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Assessment and Reporting (Prep to Year 5)

Assessment is an integral part of our teaching and learning at AIA. It is central to the PYP's goal of thoughtfully and effectively guiding children through the essential elements of learning: the understanding of concepts, the acquisition of knowledge, the mastering of skills, the development of approaches to learning and the decision to take responsible action.

The Purpose of Assessment

Assessment is an ongoing process of gathering, analysing, reflecting and acting on evidence of student learning to inform teaching. PYP assessment has four dimensions: monitoring, documenting, measuring and reporting on learning. Each aspect has its own function, but all aim to provide evidence to inform learning and teaching. The PYP chooses to emphasise monitoring and documenting learning as these dimensions are critical in providing actionable feedback for the learner.Dimensions of Assessmenthttps://inquiryintolearningblog.wordpress.com/2019/04/13/assessment-what-and-how/

 

Types of Assessment

Assessments may be formal or informal, and they may be formative or summative. Assessment tasks vary from informal questions during a learning activity to a formal written test at the end of a learning program.

  • Formative assessment

Formative assessment is interwoven with daily learning and helps teachers and children determine what the children already know to plan the next stage of learning. It involves constructive, timely and specific feedback to students aimed to improve teaching and learning.

  • Summative assessment

Summative assessments are developed as formal assessment tasks that provide evidence of the learner's mastery of knowledge, skills and understandings at a point in time. They measure what the learner has achieved against the achievement standards.

 REPORTING

AIA has an ongoing process of reporting student achievement to parents. This process has many forms.

  • Teacher-student conferences

Teacher-student conferences are a one-on-one forum that allows the student and teacher to discuss their concerns, provide feedback and set goals. Teachers take the time to organise these individual conferences to support and encourage student's learning.

  • Parent-teacher conferences

Parent-teacher conferences provide an important opportunity for parents to discuss their children's progress with their teachers. They enable the teacher and the parents to work together toward their student's learning and social wellbeing. Parent-teacher conferences occur in the last week of Term 1 and Term 3.

  • Student-led conferences

The student-led conference involves the student, parent, and teacher; it comprises several stations where the students share their learning experiences, knowledge and skills with their parents. The students share selected work samples from their portfolios with their parents during the conference. The student-led conferences is a valuable experience for the student to celebrate achievements, reflect on their learning journey, and set goals for the future. Student-led conferences take place in the last week of Term 3.

Students' Portfolios

The portfolio is a collection of student's work samples that demonstrate successes, growth, creativity, and reflection. The portfolio assists in identifying and articulating goals and achievements while valuing students' work and learning.

The portfolio assists parents and their children to reflect on efforts, experiences, progress and achievements in a meaningful and purposeful manner. It is anticipated that parents will use the information to encourage their children to set positive goals and work towards them throughout the year. The portfolio is sent home at the end of the year and acts as an important part of the student-led conferences which take place in Term 3.

Academic Reports

Student reports provides feedback to students and parents about student progress and achievements. The student reports communicate comprehensive information about student achievement, progress, and growth, in relation to the standard of achievement expected of the year level over the reporting period.

Homeroom teachers write a general pastoral comment for all students in which they reflect on the student as a learner and make statements against the learner profile of the PYP. In each subject taught, teachers assess the students against key performance indicators for the year level.

Student reports are available to parents via Compass at the end of each semester.

The PYP Year 5 Exhibition

The Primary Years Programme (PYP) exhibition represents a significant event in the life of a PYP school and student, synthesising the essential elements of the PYP and sharing them with the whole school community. As a culminating experience, it is an opportunity for students to exhibit the attributes of the International Baccalaureate (IB) learner profile that have been developing throughout their engagement with the PYP. It marks a rite of passage, both symbolic and actual, from the PYP to the Middle Years Programme (MYP). Most importantly, it is a celebration, an event that synthesises all that is best in the PYP and shares it with the whole community.