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From self-assessing to self-adjusting (Pages 7&8)

Co-constructing learning goals and success criteria

(Pages 8&9)

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Supporting self-regulated learning (Page 13)

How to Assess (Page 14)

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Monitoring and Documenting (Page 15-17)

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Measuring 17-19

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Developing an integrated assessment culture (Pages 5)

Developing assessment capability to support learning

(Pages 5&6)

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Assessment Capable Practitioners and Students (Pages 6&7)

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Designing assessment to inform learning and teaching

(Pages 9&10)

What to Assess (Pages 10&11)

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Reporting (Page 19)

Assessing early learners (Page 21)

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Giving and receiving feedback (Page 21-23)

Peer Feedback (Page 24)

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Progress in conceptual understanding is demonstrated when

- The abstract concepts are clear

- Making connections

- Transferring the simple concepts to the complex/difficult concepts.

- They understand the central idea so that they can take action

Strategies to support the conceptual understanding

wait-time strategies

concept map

exit cards

bus-stop strategies

Think-Pair-Share

Open ended questions

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It needs to open and transparent. It can be in different forms Parent/teacher/student conferences

• Student-led conferences

• Reports

• Learning progressions

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Reporting is the most public aspect of assessment becauuse of this we have to provide clear information that is useful to parents and students.

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Assessements are designed to produce data or evidence of learning and teaching.

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No specific formats are preferred by the IB for reporting.

We find that “Reporting” is often seen as written feedback, presentations and discussions, but it can be much more powerful when it comes from direct observation as children engage in their activities—especially in the early years.

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Measuring Learning

To understand what a student has learned at a specific point in time.

Not everything needs to be measured.

Measurement tool used provides student achievement and progress in learning.

Analysing Learning

Teachers use multiple data sources to track individual and group progress.

Identify trends and patterns.

Make evidence-based decisions about teaching and learning.

Students are also involved in the process, helping them build their own assessment capability.

Teacher moderation through professional discussions

around student samples is an effective strategy.

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*Teachers support students to become assessment capable.

*planning multiple opportunities for success

*use the data to adjust your teaching and assessment strategies.

*being open to active learning about students' progress makes teacher becomes more effective.

sharing data and evidence with students and learning community.

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Monitoring and documenting are 2 of the 4 PYP assessment dimensions.

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"A school-wide assessment culture acknowledges the role assessment plays

in informing the learner, learning and teaching, and the learning community about achievement, progress and in supporting decision-making." -- it is important for all teachers to feel confident in what the school-wide expectations are regarding documenting, monitoring, measuring and reporting student learning. This is important in building confident teachers.

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The PYP places more emphasis on these two as they are considered critical in providing actionable feedback for the learner.

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All the members of the learning community (teachers, students, families) should be aware and understand why, what, and how they are being assessed.

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What helps build an assessment-capable teacher?

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What helps build an assessment-capable teacher?

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An assessment-capable teacher is supported through professional development and a shared

assessment culture.

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Examples: open-ended tasks, quizzes (or other written assessments), conversations (or oral assessments), portfolios.

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Teachers check progress through talking, asking questions, observing, and giving feedback.

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There are various methods for monitoring, but the key point is that it is carried out consistently.

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Documenting learning means “making learning clearly visible.”

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Examples: learning journals, stories of learning moments, portfolios, rubrics, checklists.

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Visible documentation makes it easier to receive feedback from others, allows learners to view their own work objectively, and helps connect their efforts to the next steps in learning.

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"Self-assessment involves students reviewing and evaluating their knowledge, conceptual understandings and skills. It then leads to students monitoring and adjusting their behaviour and planning, making corrections and implementing improvements in their learning. Self-adjusters use the feedback they are given to modify and improve their learning. Self-adjusting therefore requires both thought and action and supports students’ self-efficacy."

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Assessment is not a final step, rather, it is an integral part of the process of teaching and learning. Assessment practices should be integrated, guiding curriculum evaluation and teaching effectiveness.

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An assessment-capable teacher is supported through professional development and a shared

assessment culture.

It is important that teachers are honest and ask for help or advice when they are feeling stuck.

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Assessment is a collaborative process involving teachers, students, and families, creating a shared understanding of progress (feedback) and next steps (feedforward :)).

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Co-constructing learning goals and success criteria

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Co-constructing learning goals and success criteria

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Teachers, students and students' families need to communicate where the student is, and where they need to go to, and how they are going to do that.

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These pages discussed how teachers can report students' learning.

-Teachers and students observe questions and discuss daily to understand what students know and what they're still learning.

-Students and teachers record evidence of learning through journals, photos, reflections, or portfolios.

-Teachers gather data from different points in time (like assessments or reflections to see how much learning has happened

- Feedback helps students know 'how am i doing', feed forward helps them know 'where to next'.

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Main idea under session is about Assessment in the PYP is a continuous, flexible process that values both planned and emergent learning, focuses on developmental growth, involves students actively, and uses evidence to guide and improve teaching and learning.

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Main idea under session is about Assessment in the PYP is a continuous, flexible process that values both planned and emergent learning, focuses on developmental growth, involves students actively, and uses evidence to guide and improve teaching and learning.

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What teachers can do to make a good environment for students to do self-regulated learning

ensure students' well-being

Short, specific, and actionable feedback

Create varied assessments to ensure all the students can shine

Challenge students to take risks

Redirect students to encourage them to self-correct (self-regulated learning)

Encourage students to see the mistakes as an opportunity to grow. (Mistakes are okay)

For teachers:

provide opportunities for students to practice their skills

Design open-ended learning experiences to cater to different skills.

collect and use learning evidence that can be observed

Identify when and where students are more receptive to learn

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Assessment does not end in monitoring and documenting. Teachers should also analyse and report the data collected to the school community. According to Hipkins (2009), this will allow for the entire school community to inquire regarding the efficacy of the programme implementation.

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There are two design approaches to assessment.  1.Backward by Design : start with the desired outcome, then design assessments, then plan learning activiites. Focuses on ensuring students achieve identified knowledge, concepts, and skills.  2. Forward by Design:  Recognizes unplanned learning and emerging "Soft skills ( like communication, collaboration and reflection )  Encourages student participation in assessment design, allowing them  to show what else they know or can do. 

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There are two design approaches to assessment.  1.Backward by Design : start with the desired outcome, then design assessments, then plan learning activiites. Focuses on ensuring students achieve identified knowledge, concepts, and skills.  2. Forward by Design:  Recognizes unplanned learning and emerging "Soft skills ( like communication, collaboration and reflection )  Encourages student participation in assessment design, allowing them  to show what else they know or can do. 

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In an assessment-capable learning community, everyone has a clear understanding of the reasons

for assessment, what is being assessed, the criteria for success, and the methods by which the assessment is made. Teachers regularly collaborate in this process.

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"Am I making progress? How do I know?”

" PYP...emphasis on monitoring and documenting

learning as these dimensions are critical in providing actionable feedback for the learner. "

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Schools should be encouraged to create a whole-school culture of assessment, where teachers plan collaboratively, reflect, and moderate assessments.

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We find that having fair assessment is quite a challenge.

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It would be beneficial for teachers to reflect on their assessment strategies. The guide questions in the document would be helpful.

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The forward by design is more flexible and responsive to students need, allowing for adjustments in learning.

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Skills progression: Students move from being Self Assessors -> Self-Monitors -> Self Adjustors (overall aim).

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As teachers too, asking for advice when feeling stuck is so important!

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Students are developing this continuously as part of co-constructing their learning (identifying improvements) and assessments.

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Often, I found when it's time for assessment, I am rushing to finish the unit or rushing to start the next unit, or being busy with putting grades into the report cards. This makes it really hard to look at the assessments and revise them, talk with students and work on feedback/feedforward. I tend to forget that assessments are supposed to be continual process, and it is important to spend more time on them rather than rushing through them.