Assessment, Documentation and Reporting

Assessment Policy

Assessment is the act of evaluating, appraising, and/or estimating the features, qualities, performances, and needs of individuals, programs, and institutions.
1. The main goal of assessment is to support and enhance student learning.
2. Every student has individual abilities, skills, and knowledge.
3. Assessment shall support learning and will be planned in advance to reflect the content being instructed.
4. Assessment  shall take a variety of forms and present students with continuous opportunities to demonstrate their abillity.
6. Assessment shall also be used to influence the design of the curriculum and be used to influence the progression of units.
7. Students shall receive timely feedback on assessments completed and parents will be informed as and when appropriate.
8. Assessment shall be reflected on by both teacher and student.

Definition of Assessment

Formative
Formative assessment can also be defined as diagnostic testing and is ongoing. The purpose of formative assessment is to guide and influence the teaching that takes place in the classroom to ensure that learning is also taking place.  Formative assessment can include quizes, worksheets, oral feedback, presentations and many other forms that are used to enrich the learning experience.  Formative assessment provides the teacher with the necessary information to help them provide scaffolded support for students in the classroom.

Summative assessment
As suggested, summative assessment summarises a students performance and ability at a specific time.  Summative assessment can also be diagnostic and used to influence the formative assessment that takes place in the classroom. Sometimes perceived as contrasting formative assessment, however it should be complimentary in nature.

Summative assessment takes place for example at the end of units, at the end of a specific discipline being instructed.

Teachers, students and parents will assess, record and report learning through:
·         Units of Inquiry
·         Learner Profile
·         Student Portfolios
·         Conferencing
·         State-required Assessment

Reporting


Reporting will take place at the end of each term. Reporting will take place digitally, through an online reporting system known as ManageBac.
The report will include the following:

 - Learner Profile
 - Transdisciplinary skills
 - Summary of achievement for units of inquiry
 - Achievement in specific subject area
 - Specific goals or targets.



Parent/Teacher Conferences

Parent /Teacher conferences will take place half-way between each term. The purpose of these conferences is to present parents with a brief overview of students' progression through the year. Teachers will use this brief 10 minute session to reflect on students strengths and also targets for the coming school period.


Parent/Teacher conferences are not designed for discussing matters at length. Any significant matter should be scheduled for a separate time where all parties have the opportunity to research the matter at hand and discuss it at length if necessary. 



Units of Inquiry

Purpose: Units of inquiry are prepared with care and consideration prior to delivery. Summative and formative assessment s considered through the development of the unit, however it is understood that modifications may need to be made underway to facilitate learning.  The content and concept of units need to be clearly explained to students. Students also need to understand the purpose of assessment. Assessment must be directed to the area being delivered.
Formative assessment techniques need to be applied during the development of a unit. Teachers are also required to reflect on the structure of their units and their effectiveness. There is an array of formative and summative tools that can be applied to help influence the structure of a unit such as:
·         Pre-assessment
·         Student-designed rubrics
·         Reflection forms
·         Mind-storming for generating student-stipulated assessment.
Summative assessment shall take place at the end of each unit.

Feedback

Feedback can take a variety of forms. The most important aspect is that students understand what is expected of them and understand how and when they are to deliver the assessment piece.


Feedback form can be, but is not limited to:
Descriptor-based – students have a set of descriptors that define success, oftentimes structured in the form of a rubric.
Numeric – students are provided a scale for success – this can be appropriate for such tests such as straight-forward maths or spelling drills.
Alphabetic – This requires descriptors to ensure students can clearly see the association and understand what and how they achieved.
Colour-based – again students need descriptors to ensure they clearly understand the expectations.



Student Reflection

Student reflection is a key aspect of self-assessment and provide key indicators for development. It is very important that students are actively engaged in their learning and are presented with the opportunity to reflect on learning. Student unit reflection will take place at the end of each unit of inquiry and presents students with the opportunity to express how they feel about their learning.
These student reflections can then in turn influence later unit development and assessment-setting. There will be a generic unit reflection form for students to complete.
Learner Profile

Purpose: The learner profile is core to the Primary Years Programme and as such is a central element in Asker International School. Students will be encouraged to continuously reflect on aspects of the learner profile. Assessment in relation to the learner profile will be largely formative and self-assessed. The learner profile will not be assessed summatively nor will it be instructed as a separate entity. It will be viewed as an integral element of our units and our school life.

In practice
The Learner profile will be reflected upon through a variety of platforms, including but not limited to:
Roleplay
Self-assessment/Reflection
Projects
Reports
Quizes
Shool House system
Assemblies



Student Portfolio

Purpose: The purpose of a student portfolio is to help students reflect on their learning, to show growth over time and to show development of the whole child both inside and outside of the Program of Inquiry in all subject areas.  The portfolio allows all those involved in the learning process to see a true picture of the child.  It may also serve to help the teacher reflect, assess and teach. The PYP portfolio is carried from year to year using the Seesaw platform. 

Required content of the student portfolio.

For each unit of inquiry – students will complete a reflection and evaluation form. This form will include reflections on the learner profile.

Samples of development in the following areas:


  •  Literacy :  A sample of student writing that may be student elected.
  • Mathematics: A sample that reflects their ability level.
  • Writing: A sample which contains teacher feedback.
  • Student-selected from an area of interest such as arts, P.E. etc.


Additional Requirements for the student portfolio.


 The portfolio should be stored in class and be readily available.
 It follows the student through grades 1-6 , passed from teacher to teacher before new school year and given to child at end of 6th grade.
The portfolio is essentially the students' responsibility and is guided by the teachers.
 Is a representation of both teacher and student perceptions on student work and progress.
Students should have ownership of their portfolio and be able to discuss the samples contained within, why they are there and know what their targets in those areas are.

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