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Pages 7-11 (up to "What to assess")

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Pages 11 (up to "What to assess") - 15

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Pages 16-20

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Pages 21-26

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Assessment is FOR the learner, ABOUT their learning and to INFORM the teacher of the teaching and learning to come next. 

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Assessment is FOR the learner, ABOUT their learning and to INFORM the teacher of the teaching and learning to come next. 

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The main purpose of assessment is to inform learning and teaching.

It does this by;

- Gathering and analyzing information about what students know, understand, and can do

- Identifying students’ progress at different stages of learning

- Helping teachers adjust their teaching to better support students

- Providing feedback that helps students improve and set learning goals

Assessment is used to support and improve student learning, not just to measure it on a scale.

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- Authentic, connected to real life

- Clear about learning goals/success criteria

- Varied and fit for purpose

- Focused on individual progress (developmental)

- Collaborative and interactive

- Focused on feedback that improves future learning (next steps)

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The main idea is that building a strong, school-wide assessment culture requires shared understanding, collaboration, and assessment capability among all members of the learning community.

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The main idea is that building a strong, school-wide assessment culture requires shared understanding, collaboration, and assessment capability among all members of the learning community.

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The passage explains that:

- Schools need clear communication about the purpose and value of assessment

- Assessment should guide monitoring, documenting, measuring, and reporting learning.

- A shared culture is built through professional development, collaboration, clear policies, and common language.

- Everyone (teachers, students, leaders, families) must understand, Why assessment is done, what quality looks like, how assessment is carried out, how data is used

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When teachers inquire into student learning as a way of assessing their own practice as educators, they become more effective teachers and as well as fostering increased support to individual and group learning.

???? Questions for Reflection

What awareness do we currently have of student learning?

What's the evidence look like?

How can we support understanding of quality?

What other contexts can they practice?

How will we know when we have supported effective learning?

How can we identify progression in learning?

What types of evidence do we have, and what are the next steps?

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They can become assessment capable when teachers provide them with a variety of learning experiences (with feedback) so they are able to reflect and make improvements.

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With teacher and student both taking an active role in assessment, students are able to identify more about their own learning preferences.

Co-constructing the learning goals leads to increased student ownership of their learning and being able to monitor and adjust their behavior, planning, and success in project completion.

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Inquire into student learning as a way of assessing their own practice as educators. They should continually adjust their teaching to better support both individual and group learning. Teaching should not be stagnant and stay the same from year to year.

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With co-constructed common understandings, there is a structure for reflection, self-assessment and specific guidelines in which their learning will be measured.

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PYP for many years has followed the backwards by design approach by starting with the end in mind and building the understandings based on the end result. The Forward by design approach however takes into consideration what learning has occurred outside of planned material.

The learning process is just as important as the learning outcome.

Start slowly with the early years and build capacity over time.

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It occurs daily through observing, questioning, reflecting, discussing, and learning with peers and teachers. The goal is to provide meaningful feedback and feedforward for next steps.

Teachers should be intentional and proactive in checking learning, know what you’re checking for, how you will find evidence and how you’ll use that information.

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Documenting learning makes learning visible.

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Documenting learning makes learning visible.

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It is shared with others to show the learning process. It reveals insights and reconnects learners to learning goals and success criteria.

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The measuring of learning gathers“point-in-time” data on achievement and progress.

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The measuring of learning gathers“point-in-time” data on achievement and progress.

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When measuring learning, teachers should provide multiple opportunities for learners to access, use, and demonstrate new understandings, ensure that strengthened skills can be applied in other contexts, offer support to enable transfer, and maintain a balance between challenge and knowledge while checking that learning is meaningful and appropriate.

Not all learning can be, or needs to be, measured.

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Teachers observe how children monitor and adjust their behavior, especially in play, to:

Build a clear picture of the learner and their interests

Identify what and how the learner is thinking and learning

assess the effectiveness of the learning environment on the learner’s learning

plan learning engagements for individuals and small groups.

Listening to children’s dialogue reveals their interests, existing knowledge, involvement, and social skills.

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Feedback is one of the most powerful teaching practices.

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Feedback is one of the most powerful teaching practices.

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Effective feedback is timely, specific, and well considered.

When giving feedback, teachers should foucs on
Feedback: “How am I doing?”
Feedforward: “Where to next?”

Learners benefit most from feedback that is based on their learning development. In providing feedback, teachers may also consider whether to focus on knowledge or skills, on the

learning process or on self-regulation skills.

When giving feedback, teachers need to identify misconceptions, guide students to reflect on their thinking, support correction, and help them build deeper understanding.

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Daily check of learning against personal learning goals and success criteria. Strategies used could be observation, questioning, reflecting, discussion, feedback, and feedforward. Tools for monitoring are open-ended tasks, written or oral assessments, and learning portfolios.

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Peer feedback uses shared success criteria to evaluate others’ learning. It contributes to learning adjustment, also improves the feedback giver’s assessment ability.

Teachers model how to provide effective peer feedback by:

• using language that shows respect for the learning of others

• referring to shared understandings of what quality and success looks like for diverse learners

• providing authentic and ongoing experiences in giving meaningful feedback

• supporting learners to interact with the learning of others

• conferencing in small groups.

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A collection of evidence of learning over time shared with others to make learning visible and transparent. Helps reveal patterns and insights of understanding and encourages revision of learning goals and success criteria. Strategies used are learning logs, learning stories, or portfolios. Tools used are exemplars, checklists, rubrics, anecdotal records, and portfolios.

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Assessment for learning

Assessment of learning

Assessment as learning

Firm evidence supports the efficacy of assessment for learning and assessment as learning on learner outcomes, for they are an essential component of what learners and teachers do in the classroom.

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Capturing what a student has learned at a specific point in time, remembering that not all items need to be measured or assessed, and that the measurement represents one point in the larger context of student understanding. Tools for measuring can be school-created or purchased. Schools should reflect on the impact standardized testing may have on student well-being.

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Assessment should be based on predetermined content that aligns with the IB philosophy of international-mindedness. Students should be assessed on their development of knowledge, conceptual understanding, skills, and their ability to self-regulate their learning.

Questions to consider when designing an assessment plan:

• Is it the process or product of learning we aim to evaluate?

• Is it to understand prior knowledge—what the student already knows and can do?

• Is it to check if learning is on track or if the student is ready for extension?

• Is it to elicit depth and breadth in understanding?

• Is it to extend students’ learning?

• Is it to understand how the student makes connections and applies learning?

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Assessment criteria should be shared with students before learning so they are aware of the learning expectations. Criteria should be documented and updated throughout the unit to support what learning is actually taking place and the direction of the inquiry. When monitoring and documenting student learning, the teacher considers:

• the nature of students’ inquiry over time—observing for depth and breadth

• students’ awareness that authentic challenges require solutions based on the integration of

knowledge that spans and connects different subjects

• how students demonstrate and develop subject knowledge

• how students apply their conceptual understandings to further their inquiries successfully

• how students demonstrate and develop the approaches to learning

• how students demonstrate both independence and an ability to learn collaboratively.

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Conceptual Understanding, ATLs, and Self-Regulatory Learning

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Conceptual Understanding, ATLs, and Self-Regulatory Learning

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Assessment throughout the learning process is crucial. Students need explicit teaching, time to practice and test, and receive feedback on the use of their skills and conceptual understanding. Informal assessments like exit tickets, bus stops, and think-pair shares give students the time and the space to think and make connections. Through a varied assessment approach that considers the students' emotional well-being and needs, teachers should provide timely, kind, and relevant feedback. That feedback should then be transformed into actionable steps students can use to improve.

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Assessment plans should be multi-dimensional, meaning they should monitor, document, measure, and report on student learning. Each dimension has its own purpose with the shared goal of providing evidence of teaching and learning. Monitoring and documenting learning have the greatest emphasis as they provide the greatest opportunities for providing meaningful feedback.

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The IB suggests using multiple data points from multiple sources to collaboratively analyze learning for individuals, groups, and cohorts across the school, to identify patterns that guide planning and teaching. Strategies and tools should include student input to help build students' assessment capabilities, as well as educators'.

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Before, during, and after learning, teachers should collaboratively review assessments to build a shared understanding of what quality and success look like for diverse groups of students. After documenting and measuring learning, teachers should collaboratively reflect on the findings to consider the depth of learning that happened, alignment with stated goals, and modifications needed to achieve improved results in the future through planning and teaching.

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Reporting on learning should be a public and transparent communication of how well learning has occurred for students and parents. It identifies both process and achievement in learning, areas for growth, and validates the educational program. No specific formats are required; they can include traditional and student-led conferences, reports, and progressions.