidence of growth, steps ss have achieved so far.

Self-adjusters

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Involving ss in co-constructing rubrics to make them capable in assessing themselves.

Taking time to explain/ modify rubric with ss- will be useful in explaining the skills being assessed, expectation of quality, content, conceptual understanding

Key questions for ss-
Where is my learning going?
How am I going?
Where to next?

Using SOLO-
T could ask- Which stage do you think you are at?
Can you show me evidence?
How can you reach the next level?

How to co-construct?
-Discuss with them how they want to be assessed on the specific LOI or CI
- exemplars
- Look at a WAGOLL and discuss the features and create sentences for a rubric or spectrum. eg: cobble website- look at other ss work- choose what we think is a good example- set success criteria

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Shared understanding of quality learning

s/b collaborative and regular- TO HIGHLIGHT

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Feedback-
positive
encouraging
focus on skill and not the student as an individual
specific
timely- not delayed in writing
timetable it in- allocate time for few ss each day
2 stars and a wish

Feedforward-
important to inform ss of next steps
verbal more effective
written (post-its, 2 stars and a wish) may get unnoticed, forgotten
Think/next steps booklet
Clarity of scope and sequence to decide next steps with ss

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Central idea: Humans communicate for different purposes

Knowledge: Types of communication systems. what communication is, different ways that we can communicate (Spoken, written, non-verbal/body language), history of communication (Why do we have multiple languages?)

Concepts:
Purpose of communication. Challenges people may face. Reasons for different ways of communication  (perspective). People can communicate in different ways. Circumstances determining communication types.

Skill:
Thinking skills (When to use which type of communication at an appropriate time), compare and contrast different communication systems for different purposes
Communication skills (Using non-verbal language to effectively communicate with another person), body language
Research skills
Learner Profile Attribute: Open-minded

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Can help ss to share their understanding quickly.

Helpful in designing rubrics as well.

Our SOLO taxonomy KUD and ss success criteria rubrics-
https://docs.google.com/presentation/d/1BtLUtvlzzE-VL855FSemEQRql7Si5UAScP6uqJewXJg/edit?usp=sharing

Simple language, colors and visuals for younger children would make it more student friendly.

Reminder- using appropriate verbs for each level

Not overwhelming ss with lots of success criteria. Just select one or two things ss need to work on during the task and take up other skills/features in another task.

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My current knowledge of assessment and evidencing?

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My current knowledge of assessment and evidencing?

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A Year 1/2 homeroom teacher.

Key concepts about assessment and evidencing I am familiar with-
- diagnostic testing/assessments
- assessment for learning
- regularized formative assessments
- planning summative assessments based on learning outcomes and working backwards to plan learning engagements to collect evidence of learning and modify teaching

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Time
Class size
Unclear expectations from senior management
Differentiated abilities and backgrounds
EAL / SEN
Assessing for documentation or learning?

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My goals-

1. To be a risk -taker in trying different assessment tools and a reflective educator by looking back at my successes and failures.
2. To provide more opportunities for reflection to my students and include ss choice in selecting method of self-reflection.

Assessment tool- checklist
1. Is able to try new methods of assessment and ss self- reflection- Y/N

2. Is able to make time to reflect on assessment methods used- Y/N

3. Is able to include opportunities for assessment throughout the unit- Y/N

4. Is able to co-construct assessment criteria with students- Y/N

5. Is able to provide timely and effective feedback to students and involve them in the assessment process- Y\N

6. Is able to collaborate with peers to select, design, monitor, evaluate assessment data and plan next steps- Y/N

7. Is able to include ss choice and voice in choosing self- reflection methods- Y/N

8. Is able to create differentiated rubrics for EAL/LA learners- Y/N

9. Is able to scaffold learning to introduce concepts to LA learners and support them to move towards achieving year-level standards (motivated, goal setting, celebrate progress/achievement)- Y/N

10. Is able to integrate skills and conceptual understanding in assessing - Y/N

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My assessment practices, scope of improvement, and goals

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My assessment practices, scope of improvement, and goals

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I relate to Christos's portfolio. Main reasons-
1. Current school assessment scenario
2. My current stage in developing as an assessment capable teacher.

My current assessment practices and scope of improvement-
- observing and formatively assessing students throughout the unit
plan in advance the skills, understanding I am observing them for
continue setting differentiated goals, achievement goals for ss

- explicitly highlighting skills (ATLs) needed for tasks at the beginning, observing students through the task and encouraging students to celebrate their achievements, identify and accept their challenges, analyze their challenges, brainstorm strategies for improvement with the students
be more consistent in this practice

- planning for a summative assessment task to evaluate student understanding at the end of the unit
focus on developing tools, strategies, tasks to analyze overall conceptual understanding and critical thinking in ss rather than doing a summative assessment just for the sake of it

- student self-reflection
embedding regular opportunities in the inquiry for ss self-reflection
use differentiated reflection methods driven by ss choice

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Evidencing Learning- 25th-27th Nov, 2022
IBAP Evidencing Learning (padlet.com)

IB exchange programme on the IBO website

Look at paintings at share how you feel about assessments - Frieda kahlo with necklace of thorns, Monalisa,  screaming, sitting in garden, weeping woman, etc

Planning more opportunities for success for students-

Co-construct criteria with students

Give students the choice to how they want to reflect, different tools- padlet, poster, circle choice, etc- will be useful for ss to share their understanding

Each engagement is evidence of learning- no more formative, summative assessment- use detailed reflection to culminate each task- develop the skills at the end of each task

T should not document everything, also spark/ cater to ss interests

Clear expectations, policies from management to develop assessment capable teachers

Could make google slides for recording reflection/ goals for each ss- teacher can talk to ss and record progress

Aim for more individual conferencing, goal setting with students.

Share rubric with parents/students

Monitoring- on-going daily interactions b/w ss and teachers- feedback in real-time- not delaying feedback in written form-most important

Measuring- well–being of ss is imp- not everything s/b measured- be mindful

Reporting- informs learning but a small component of assessment

Day 2-
Pre-assessment, checking pre-existing knowledge, engaging knowledgeable students in developing skills- same story in my class- most of the HA learners lack transferrable skills.

RAFT open- ended assessment task
GRASP- done before

Assessment progression-
set task- set criteria- co-construct success criteria- monitor ss and identify learning needs- provide support where needed- monitor skills- document progress(excel sheets)- show/share feedback to ss.

Using polling to assess pre-existing knowledge

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https://padlet.com/chawlasanjana1977/cmng3aygnaufa5w7