Assesment Policy

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Assessment, Recording and Reporting Policy 2010

Policy drafted February 2010

Policy ratified March 2010

Review Date March 2012

Introduction

Assessment is integral to all teaching and learning at Glenealy School. It is the means by which we analyse student learning and the effectiveness of our teaching and acts as a foundation on which to base our future planning, teaching and learning.

At Glenealy School we make use of a diverse but interconnected range of assessment, recording and reporting strategies in order to identify, share and celebrate what students know, understand, can do and feel at different stages in the learning process. Assessment is central to our goal of thoughtfully and effectively guiding children through the process of understanding concepts, acquiring knowledge, mastering skills, developing attitudes and making decisions to take responsible action.

At Glenealy School we believe that everyone involved in the learning process, including children, teachers and parents, should be actively engaged in assessing student progress as part of the development of their wider critical thinking and self-evaluation skills.

Glenealy School, Assessment and the PYP

Assessment is central to the PYP goal of thoughtfully and effectively guiding students through the five essential elements of learning:

• the acquisition of knowledge
• the understanding of concepts
• the mastering of skills
• the development of attitudes
• the decisions to take action

Glenealy’s School approach to assessment recognises the importance of assessing the process of inquiry as well as the products of inquiry.

The main aim of assessment in the PYP at Glenealy School is to provide feedback on the learning process and to inform further learning.

Effective assessment uses a range of tools and strategies that take into account the diversity of student’s learning to gather and analyse information about student performance.

Please refer Appendix A for tools and strategies checklist and definitions

The assessment component in the school’s curriculum can itself be subdivided into three closely related areas.

• Assessing – how we discover what the students know and have learned
• Recording – how we choose to collect and analyse data
• Reporting – how we choose to communicate information

Please refer Appendix B for guiding principles of assessment.

Assessing

The assessment of student’s development and learning is an essential component of the curriculum, and helps to inform continued development, learning and teaching.

At Glenealy School students are observed in a variety of situations and a wide range of formative and summative assessment strategies are implemented, which allow students to demonstrate their achievements.

Summative assessment: aims to give teachers and students a clear insight into students’ understanding.  Summative assessment is the culmination of the teaching and learning process, and gives the students opportunities to demonstrate what has been learned.

It can assess several elements simultaneously: it informs and leads to improvement in student learning and the teaching process; it measures understanding of the central idea, and prompts students towards action.

Formative assessment: provides information that is used in order to plan the next stage in learning. It is interwoven with learning, and helps teachers and students to find out what the students already know and can do. Formative assessment and teaching are directly linked and function purposefully together.

Formative assessment aims to promote learning by giving regular and frequent feedback throughout the learning process. This process helps learners to improve knowledge and understanding, to foster self-motivation and enthusiasm for learning, to engage in thoughtful reflection, to develop the capacity for self-assessment, and to recognize the criteria for success. There is evidence that increased use of formative assessment particularly helps those students who are low achievers to make significant improvements in their understanding.

Assessment in the classroom includes:

        • collecting evidence of students’ understanding and thinking

• documenting learning processes of groups and individuals

• engaging students in reflecting on their learning

• students assessing work produced by themselves and by others

• developing clear rubrics

• identifying exemplary student work

• keeping records of test/task results

Formative and standardised assessment expectations

Please refer Appendix C for outline of year level schedule and assessment timeline

RECORDING

Tracking and monitoring provides a formal record of ongoing assessment of pupil progress in key skills in English and Maths.

It informs planning for teaching and learning and supports formative assessment strategies. It provides data about pupil progress to ESF, school management, curriculum leaders, school council and parents. It provides information about the progress of individual children, classes and cohorts. It provides evaluative information about the delivery and content of the curriculum.

Please refer appendix to the assessment annual timeline for more information including assessment recording deadlines.

Tracking, monitoring and recording pupil progress is the responsibility of all teachers.

Tracking and monitoring records are stored in a Class Assessment folder, which is held by each classroom teacher. Folders are passed to the subsequent teacher at the end of each academic year. Supporting evidence may be stored in pupil portfolios/learning journals, individual children’s record files and workbooks.

Writing           

Tracking is supported by 3 unaided, levelled and moderated (1) writing samples per year. Writing samples collected in the process of standardised testing can be included in this (ISA). Tracking is further informed by ongoing formative assessment.

Reading:       

Tracking is supported by PM benchmarking/Probe (or other international recognised reading assessment tool) as detailed below. Tracking is further supported by standardised testing, and by ongoing formative assessment.

Visual/Oral:

Tracking is supported by the use of rubrics linked to the language IB scope and sequence documents.

Mathematics:           

Tracking is supported by standardised testing, and by formal and informal classroom assessment.   This is further supported by the key objective class trackers completed by each teacher.

Vice Principals have direct management responsibilities relating to their year groups, with strong support from the coordinators for English and Maths.  The Principal has overall responsibility for the management of tracking, monitoring and recording of pupil process.

Teachers use a range of methods to document the evidence of student learning and understanding.  This at times includes video, audio, photographs and graphic representations.  Teachers also have written records of standard conversations, comments, explanations and hypotheses as well as annotated pieces of students’ work that form part of a record of the student’s learning journey.

Reporting

Reporting on assessment is about communicating what students know, understand and can do.  It describes the progress of the students’ learning, identifies areas for growth, and contributes to the efficacy of the programme.  Parents or guardians and children should be made fully aware during the reporting process any areas where the child is operating below or above expected level.

Reporting to parents, students and teachers occurs through;

• Parent Information Evening (Meet the Teacher)
• Conferences (two-way, three-way and student led)
• Portfolio/Learning Journals
• Reports
• The exhibition (Year 6)
• Celebrations and sharing of Unit of Inquiries (learning journeys)
• Additional meeting requested by Teachers or Parents

Parent Information Evening (Meet the Teacher)

Parents or Guardians gain information about the school from the classroom teachers regarding the curriculum, classroom routines and expectations.

Conferences

Parent conferences provide an opportunity for parents to engage in discussion and dialogue about their child’s learning. At Glenealy School they take three forms.

1. Two-Way Conference. (Teacher/Parent or Guardian)

This is where a formal appointment is made between the child’s class teacher and the parents of the child. The purpose of this meeting is for the parent and teacher to meet one another, develop a rapport and to share information, pastoral or academic, that either party considers important for the success of the child’s learning. Confidential information may be shared at this time.

  2.  A Three-Way Conference (Child/Parent or Guardian/Teacher)

This is a formal discussion about a pupil’s learning between the teacher, the pupil and one or both parents. The teacher facilitates the discussion and the student and parent/s are encouraged to contribute. A Three Way Conference should focus on recognising and celebrating the progress that a pupil has made in his or her learning, and identify the next steps that need to be taken, within a supportive environment. Parents should be aware that the priority of Three-Way Conferences is to focus on discussing children’s progress in ways which motivate and encourage the child in his/her future learning. Finally, a Three Way Conference is not intended to be a rehearsed ‘performance’ by the pupil, but a genuine conversation that encourages objective and realistic discussion of the pupil’s learning progress. As children become more experienced at managing three-way conferences they will work towards leading the conference process. This means that some children may be encouraged to lead the conference (student led) instead of engaging in the three-way conference.

3. A Student –Led Conference. (Child/Parent/Teacher)

Once children have experienced and are comfortable with three-way conferences they will be encouraged to lead their parents and teachers through a discussion and dialogue about their learning. The child will draw upon their work as evidence of reflection upon their learning and be pro-active in explaining what they have learned, how and why it was important to learn it and what they need to learn next.

Please see appendix D for guideline for conferences.

UOI Celebration

This is an opportunity for students to share their learning with their parents within their regular learning environment.

The celebration of learning journey may consist of;

• 3 way or student led sharing of portfolios/learning journals between children and parents
• 3 way or student led discussion of targets using specific aspects of the portfolio or learning journal
• A range of interactive activities, which represent authentic learning from the Units of Inquiry, maths and language, between children and parents.
• Specialists, PYPC and Vice Principals to be involved where and when appropriate
• Information of how their learning fits within the PYP/UOI context

It is the responsibility of the principal to oversee and organise communication with parents and gazetting of dates for conferences. The Vice Principals and the classroom teachers should oversee matters relating to the logistics of the conferences.

Teachers may request the attendance of the SEN team to support the effectiveness of conferences for children who receive individual support.

Evidence of Student Learning

Glenealy School intends to explore a variety of methods to “show evidence of student learning”. This could include Portfolios as well as learning journals or equivalent.  We will look at using “thinking journal”, “reflection journals”, “sketch books” etc and exercise books such as Maths, Language and Inquiry to record the journey.  These will vary from UOI depending on the best way to demonstrate the learning journey.  We will also look to trial children posting bookmarks on different pieces of work ensuring that these are discussed at the conferences (age specific).

Reports

As an IB school we are required to report on each student’s development according to the attributes of the learner profile. However, teachers do not need to report on each attribute at the end of every reporting period. It is not appropriate to grade or score the attributes of the learner profile.

Teachers should provide opportunities for students to consider their progress in relation to the attributes listed in the IB learner profile in the context of their learning. Students’ should also contribute to reporting to parents, through student-led conferences.

The purpose of the report is to provide a summative record of progress for students, parents and the school and to document targets for further development.

The Exhibition (2011-2012 Academic Year)

Students in the final year of the PYP carry out an extended, collaborative inquiry – the PYP Exhibition.  At Glenealy School this takes place towards the end of the child’s final year at school.

One of the purposes of the PYP Exhibition is to provide a forum for student driven reporting.  Other key purposes include the following: 

• For students to engage and report on an in-depth, collaborative inquiry
• To provide students with an opportunity to demonstrate independence and

responsibility for their learning

• To provide students with an opportunity to explore multiple perspectives of their topics
• For students to synthesize and apply their learning of previous years, and to reflect on their journey through the PYP
• To provide an authentic process of assessing student understanding
• To demonstrate how students can take action as a result of their learning
• To unite the students, teachers, parents and other members of the school community in a collaborative experience that incorporates the essential elements of the PYP
• To celebrate the transition of learners from PYP to Secondary School

Acknowledgements

Glenealy School would like to acknowledge the following schools in assisting the development of this document;

Discovery College (Hong Kong)

Bradbury School (Hong Kong)

Immanuel Primary School (Australia)

Quarry Bay School (Hong Kong)

Sha Tin Junior School (Hong Kong)

References

IB “Making the PYP Happen”, 2009.

Appendix A

 

Assessment Strategies Definition
Observations	All students are observed often and regularly, with the teacher taking a focus varying from wide angle (for example, focusing on the whole class) to close up (for example, focusing on one student or one activity), and from nonparticipant (observing from without) to participant (observing from within).
Performance assessments	The assessment of goal-directed tasks with established criteria. They provide authentic and significant challenges and problems. In these tasks, there are numerous approaches to the problem and rarely only one correct response. They are usually multimodal and require the use of many skills. Audio, video and narrative records are often useful for this kind of assessment.
Process-focused assessments	Students are observed often and regularly, and the observations are recorded by noting the typical as well as non-typical behaviours, collecting multiple observations to enhance reliability, and synthesizing evidence from different contexts to increase validity. A system of note taking and record keeping is created that minimizes writing and recording time. Checklists, inventories and narrative descriptions (such as learning logs) are common methods of collecting observations.
Selected responses	Single occasion, one-dimensional exercises. Tests and quizzes are the most familiar examples of this form of assessment.
Open-ended tasks	Situations in which students are presented with a stimulus and asked to communicate an original response. The answer might be a brief written answer, a drawing, a diagram or a solution. The work, with the assessment criteria attached, could be included in a portfolio.

 

Assessment Tools Definition
Rubrics	An established set of criteria for rating students in all areas. The descriptors tell the assessor what characteristics or signs to look for in students’ work and then how to rate that work on a predetermined scale. Rubrics can be developed by students as well as by teachers.
Exemplars	Samples of students’ work that serve as concrete standards against which other samples are judged. Generally there is one benchmark for each achievement level in a scoring rubric. Each school is encouraged to set benchmarks that are appropriate and usable within their particular school context.
Checklists	These are lists of information, data, attributes or elements that should be present. A mark scheme is a type of checklist.
Anecdotal records	Anecdotal records are brief written notes based on observations of students. “Learning stories” are focused, extended observations that can be analysed later. These records need to be systematically compiled and organized.
Continuums	These are visual representations of developmental stages of learning. They show a progression of achievement or identify where a student is in a process.

Chart and definitions taken from “Making the PYP Happen” p48-49 (IBO 2009)

Appendix B

Guiding Principles of Assessment

Reliable

At Glenealy School we believe that assessment needs to take place in real and meaningful contexts in order to provide valid and reliable evidence of a pupil’s progress. Assessment should reveal the true and accurate picture of a pupil’s developing understanding based upon reliable evidence in order to help plan the next learning steps.

Educative: Assessment of learning, for learning and as learning

Assessment should provide information to measure past performance and set targets

through analysis of statistical evidence at individual pupil, class, cohort and whole-school levels. However, In addition to providing quantitative summative data about individual achievements and overall school performance, assessment systems at the school are also designed to be central to the learning process and the children should learn from and during the assessment experience. Assessment should identify needs, motivate learners and celebrate achievement. Children should receive prompt constructive feedback from assessment information so that they can focus on their next steps for improvement. Assessment should address student progress in relation to their subject-specific knowledge, transdisciplinary skills and conceptual understanding within the context of structured inquiry in addition to the attributes of the PYP learner profile.

Explicit

Students should know, understand and have access to the assessment information that is gathered about their learning, and should be aware of the criteria against which they are being assessed. Assessment should have a clear purpose and pupils should be aware of this. Assessment should openly and actively involve all learners and should habitually engage children in discussion of their learning progress.

Fair

Assessment strategies should enable each student to fully demonstrate their progress and abilities. Assessment should be flexibly designed to provide students with the opportunity to present their learning in a variety of contexts. Teachers should employ techniques for assessing children’s work that take into account the diverse, complicated and sophisticated ways that individual children use to understand experience. Assessment should show awareness of learning style, cultural, gender, linguistic, and racial differences amongst pupils.

Comprehensive

A range of assessment information should be collected in different contexts and over time. Assessment should take place both during the process of inquiry and instruction and on the quality of the products of that learning. It should draw upon information from a range of strategies, such as focussed observations, student products and conversations. Assessment should draw upon a variety of tools, including rubrics, benchmarks, checklists, continuums and anecdotal records. Assessment information should include peer- and self-assessment and reflection in addition to teacher assessment.

Appendix C

Formative and Standardised Assessments – Schedule and Timeline

Year 1 – PIPs (Term 1)

Year 2 – PIPs (Term 1)

Year 3 - 6 – Spelling (Term 1 and 3)

Year 2 - 6 – Incas (Term 1)

Year 4 & 6 – ISA (Term 1)

Please note that the SEN Department coordinates closely with the teachers and will perform additional testing if and when appropriate.

Refer tracking, monitoring and record keeping section for more information regarding standardised assessment of reading timeline.

Year 1            

A reading PM reading benchmark will be completed when the Year 1 teacher judges that a child is reading at an appropriate level.   It is acknowledged that the timing of this first benchmark will be dependent upon this factor.  After the initial benchmark, the child will be benchmarked at regular intervals on a needs basis.

Year 2

A PM benchmark will be completed at least once a term or more regular should the teacher deem it necessary.

Years 3 and 6

A PM benchmark/Probe will be completed at least 3 times per year for all children.  For the more able readers teachers are encouraged to use Probe for a more detailed analysis of a student’s reading strengths and weaknesses.

Refer Assessment Calendar for timeline

Appendix D

Guidelines for conferences

Roles

For three-way and student-led conferences to work effectively it is important that all participants in the process know and clearly understand their role.

Pupils

In preparation for the Three Way and Student-Led Conferences, pupils will spend some time with their teachers reflecting on the progress they have made in their learning. They will be looking back through their portfolio, identifying successes and setting some goals and targets for the future. When students know that they must be ready to talk about their learning in the conference they become much more engaged in the process of self-reflection.

During the three-way conference, pupils will be prompted by their teachers to discuss their learning. For example, they may be asked to select and discuss examples from their portfolio that they are proud of, or explain something that they found challenging. Children will be guided to consider how their work demonstrates progress in a particular area, as well as being challenged to consider what they need to do in order to improve. Children will also listen carefully to questions and comments from their parents and discuss their learning directly with them. Some families might find it useful to carry out some of this discussion in their ‘home’ language.

Student –led conferences require children to think carefully about their learning and to demonstrate an ability to lead their parents and teacher through a discussion of what they have achieved, what has worked well for them and to identify areas of challenge and difficulty. These discussions should be based on evidence from portfolios and other work samples and include some reflection upon their preferred learning styles. As a result of going through this process, children are able to reflect more accurately upon their capabilities areas that need developing.

Teachers

Before the two-way conference teachers will be aware of any previous concerns that have previously been shared by/with the school. If teachers have any specific concerns about the child a two-way conference is a good forum in which to raise them. The teacher will also provide time for parents to share any issues and concerns that they may relating to their child’s academic and pastoral progress.  Teachers should be responsive at other times during the year to requests from parents to discuss important pastoral or academic concerns, and not just at the scheduled two-way conference times.

During the three-way conference, teachers will lead the children through a process of self-evaluation and help them to think about appropriate goals and targets for their learning. For some of the younger children, teachers may prepare the pupils for the conference by rehearsing to build their confidence, with pupils playing the roles of both child and adult.

During the three-way conference, teachers will facilitate the conversation, prompting and questioning children about their learning and involving parents in the discussion. Teachers, with the help of the children, will ensure that parents not only receive information about the child’s learning, but also about how this relates to the school curriculum and the teaching and learning strategies that are used to engage and motivate the children.

During the student-led conference the teacher’s role is to support the child through use of encouraging body language , and if necessary, to get the child back on track if they ‘dry up’ or become anxious or nervous. The teacher will respond to student questions or interact where appropriate. It is important, however, to remember that the child is leading the conference. Clearly, student confidence and competence will vary from child to child and the teachers should ensure that the conference ‘flows’.

Parents

The two-way conference provides parents with the opportunity to share important, and sometimes sensitive information with their child’s class teacher. Medical information is an example of this. Many parents feel more comfortable talking about these issues if the child is absent. Given that two-way conferences take place early in the year, this is an ideal time for parents and teachers to share information that may significantly affect the progress of the child as the year progresses. It is important to note that parents should be able to make an appointment to discuss important academic and pastoral issues at any time.

During three-way and student-led conferences it is beneficial if parents support and encourage their child, praising both the work products and the child’s efforts. Throughout the process parents should feel free to ask questions that prompt their child to look realistically at the quality of their learning. As a school we will provide parents with sample questions and prompts to encourage dialogue with their child as well as a chart outlining the roles of each participant. Most importantly, the parents’ should enjoy observing their child confidently and enthusiastically discussing his/her learning.