# data[].attributes.headline
Key considerations that IB educators and schools need to consider when putting that aspect of the programme into practice

# data[].attributes.subject
Key considerations that IB educators and schools need to consider when putting that aspect of the programme into practice

# data[].attributes.headline
Students from self assessing to self adjusting

# data[].attributes.subject
Students from self assessing to self adjusting

# data[].attributes.body
Students not only self assessing but also self monitoring and adjusting their behaviour and implementing improvements in their learning

# data[].attributes.body
The three assessment practices—for learning, of learning and as learning—serve different purposes. Of
these practices, assessments for learning and of learning strongly align with the centrality of the PYP inquiry
process and can support students’ cognitive, social emotional and behavioural development (Harlen,
Johnson 2014). These practices may be formal or informal and internal or external. PYP students’ learning
is evaluated through a combination of these practices.

# data[].attributes.body
How will schools enable and support teachers and students to develop assessment capability?

# data[].attributes.headline
Assessment-capable teacher is supported through professional development and a shared assessment culture. As indicated in the figure below , teachers support students to become assessment capable in the following ways. 

# data[].attributes.subject
Assessment-capable teacher is supported through professional development and a shared assessment culture. As indicated in the figure below , teachers support students to become assessment capable in the following ways. 

# data[].attributes.headline
Developing an integrated assessment culture

# data[].attributes.subject
Developing an integrated assessment culture

# data[].attributes.body
How will schools build and develop an integrated assessment culture with a shared belief about the role of assessment?

# data[].attributes.body
To what extent will schools choose to place emphasis on the four areas of assessment?

Monitoring learning

Measuring learning

Documenting learning

Reporting on learning

# data[].attributes.headline
Co-constructing learning goals and success criteria

# data[].attributes.subject
Co-constructing learning goals and success criteria

# data[].attributes.body
How will schools support students and teachers to set and reset personal learning goals that are transparent and clearly shared with families?

# data[].attributes.body
How will schools decide on the most valuable way to report progress on student learning?

# data[].attributes.body
What systems will schools need to put in place to ensure that they are identifying and communicating feedback effectively? How will schools respond to questions about grade/age level expectations?