Developing assessment capability to support learning

(Pages 5&6)

Co-constructing learning goals and success criteria

(Pages 8&9)

(Pages 9&10)

What to Assess (Pages 10&11)

How to Assess (Page 14)

Assessing early learners (Page 21)

Peer Feedback (Page 24)

• 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.

• Student-led conferences

• Reports

• Learning progressions

*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.

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.

assessment culture.

assessment culture.

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

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.

-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'.

- 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

• 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

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.

" PYP...emphasis on monitoring and documenting

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