https://padlet.com/nemah_abdulaziz111/nr3mmxhkr1rl Assessment in the PYP en-us 2018-11-28 08:27:50 UTC 2023-02-25 19:45:33 UTC hello@padlet.com nemah_abdulaziz111 https://padlet.com/nemah_abdulaziz111/nr3mmxhkr1rl/wish/308662391 • Assessment is an ongoing process of gathering, analyzing, reflecting and acting on evidence of
student learning to inform teaching.
• Assessment involves teachers and students collaborating to monitor, document, measure, report
and adjust learning.
• Students actively engage in assessing and reflecting on their learning, acting on feedback from
peers and teachers to feed forward to next steps in learning.
• Fostering an assessment culture involves the development of assessment capability among all
members of the learning community.
• Learning goals and success criteria are co-constructed and clearly communicated
• Both learning outcomes and the learning process are assessed.
• Assessment design is both backward and forward looking.

]]> 2018-11-28 08:27:50 UTC https://padlet.com/nemah_abdulaziz111/nr3mmxhkr1rl/wish/308662391 nemah_abdulaziz111 https://padlet.com/nemah_abdulaziz111/nr3mmxhkr1rl/wish/309142351 The purpose of assessment is to inform learning and teaching. It involves the gathering and analysis of information about student learning to inform teaching practice. It identifies what students know, understand and can do at different stages in the learning process.]]> 2018-11-29 05:42:11 UTC https://padlet.com/nemah_abdulaziz111/nr3mmxhkr1rl/wish/309142351 nemah_abdulaziz111 https://padlet.com/nemah_abdulaziz111/nr3mmxhkr1rl/wish/309142996 • Authentic: It supports making connections to the real world to promote student engagement.
• Clear and specific: This includes desired learning goals, success criteria and the process students
use to learn.
• Varied: It uses a wider range of tools and strategies that are fit for purpose in order to build a well rounded picture of student learning.
• Developmental: It focuses on an individual student’s progress rather than their performance in relation
to others.
• Collaborative: It engages both teachers and students in the assessment development and evaluation process.
• Interactive: Assessment encompasses ongoing and iterative dialogues about learning.
• Feedback to feedforward: It provides feedback on current learning to inform what is needed to support future learning (Hattie, Timperley 2007) and raises students’ motivation.]]> 2018-11-29 05:48:02 UTC https://padlet.com/nemah_abdulaziz111/nr3mmxhkr1rl/wish/309142996 nemah_abdulaziz111 https://padlet.com/nemah_abdulaziz111/nr3mmxhkr1rl/wish/309153056 Assessment for Learning]]> 2018-11-29 07:07:55 UTC https://padlet.com/nemah_abdulaziz111/nr3mmxhkr1rl/wish/309153056 nemah_abdulaziz111 https://padlet.com/nemah_abdulaziz111/nr3mmxhkr1rl/wish/309164632 2018-11-29 08:08:23 UTC https://padlet.com/nemah_abdulaziz111/nr3mmxhkr1rl/wish/309164632 nemah_abdulaziz111 https://padlet.com/nemah_abdulaziz111/nr3mmxhkr1rl/wish/309166731 2018-11-29 08:17:29 UTC https://padlet.com/nemah_abdulaziz111/nr3mmxhkr1rl/wish/309166731 nemah_abdulaziz111 https://padlet.com/nemah_abdulaziz111/nr3mmxhkr1rl/wish/309173441 2018-11-29 08:45:06 UTC https://padlet.com/nemah_abdulaziz111/nr3mmxhkr1rl/wish/309173441 nemah_abdulaziz111 https://padlet.com/nemah_abdulaziz111/nr3mmxhkr1rl/wish/309174841 2018-11-29 08:49:50 UTC https://padlet.com/nemah_abdulaziz111/nr3mmxhkr1rl/wish/309174841 nemah_abdulaziz111 https://padlet.com/nemah_abdulaziz111/nr3mmxhkr1rl/wish/309178567 Teachers in a learning community ask the following questions.
• What awareness and understanding do we have of student learning?
• What is the evidence of what students can do, say, write, create and demonstrate?
• How do we support students to understand what constitutes quality?
• What other contexts can we provide for students to practise their skills?
• What action needs to be taken to develop the learning further?
• How will we know that we have sufficiently supported student learning?
• What further learning possibilities can support? How can we identify progression in learning across
multiple contexts or units of inquiry?
• How do we use evidence of learning to plan the next learning steps with students?]]> 2018-11-29 09:07:23 UTC https://padlet.com/nemah_abdulaziz111/nr3mmxhkr1rl/wish/309178567 nemah_abdulaziz111 https://padlet.com/nemah_abdulaziz111/nr3mmxhkr1rl/wish/309179748 • partnering with teachers to design their learning goals and success criteria.
• being able to self-assess and discuss their progress towards achieving learning goals
• selecting evidence, such as samples of their learning, that best demonstrate the intended learning goals.
• developing the metacognitive skills to reflect on their learning and to plan next steps.
• drawing on feedback and multiple strategies to adjust their learning and identify where and when to
make improvements.]]> 2018-11-29 09:12:01 UTC https://padlet.com/nemah_abdulaziz111/nr3mmxhkr1rl/wish/309179748 nemah_abdulaziz111 https://padlet.com/nemah_abdulaziz111/nr3mmxhkr1rl/wish/309181605 Assessment is a powerful tool to support students in becoming self-adjusting learners. As they reflect on their progress and set goals for future learning, they may consider the following questions.
• What do I need to know?
• What knowledge and skills do I need to develop in order to answer my questions?
• What steps do I need to take to ensure that my learning exemplifies quality?
• What further possibilities do I see?
• How do I incorporate feedback to achieve my learning goals?]]> 2018-11-29 09:20:33 UTC https://padlet.com/nemah_abdulaziz111/nr3mmxhkr1rl/wish/309181605 nemah_abdulaziz111 https://padlet.com/nemah_abdulaziz111/nr3mmxhkr1rl/wish/309183548 2018-11-29 09:27:56 UTC https://padlet.com/nemah_abdulaziz111/nr3mmxhkr1rl/wish/309183548 nemah_abdulaziz111 https://padlet.com/nemah_abdulaziz111/nr3mmxhkr1rl/wish/309192067 2018-11-29 09:58:16 UTC https://padlet.com/nemah_abdulaziz111/nr3mmxhkr1rl/wish/309192067 nemah_abdulaziz111 https://padlet.com/nemah_abdulaziz111/nr3mmxhkr1rl/wish/309192808 • making learning transparent to the teacher, the student and their families.
• building a shared understanding of what learning is to be achieved
• encouraging reflection and focused feedback.
• inviting students to take ownership of their own learning.]]> 2018-11-29 10:00:35 UTC https://padlet.com/nemah_abdulaziz111/nr3mmxhkr1rl/wish/309192808 nemah_abdulaziz111 https://padlet.com/nemah_abdulaziz111/nr3mmxhkr1rl/wish/309195018 2018-11-29 10:09:06 UTC https://padlet.com/nemah_abdulaziz111/nr3mmxhkr1rl/wish/309195018 nemah_abdulaziz111 https://padlet.com/nemah_abdulaziz111/nr3mmxhkr1rl/wish/309450255 2018-11-29 17:59:11 UTC https://padlet.com/nemah_abdulaziz111/nr3mmxhkr1rl/wish/309450255 nemah_abdulaziz111 https://padlet.com/nemah_abdulaziz111/nr3mmxhkr1rl/wish/309455572 2018-11-29 18:07:33 UTC https://padlet.com/nemah_abdulaziz111/nr3mmxhkr1rl/wish/309455572 nemah_abdulaziz111 https://padlet.com/nemah_abdulaziz111/nr3mmxhkr1rl/wish/309458365 2018-11-29 18:11:43 UTC https://padlet.com/nemah_abdulaziz111/nr3mmxhkr1rl/wish/309458365 nemah_abdulaziz111 https://padlet.com/nemah_abdulaziz111/nr3mmxhkr1rl/wish/309480062 2018-11-29 18:44:00 UTC https://padlet.com/nemah_abdulaziz111/nr3mmxhkr1rl/wish/309480062 nemah_abdulaziz111 https://padlet.com/nemah_abdulaziz111/nr3mmxhkr1rl/wish/309485534 There are no year level expectations in a series of achievement standards. No one is at, on, above or below expectations. Every student is simply at a level of
development defined by what learning is developmentally appropriate. (Griffin 2009)
Assessment in the PYP has generally followed the “backwards by design” process.]]> 2018-11-29 18:52:22 UTC https://padlet.com/nemah_abdulaziz111/nr3mmxhkr1rl/wish/309485534 nemah_abdulaziz111 https://padlet.com/nemah_abdulaziz111/nr3mmxhkr1rl/wish/309490859 The assessment philosophy encourages teachers to design assessment by first identifying the desired knowledge, conceptual understandings and skills, followed by the design of the assessment, and finally planning learning activities to ensure acquisition of knowledge, conceptual understandings and skills.
In the PYP inquiry learning environment, the learning process is valued as much as the learning outcomes.
Designing assessment that are both backward by design and forward by design will ensure that knowledge,
conceptual understandings, skills and attributes of the IB Learner profile are monitored, supported and valued.]]> 2018-11-29 19:00:10 UTC https://padlet.com/nemah_abdulaziz111/nr3mmxhkr1rl/wish/309490859 nemah_abdulaziz111 https://padlet.com/nemah_abdulaziz111/nr3mmxhkr1rl/wish/309496780 In designing a holistic assessment, teachers consider the following questions.
1. What learning goals will be achieved?
2. How can I involve students in the assessment design?
3. How could students engage in dialogues with teachers about the development of learner profile
attributes?
4. What data or evidence should be gathered?
5. What tools or strategies should be used to gather data?
6. How will the evidence be monitored, documented and measured?
7. How could students be asked to evidence any additional learning?
8. How will the results be shared to feed back to the student?
9. How will the results be used to inform next steps in learning and teaching?
10. How will the results of the assessment be used to inform the learning community?
When monitoring and ocumenting 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
• ow students demonstrate both independence and an ability to learn collaboratively.]]> 2018-11-29 19:10:26 UTC https://padlet.com/nemah_abdulaziz111/nr3mmxhkr1rl/wish/309496780 nemah_abdulaziz111 https://padlet.com/nemah_abdulaziz111/nr3mmxhkr1rl/wish/309508514 2018-11-29 19:29:31 UTC https://padlet.com/nemah_abdulaziz111/nr3mmxhkr1rl/wish/309508514 nemah_abdulaziz111 https://padlet.com/nemah_abdulaziz111/nr3mmxhkr1rl/wish/309513485 Monitoring, documenting and measuring conceptual understandings focus on how concepts are recalled,
explained, applied and transferred through a range of learning experiences. Skills are monitored and documented for growth over time; they manifest at different points in time and in different ways, are closely interconnected and are open to interpretation. It is, therefore, important that teachers allow for flexibility to monitor and document conceptual understandings over time.
Progress in conceptual understandings is evident when:
• the use of abstract concepts increases.
• connections are made between multiple concepts to explore the central idea.
• understandings are transferred to more complex contexts.
• actions are informed and taken based on existing and new understandings of the central idea.
Students increase their depth of understanding through adding to, expanding on, testing and adjusting their ideas. Strategies to support conceptual understandings include the following.
• Increase wait time strategy for students to answer questions so they can move beyond factual
understanding to make connections and discuss deeper understandings.
• Encourage students to use and add to concept maps to show connections and relationships between concepts.
• Use exit cards strategy for students to list their understandings of the concepts and questions they may still have.
• Use the bus stop strategy to post concepts around the learning space. Students individually or
collaboratively record, challenge, expand or add their ideas using symbols or words as they move
around the “bus stops”.
• Provide opportunities for students to think in pairs or small groups to encourage deeper discussions.
• Ask open-ended questions: For example, “What do you think?”, “How could you change the issue?”,
“What other alternatives are there?”
*(Sackstein 2016)]]> 2018-11-29 19:37:36 UTC https://padlet.com/nemah_abdulaziz111/nr3mmxhkr1rl/wish/309513485 nemah_abdulaziz111 https://padlet.com/nemah_abdulaziz111/nr3mmxhkr1rl/wish/309670053 Monitoring - Measuring - Reporting - Documenting ]]> 2018-11-30 08:22:39 UTC https://padlet.com/nemah_abdulaziz111/nr3mmxhkr1rl/wish/309670053 nemah_abdulaziz111 https://padlet.com/nemah_abdulaziz111/nr3mmxhkr1rl/wish/309671217 Early years teachers observe how students monitor and adjust their own behaviour, especially at play, in
order to:
• build a clear picture of the student and their interests.
• identify what and how the student is thinking and learning.
• assess the effectiveness of the learning environment on the student’s learning.
• plan learning engagements for individuals and small groups.]]> 2018-11-30 08:27:03 UTC https://padlet.com/nemah_abdulaziz111/nr3mmxhkr1rl/wish/309671217 nemah_abdulaziz111 https://padlet.com/nemah_abdulaziz111/nr3mmxhkr1rl/wish/309680460 2018-11-30 09:06:49 UTC https://padlet.com/nemah_abdulaziz111/nr3mmxhkr1rl/wish/309680460 nemah_abdulaziz111 https://padlet.com/nemah_abdulaziz111/nr3mmxhkr1rl/wish/309681802 2018-11-30 09:13:21 UTC https://padlet.com/nemah_abdulaziz111/nr3mmxhkr1rl/wish/309681802 nemah_abdulaziz111 https://padlet.com/nemah_abdulaziz111/nr3mmxhkr1rl/wish/309684829 2018-11-30 09:25:21 UTC https://padlet.com/nemah_abdulaziz111/nr3mmxhkr1rl/wish/309684829