Assessment
How To Assess
How & What to Assess
How & What to Assess
Types of Assessment of Learning
Types of Assessment of Learning
Characteristics of Assessment
Characteristics of Assessment
What do We Assess in the PYP
What do We Assess in the PYP
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In the PYP teachers are responsible for developing ongoing assessment to measure what students know, understand and can do at various points in an inquiry. The goal, when teachers decide what to assess, is to be able to answer: What will students know, understand, and be able to do as a result of engaging in the learning? Check out this article by Toddle that will help to answer that question.
In the PYP teachers are responsible for developing ongoing assessment to measure what students know, understand and can do at various points in an inquiry. The goal, when teachers decide what to assess, is to be able to answer: What will students know, understand, and be able to do as a result of engaging in the learning? Check out this article by Toddle that will help to answer that question.
Guide to Assessments in the PYP
Guide to Assessments in the PYP
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This informative guide and the accompanying resources from Toddle deep dives into 5 key questions:
This informative guide and the accompanying resources from Toddle deep dives into 5 key questions:
- Part 1. Why do we assess?
- Part 2. What to assess?
- Part 3. How to assess?
- Part 4. What do we mean by assessment capable students?
- Part 5. What are some ways of reporting on learning?
Four Informative PYP Assessment Webinars
Four Informative PYP Assessment Webinars
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Check out these four webinars from Toddle. They explore:
Making assessments visible in the early years
Developing self-assessors in single subjects
Designing student-centered assessment
Designing success criteria: The key to powerful assessments
Writing Effective PYP Report Card Comments
Writing Effective PYP Report Card Comments
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Dos and don’ts for comment-writing
Structuring a comment
Sample Comments
Anthology of Approaches to Progress Reports
Anthology of Approaches to Progress Reports
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Within the PYP framework, Progress Reports serve to "inform the learning community and reflect on the question 'how well are we doing?' Describing students' progress and achievements, identifying areas for growth, they contribute to the program's effectiveness" (79, Learning and Teaching, From Principles into Practice).
This guide, from Toddle ,delves into the enigmatic nature of the Report Card or Progress Report, addressing key questions: What is the optimal reporting approach? Is there a singular right method? How can our teaching and learning approach be effectively communicated? And, crucially, how can we convey student growth in a parent-friendly manner?
Blog: Assessment: When and How to Assess?
Blog: Assessment: When and How to Assess?
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This blog entry by Yuni Santosa discusses the "when and how" to assess from an enhanced PYP perspective
You can find more blogs about assessment here.
This blog entry by Yuni Santosa discusses the "when and how" to assess from an enhanced PYP perspective
You can find more blogs about assessment here.
Process for Replacing Tests With Meaningful Performance Tasks
Process for Replacing Tests With Meaningful Performance Tasks
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In his enlightening blog, A.J. Juliani discusses the shortcomings of traditional tests in accurately measuring student understanding and retention. He advocates for performance tasks and project-based assessments, emphasizing their ability to promote greater inquiry and learner agency resulting in improved understanding and retention.
Even though implementing these methods requires meticulous planning, collaboration, and a shift towards valuing diverse assessment approaches and empowering students in their learning journey, it is well worth the effort.
Also see: Project- Based Learning
** Image Credit: Edutopia
In his enlightening blog, A.J. Juliani discusses the shortcomings of traditional tests in accurately measuring student understanding and retention. He advocates for performance tasks and project-based assessments, emphasizing their ability to promote greater inquiry and learner agency resulting in improved understanding and retention.
Even though implementing these methods requires meticulous planning, collaboration, and a shift towards valuing diverse assessment approaches and empowering students in their learning journey, it is well worth the effort.
Also see: Project- Based Learning
** Image Credit: Edutopia
Developing and Using Success Criteria for Meaningful Learning
Developing and Using Success Criteria for Meaningful Learning
Run Time: 53:00 - Mar 9, 2021
How would your students respond to the question, “How will I know if I have learned something?” When both you and your students have clarity about learning through high-quality success criteria, there is a greater likelihood that learning will happen and that all students will experience success in their learning. Success criteria can be used as a formative or summative assessment strategy. Whether face-to-face, hybrid, or at a distance, this webinar will introduce how best to support the development and implementation of high-quality success criteria.
How would your students respond to the question, “How will I know if I have learned something?” When both you and your students have clarity about learning through high-quality success criteria, there is a greater likelihood that learning will happen and that all students will experience success in their learning. Success criteria can be used as a formative or summative assessment strategy. Whether face-to-face, hybrid, or at a distance, this webinar will introduce how best to support the development and implementation of high-quality success criteria.
Building Rubrics for Authentic Assessment
Building Rubrics for Authentic Assessment
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(Source: Toddle)
**Watch a webinar by Mike Matthews that describes the e-booklet above**
(Source: Toddle)
**Watch a webinar by Mike Matthews that describes the e-booklet above**
Six Reasons to Try a Single-Point Rubric
Six Reasons to Try a Single-Point Rubric
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A format that provides students with personalized feedback and works to keep students from focusing solely on their grade. It is very formative in nature.
A format that provides students with personalized feedback and works to keep students from focusing solely on their grade. It is very formative in nature.
A List of Assessment Examples
A List of Assessment Examples
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Assessments are designed to produce data and/or evidence of learning and teaching. This list of assessment examples offers considerations, when designing assessment for knowledge, conceptual understandings and skills, both individually and with collaborative planning teams.
Assessments are designed to produce data and/or evidence of learning and teaching. This list of assessment examples offers considerations, when designing assessment for knowledge, conceptual understandings and skills, both individually and with collaborative planning teams.
Ideas for Exit Tickets in the Classroom
Ideas for Exit Tickets in the Classroom
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Quick, ungraded assessments help teachers know what their students understand from the day’s lesson.
Quick, ungraded assessments help teachers know what their students understand from the day’s lesson.
Create Assessments Using Universal Design for Learning
Create Assessments Using Universal Design for Learning
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When employing UDL in assessments, the focus is on maintaining rigor while ensuring accessible, grade-level instruction. Integrating frequent feedback opportunities supports UDL principles, enabling personalized steps for students and teachers. In effective instruction, assessment, feedback, and reflection should be integral, fostering growth, shaping identities, and building a sense of community through consistent, actionable input on strategies and learning behaviours.
Also See: Universal Design for Learning
When employing UDL in assessments, the focus is on maintaining rigor while ensuring accessible, grade-level instruction. Integrating frequent feedback opportunities supports UDL principles, enabling personalized steps for students and teachers. In effective instruction, assessment, feedback, and reflection should be integral, fostering growth, shaping identities, and building a sense of community through consistent, actionable input on strategies and learning behaviours.
Also See: Universal Design for Learning
Fostering a Growth Mindset Through Assessment
Fostering a Growth Mindset Through Assessment
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Teachers can use the principles of competency-based assessment and social-emotional learning to shape a positive mindset within students.
Teachers can use the principles of competency-based assessment and social-emotional learning to shape a positive mindset within students.
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