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Is there anyway to get the Application Task in a Google Doc format?

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Temitope Ray-Odekeye

1. Should we completely remove or create a balance between high-stakes assessments and authentic assessments since our students will still get to meet high-stakes assessments in universities in the meantime?

2. Authentic assessments may increase in students, the ability to problem-solve. Do teachers have the problem-solving abilities enough to recognise or develop such in students?

3. Authentic assessments may lead to the need to develop more skills or understandings. How will teachers figure this out?

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3 Burning Questions

1. How can we implement standards-based grading (SBG) to accommodate the AP, IB, and Common Core curricula?

2. How can we respect the existing frameworks of both the AP and IB curricula without making changes that might detract from them?

3. What best practices guide the implementation of these answers?

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I am interested to hearing from others on their assessments processes in preschool.

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How can formative assessment improve student learning and engagement?

Alma

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When talking about skills, like developing curiosity and grit, how do we measure that it is happening?

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For teachers in IB schools, how are ATL's integrated with your broader curriculum?

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How can we assure we can measure the learning of all of our diverse learners?

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How can we ensure that we get everyone on the same page with assessment? International schools always have teachers coming and going...

Christine Vithayathil

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How do we solve the problem of over assessing students?

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How teachers can provide feedback to students with the few time and the amount of students?

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How can we balance/support student well-being while also fostering positive time-management skills?

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Ariel - I would like to know what are the ways to assess dispositions. Do we observe and keep anecdotal notes? How often do we assess? Do we have students self assessment and peer assessment? How do we report this to parents?

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I'm wondering how I can make meaningful contributions and impact to our assessment practice knowing I'm in a mid leadership role and there are limitations to it.

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Brianne Sheets

How does student self-assessment, reflection fit into this? How can I lead change through guiding teachers to create UBD units for content?

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How do we maintain consistency across the board involving different subject areas in term of different sytles of assessment, data collection, analysis and revisiting the cycle for improvement? - Rahmat

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What are some successful strategies schools have used to shift assessment and help teachers work together to develop new pathways toward assessment that truly show evidence of the learning we are looking for (not just content)?

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What are successful models of assessment used for character development and growth mindset of students? What does that data demonstrate for authentic assessments? How have others moved educators away from harmful assessment practices?

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I wonder about how we can make assessment practices more equitable?

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I would love to find out how ATLs & Skills are assessed, and feed back given. (assessment of ATLs for learning)

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How can we ensure that all teachers approach assessments consistently and align their practices with the school's policy?

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How do we effectively involve students in assessment practices?

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How to plan assessments more equitable and inclusive?

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What are 'sustainable' strategies for gathering and analysing assessments that feel comfortable for the entire learning community?

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I am interested in hearing about the differences between divisions. In elementary, there are multiple pathways, psychological safety but all kids in Upper school take the IB tests? How do you manage this difference?

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I'm interested in learning about assessment policy implementation and roll out and how AI can help support our work with assessments.

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How can we better align assessments with new teaching practices but at the same time still prepare students for the traditional assessments that are expected to enter universities?

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If we modernize our assessment practices, how do bridge with the External more traditional assessment(SAT, MAP, AP, IB), in order to make sure our students have the test taking skills

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How do we insure all teachers are on board with assessment philosophies, its easy for them to do the same things as always, changing direction is far more challenging

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What has been successful in other schools? What does it look like? How do we engage/educate the parent community? How do we account for/harness AI?

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How can I share my conceptions about assessment to the teachers?

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When we promote equity, how do we communicate it to the parents, given that the university entrance is still quite high-stake, standardized and competitive?

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I am interested in learning about best practice in assessment leadership and looking at the research on this.

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within the bounds of the IB diploma curriculum, what can be done to provide more diverse assessment opportunities for students?

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I am wondering how our assessment philosophy will integrate and harness the power of AI in order to elevate learning.

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I am interested in hearing perspectives from other educators. What is your school policy around missing a test assessment? Do students have a chance to make up this assessment? Are teachers required to re-create a new test or do they use the same one?