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Hosting an Expert : Ms. Soha Saad - IBEN Member - PYP Coordinator , International School Ruhr

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Hosting an Expert : Ms. Soha Saad - IBEN Member - PYP Coordinator , International School Ruhr

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https://theorganizedchaosinthepypclassroom.com/

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I wonder .........

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Hello PYP educators! I am Dina Amin, your upcoming workshop leader. I am looking forward to collaborating with you and supporting your PYP journey.

I am a mother of three beautiful children. I am a passionate educator and a PYP coordinator in an international school in Egypt. I love reading and all kinds of sports especially CrossFit. I enjoy traveling and learning for life.

I set up this space to share the resources that we will use during the workshop.

Please note that you need to attend ALL the sessions to receive the full completion certificate.

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Link to "PYP:From principles into practice" 

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Link to "PYP:From principles into practice" 

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https://resources.ibo.org/pyp/framework/The-PYP-Framework/?

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Assessing Student Learning; Why Reform is Overdue

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Assessing Student Learning; Why Reform is Overdue

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Nano PD: Identifying an assessment-capable culture

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Nano PD: Identifying an assessment-capable culture

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I'm luluah althawab homeroom teacher, this is my 3rd year in albassam international schools. 

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I'm luluah althawab homeroom teacher, this is my 3rd year in albassam international schools. 

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I’m Deema alkhaldi graduated kindergartens this is my 2rd in Albassam international school

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Hi, I'm Haifa Alkhaldi. Graduated with an English major and it's my first time being a teacher. It's been a year since I've been in the Albassam International School and I'm keen to explore the IB curriculum more.

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My name is Muhammed Saeed , i have been the visual arts teacher for PYP & MYP since 2019 and i am a teacher since 2010, i graduated from the faculty of fine arts painting department Alexandria University, i am a painter and comics artist also I am a theatre director, I a father of a 5 years old son Noah .

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I'm Haya Alhameed IT specialist and technical support in BIS.

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IBEN Programm Leader

PYP Coordinator from 14 Years ago

around 3 schools

I have one son MYP2 Student

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أسمي هيفاء القرني .. ب

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أسمي هيفاء القرني .. بكالوريوس رياض أطفال تربوي خبرتي في مجال التعليم عشر سنوات ولله الفضل والمنه .

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التعلم و التعليم

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التعلم و التعليم

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انه يؤكدون على ما يفعله المعلم و ليس على الطالب فعله ، أهميه وجود التعاون بين الفريق ، تكون الملكية مشتركه و ليس فردية بين المعلمين ، يتحدث المعلمين as our students not my students.

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Development, not deficit

The more significant change occurs in the minds of teachers and school leaders, where the long- standing practice of
assuming a particular standard for a particular year level is abandoned

Skill not Scores

Standardised scores and grades
tell us only where a student appears on a scale relative to other students. They do not tell us what the student is ready
to learn – what actual skills or knowledge they have learned – or what they are ready to be taught next. If students
are given tests to assess their progress through different stages of development, the important comparison is between
their current skill level and the result of their previous skills assessment, not between their results and those of other
students.

Evidence not Inference

An evidence-based approach ensures that
teachers’ inferences are founded on observable and recordable behaviour

More than Test

It is certainly acceptable
– in fact, necessary – for teachers to use more than tests as a source of assessment data to inform teaching

a focus on students

The more effective PLT groups focus on what students do, say, make or write, and
on how teaching strategies and student activities improve the quality of students’ performance. Effective
pedagogical techniques are crucial, and student learning will not be achieved without them, but successful teaching
begins with the accurate assessment of the students’ readiness to learn, and when teachers gather to share their
experiences, it is crucial that they talk about students, not about teachers. In a successful PLT, this strong focus on the learning readiness of students leads to a further shift in thinking among
the team members.

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How we assess in the PYP classroom can feel daunting at first! This section is broken into several parts that will support you along your journey of becoming an assessment capable practitioner.
In this section we will:

Explain the 4 types of assessment

Address the summative-assessment elephant in the classroom

Breakdown what assessment looks like in the classroom with actionable strategies

If we had to summarize the assessment in the PYP in one phrase, it would be process over product.

Rather than focus on what students make or do at the end, how can we shift our focus towards evidencing the learning journey? Think of assessment like storytelling. How will you show a clear picture of where students began, what shifted or grew their thinking, and the challenges and successes they faced along the way?

By thinking of assessment in this way, it truly becomes a shared reflective process for moving the learning forward.

The 4 types of assessment

Principles to Practice outlines 4 types of assessment and visually shows us where we should spend the majority of our time as assessors. We have moved away from the terms formative and summative assessments and towards the four types of assessment outlined in the model below.

Assessments should all be integrated and flow together rather than being thought of as separate elements, as shown in the image below.

Click on each type of assessment to read more about it!

This is a common misconception from the PYP documentation.

You absolutely CAN still do summative assessments. Having students design, create, perform, and share their learning is a joyous part of being an IB teacher.

However, these assessments should not drive the bus and should be relevant to the learning. They should be one piece of the assessment puzzle and be seen more as one opportunity (among many) to document the learning!

That being said, you don't HAVE TO. It is perfectly acceptable to have students curate a collection of their work to showcase learning. Again, we are focused on process over product.

What does assessment look like in your classroom?

Before a unit begins
We should go through a process of selecting and unpacking the standards we wish to address in the unit. These should be expressed clearly as what students will know, understand, and be able to do.
Look back at Part-2: What do We Assess for more clarity surrounding this process.
You will go through this cycle many times through the course of the unit. To start, identify the knowledge, skill, or understanding you will be focusing on.

Measure current understandings and needs: Think of this like a pre-assessment. You are finding out about students' prior knowledge- Where are students currently at and how does that connect to the goals you have set for the unit?

Set Individual Goals: Next, engage in a process of goal setting. Based on your data, these may be class-wide goals or differentiated based on the needs arising in your class. In this stage you can think about both remediation and extension. Where are students going?

Monitor and Document: Throughout the unit, collect evidence of challenges and growth connected to goals. What shifted thinking or proved to be difficult? How can you provide a photo album of evidence that shows the learning journey? How are we getting there?

At the end/when appropriate

Reporting: When appropriate, how will you share the learning journey with the learning community? This is a great time to think about all stakeholders. How might families and the greater school community come together to engage with the learning process?

Check out this video for a guided look at this cycle:

What does assessment look like in your classroom?

For more ideas about assessments and templates you can use in your classroom, look back at the what we assess blog. Think about how you will assess the new knowledge, understandings, and skills you will develop throughout the unit. Might you use the same assessment multiple times throughout the unit?

Check out this great video from Tokyo International School and use the provided guiding questions to explore how this team is modeling a cycle of assessment:

Conclusion

Assessment is all about balance. As teachers, we partner with students to document the learning journey and adjust the teaching and learning to address needs as they arise. Knowing the different types of assessment and when to use them takes you one step further on your journey as a PYP assessment practitioner.

So far we have taken a deep dive into why, what, and how we assess. In the next section, join us as we explore the role of students in an assessment capable classroom!

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How to Assess in the IB PYP: Process Over Product

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Unpack assessment in the IB PYP and learn to emphasize on process over product. Breakdown what assessment looks like in the classroom with actionable strategies.

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💡

it was enlightening to explore a new designing strategy. (the backward & forward by design)

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You made my brain happy of a lot and many important information about assessment

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I think today was like a magnifying glass to me to focus more and go deeper into the assessment process

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استمتعت بالتعرف على جوانب آخرى من التقييم .. هناك جملة حازت على أهتمامي كثيراَ وهي ( التركيز على التطوير بدل النقص )...

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بالنسبة للصورة تشرح كثيرا كيف كانت معلوماتي عن التقييم وكيف اصبحت بعد تدريب اليوم✨

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How can assessments be used to inform instruction and improve learning outcomes?

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How to become an assessment capable practitioner

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How to become an assessment capable practitioner

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Assessment as a way to an effective learning process !

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Assessment Strategies

I liked (GRASPS) and I will use in my class

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Now i can answer for question: What is the Characteristics of effective assessment?

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Four dimensions that classify the assessments; you will change your ideas about assessments after you know the dimensions!!

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I would like to let you know that learners have the agency to do self -assessment

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ماهي عناصر التقييم الفعال 

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ماهي عناصر التقييم الفعال 

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it was such an amazing day , I learned a lot

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من هو الممارس القادر على التقييم ؟

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Know - Do - Understand

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هيفاء القرني 

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هيفاء القرني 

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ان طريقة التقييم تتم بمرحلة واحدة فقط وهي اصدار النتيجة .. ولكن اتضح انها تمر بعده مراحل منظمة .

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I used to think that all disciplines SHOULD be covered in the assessment, now I think that all disciplines are EXPECTED to be covered in the assessment.

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I used to think of the summative assessment should be done by each subject alone, but now I think we should collaborate together to design an assessment including all subject. 

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I used to think of the summative assessment should be done by each subject alone, but now I think we should collaborate together to design an assessment including all subject. 

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كنت اعتقد ان التقييم شيء منفرد والان عرفت ان له مراحل وكل مرحلة مرتبطة بما يليها للوصول للنتيجة المتوقعه بدقة .

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كنت اعتقد ان التقييم شيء منفرد والان عرفت ان له مراحل وكل مرحلة مرتبطة بما يليها للوصول للنتيجة المتوقعه بدقة .

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ديما

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I was think that assessment easy to do it fast and i found that its more easier with more understanding but take more time and focusing

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I used to think the assessments small part at the end of the unit to assess students knowledge and skills, but now I think the assessments have four dimensions, characteristics of the assessments, and GRASPS.✨✨✨

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I used to think that assessment is just a process to grade our students ,but know i think assessment is a process to understand how we learn and how to lead our students through an effective and conceptual learning

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I used to think that assessments are done in brief and simple way, but now I think assessments has much more wider and precise steps.

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كنت أفكر دائما أن ليس هناك أهمية في توثيق التقييم ولكن الآن عرفت الأهمية من نواحي كثيرة منها الأدلة على التطور...

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I used to think that assessment was diversity of strategies and tools and its connection to outcomes, knowledge ,goals only but now I know that to design an effective Assessment it must be according to criteria that help its success such as participation with team in assessment to design and create ( covering all the aspects of the Assessment)

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( أدارة الوقت )

من حيث التخطيط المسبق لتقسيم المنهج أو تقسيم الوقت في اليوم الدراسي المناسب لتحقيق النتائج المرجوه ...

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I will start using (structure the learning environment) by choosing conditions which make learning easier; the learner will work into order environment and gain the skills by starting the class by show them the steps that we have to finish such as the gain points, lesson objectives, tasks, and exit card.

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Set goals and plan success criteria

Setting and prioritizing learning goals and success criteria

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PROVIDING STUDENTS WITH CLEAR INSTRUCTION TO HELP THEM SELF-EVAUATE EACH TASK BY THE END OF THE PERIOD.

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1. at morning circle, Focused starts to lessons: the Golden Five Minutes they talk about their plans or what they did yesterday after the finish from school .

1. attention grabber for classroom when ever I want them to start or finish a task .

mange time .

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Action 1 : Mange time the learners we will use timer in each mission in our class such as warming up /cooldown/physical preparation

Action 2: Self evaluate:

The learners reflect on applying skills by right Tanique by using different tools and strategies

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Thank you for attending our webinar. Your feedback is valuable to us and will help improve future sessions. Please take a few moments to share your thoughts.

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في البداية كنت اتساءل 

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في البداية كنت اتساءل عن التقييم وكيف بيكون التدريب ولكن اثريتي معلوماتي بشكل كبير وشامل

شكرا لك وفرصه سعيدة

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I can now design an effective assessment and use an appropriate strategy and tools for each part of the lesson, feedback, and the importance of the learner being the self assess and self adjustment

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I can now design an effective assessment and use an appropriate strategy and tools for each part of the lesson, feedback, and the importance of the learner being the self assess and self adjustment

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استمتعت بالدورة وتعلمت

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استمتعت بالدورة وتعلمت الكثير عن التقييم من نواحي عدة ولكن تمنيت أن يكون هناك تفاعل اكثر باللغة العربية ✨

شاكرة لك تعاونك 💕

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I would like to thank you at the end of this great work shop because i learn a lot about how to make effective assessment, success criteria and also the assessment should be integrated. the important title i will work on it at my community is ( the degrees is just numbers but its cant tell us what the students ready to learn) also i can say that you completely success on the workshop criteria. Thanx a lot

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احببت شرحتك لطريقة التقييم وفق معايير محددة 

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احببت شرحتك لطريقة التقييم وفق معايير محددة 

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جربي في المرة القادمة بالقيام بأنشطة عملية اكثر

شكراً الوقت الذي امضيتيه معنا مثري ومفيد ✨🌸

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l like the way that you explained the G.R.A.S.P.S, but I would like to see more example for early years 

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l like the way that you explained the G.R.A.S.P.S, but I would like to see more example for early years 