Our assessment policy is aligned with our mission and stems from our endeavors to empower young learners to realize their full potential. Assessment is a celebration of the holistic journey of learning and personal growth. It is an ongoing process that focuses on the learner, and is an indicator of the different levels and layers of learning, both for the teacher and the students. It enables all parties involved to better reflect on learning. Through our varied assessment activities, which tap on the cognitive, affective and psychomotor domains and cater for multiple intelligences, we seek an authentic measure for the acquisition of knowledge, concepts, skills, and attitudes.
Students must be able to use and apply their knowledge and skills to comprehend, analyze and evaluate new situations and contexts. Students are also expected to create new designs and constructs based on their learning. Students need to understand assessment expectations, standards and practices, which teachers can introduce early and naturally in teaching, as well as in class and homework activities. All constituents, including students, teachers, parents, and administration should have a clear understanding of the reasons for assessment, what is being assessed, the criteria for success, and the method by which assessment is administered.
Assessment is central to the goal of thoughtfully and effectively guiding students through the five essential elements of learning:
The assessment component can itself be subdivided into three closely related areas
The assessment of the students’ development and learning is an essential component of the curriculum and helps to inform continued development, learning and teaching. Students are observed in a variety of situations and a wide range of assessment strategies are implemented throughout the school year. Teachers use a range of formative and summative assessments, which help to demonstrate student achievement.
At the beginning of each Unit, teachers will assess students’ prior knowledge and experience before embarking on new learning experiences. It is not necessary to adhere to a certain assessment tool or specific criteria for this type of assessment.
Formative assessment is interwoven with learning. It helps teachers and students find out what the students already know and can do and therefore it provides information that is used in order for teachers to plan the next stage in learning. Formative assessment and teaching are directly linked and function purposefully together.
Formative assessment aims to promote learning by giving regular and frequent feedback to the students throughout the learning process. This process helps learners to improve their 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.
Summative assessment aims to give teachers and students a clear insight into students’ understanding.
It is the culmination of the teaching and learning processes, and gives the students opportunities to demonstrate what has been learned. Summative assessment informs and leads to improvement in the teaching process and student learning; it measures understanding of knowledge, key concepts, strategies, skills and attitudes, and leads to action.
During collaborative planning, teachers decide on the tool and strategy appropriate to the age group. They use a previously agreed upon key with performance indicators and a detailed description of each one of these indicators to assess students.
Assessment strategies are the methods or approaches that teachers use when gathering information about students’ learning. Teachers record this information using a variety of instruments on ManageBac at NTSIS.
Tools teachers use include:
Assessment strategies teachers use include:
Reporting assessment includes communicating what students know, understand and can do. Reporting involves parents, students, and teachers as partners and is comprehensive and understandable to all parties.
Reporting to parents, students and teachers occurs through:
Orientation Day
Parents gain information about the school from teachers and coordinator regarding the curriculum, classroom routines and school policies.
Documentation of Individual and Group Learning Engagements:
Teachers listen, observe and document children’s thinking and learning and present it to the school community in a variety of ways such as the learning journal and anecdotal records.
The Student Portfolio:
The portfolio is an important part of the PYP evaluation process. The portfolio gives an overview of students’ achievements and accomplishments as they progress through the curriculum. Teachers and students work together to decide on the contents of the portfolio. A portfolio will contain:
The student portfolio is regarded as a documentation of process and documentation of end results. It will be used to direct the student-led conference.
Student-led Conferences:
Grades N – G6 share their learning experiences with their parents. Students are in charge of guiding parents through their portfolios. Student-led conferences are conducted twice a year.
Parent-teacher Conferences:
Parents will be invited to meet with the homeroom teacher and specialist teachers to discuss their child’s progress. The teacher will lead the conference using student work and the student portfolio.
The PYP Exhibition:
Grade 5 & 6 is a special year in the PYP. Students prepare for an exhibition, which is a showcase of the concepts, knowledge, skills, attitudes, and action they have earned during their years in the PYP. During the exhibition, the students are engaged in a collaborative, trans-disciplinary inquiry process that involves them in identifying, investigating and offering solutions to real-life issues or problems. The exhibition will vary from year to year, but will include examples of students’ written work, oral presentations, use of ICT, and performances or compositions developed through the Arts subjects.
Students’ work during the exhibition will be assessed using both formative and summative methods in order to show the level of student understanding and achievement. The entire school community joins in the celebration of the exhibition.
Written Report Cards:
Parents receive a written report of their child’s progress twice a year, one at the end of semester 1 and the other at the end of semester 2.
Meetings are held at the beginning of each year with teachers of different grade levels with coordinator to introduce and discuss the assessment policy during Induction Week. Teachers are also introduced to the different strategies and tools that can be used.
The school guides teachers through the process of reporting assessment using report cards on ManageBac, our school education management system. These sessions aim at guiding teachers on how to use the policy, including how to use the performance indicators in describing the work of students for formative and summative assessments as well as for the report cards.