[Global Digital Citizen Foundation]

“Finely tuned assessment … is non-linear but integrative and iterative, whereby the learner, the learning community, and learning and teaching are woven together throughout the assessment process”

[PYP: From principles into practice]

“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”

[P. Griffin, 2009]

‘Assessment for teaching’  (Extract from Chapter 1: Professional learning teams and decision making)  

以前Making the PYP Happen で使用していた用語とは違う用語も『Learning and Teaching』には使われています。それも踏まえ、今のKIAの評価方針について、どのように変えていく必要があると思いますか？

Directions for Assessment in New Zealand (DANZ) report

·Effective teacher feedback offers opportunities for reflection and taking action on learning.

·Feedback encourages learning adjustment, promotes continuous improvement and celebrates success.

·Effective feedback is timely, specific and well considered to provide students with opportunities to practise and extend metacognitive skills.

·Feedback helps students develop strategies to self-adjust and has a powerful influence on engagement and self-efficacy towards learning.

·In providing feedback, teachers may consider whether to focus on knowledge or skills, on the learning process, or on self-regulation skills.

1.         it is conducted collaboratively and regularly with the shared aim of professional learning and growth

2.         it is a part of the planning process and includes time to reflect on how learning is informing teaching

3.         appropriate assessment tasks are designed collaboratively and aligned to planned learning.

 

Moderation is beneficial for building teacher assessment capability as it:

4.          results in a greater consistency of judgment and reliability of evidence to inform next steps

5.          provides confidence in consistency of quality

6.          leads to shared expectations for learning.

 

Having a set of questions to bring to a moderation discussion can build a shared understanding of quality and learning. The questions can also assist in retaining a focus on evidence to inform learning and teaching. Some questions are:

·           Have the learning experiences provided ample information to allow an evaluation to be made?

·           What does a student’s performance reveal about her/his level of understanding?

·           Have any unexpected results occurred?

·           How could the learning and teaching process be modified as a result of the assessment?

·           Should any changes be made to the assessment design or procedure?