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Aug 26, 2014. By the end of this presentation parents will be able to understand and explain to others in the WIS community: -the complexities of the.

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Presentation on theme: "Aug 26, 2014. By the end of this presentation parents will be able to understand and explain to others in the WIS community: -the complexities of the."— Presentation transcript:

1 Aug 26, 2014

2 By the end of this presentation parents will be able to understand and explain to others in the WIS community: -the complexities of the assessment for the primary school at WIS -why there will be a progressive series of changes to reports The following presentation summarizes the schools efforts to both inform parents and meet the IBO PYP requirements TODAY’S OBJECTIVE

3 We can’t examine reports without first looking at the requirements and practices for assessment REPORTS & ASSESSMENT

4  Assessment is integral to teaching and learning  The aim of PYP is to have students master the essential elements  Teachers should use backwards design  PYP stresses the importance of self assessment and reflection  IB does not administer or encourage the use of standardized tests however it does recognize that some IB world schools may be required to use such tests by their governments. IB PERSPECTIVE ON ASSESSMENT Source: Making the PYP Happen p

5  Reports should clearly state areas of strength and areas for improvement  When students are involved in providing input, through self assessment, it is a helpful aid to a student’s development  The reporting system and procedures of a PYP school should reinforce the underlying values of the programme  There are no specific format for IB reports but they recommend addressing the learner profile, transdisciplinary units and the subject specific teaching, all teachers involved in the student’s progress have an opportunity to comment and all the essential elements of the programme are included IB PERSPECTIVE ON REPORTS Source: Making the PYP Happen p

6 Diagnostic formative Summative Assessing Assessment tools Recording Portfolios 3 way conferences Exhibition in year 5 Learning Journey Conferences Report Card Reporting THE 3 ASPECTS OF EFFECTIVE ASSESSMENT

7 This document produced by IBO states all the requirements for IB World Schools. In the following slides I have highlighted the practices that pertain to assessment. During the IBO visit in November 2013 they gave feedback on 4 of the 9 practices specific to our school. Where the feedback was given I have included under the appropriate practice. PYP STANDARDS & PRACTICES

8 PYP Standards & Practices C4- Assessment

9 Assessment at the school reflects IB assessment philosophy and programme requirements. Requirements for the Primary Years Programme a) Assessment at the school is integral with planning, teaching and learning. b) Assessment addresses all the essential elements of the programme. c) The school provides evidence of student learning over time across the curriculum. Practice 1B Assessment addresses all the essential elements of the programme Findings of the team Conversations with PYP Coordinator and teachers indicated that this was an area in need of focus. The assessment policy does not specifically include the need to address all the essential elements. A number of teachers found it difficult to inform the visiting team of how they would assess all the essential elements of the programme. Conversations with some teachers at the school indicated that they were trying to address the all of the essential elements. Recommendations The school reviews its assessment practices in order to ensure that assessment strategies and tools address all the essential elements of the programme. IBO VISIT RESULTS FROM NOVEMBER 2013: STANDARD C4 - PRACTICE 1

10 STANDARD C4- PRACTICE 2 The school communicates its assessment philosophy, policy and procedures to the school community.

11 The school uses a range of strategies and tools to assess student learning. IBO VISITATION FEEDBACK ON ASSESSMENT STANDARD C3- PRACTICE 3

12 Practice 4 p.22 The school provides students with feedback to inform and improve their learning Findings of the team In some conversations students and teachers demonstrate an understanding of formative assessment. Conversations with other teachers indicated that they are still developing their understanding of formative and summative assessment and how these provide students with feedback that will inform and improve their learning. Some samples of student work show comments from teachers on formative. However samples of assessed work show that many of the comments did not provide feedback to inform and improve learning. Recommendations The school takes action to ensure a common understanding of formative and summative assessment The school further develops procedures to provide students with feedback to inform an improve their learning. IBO VISITATION FEEDBACK ON ASSESSMENT STANDARD C4 - PRACTICE 4

13 The school has developed and implements an assessment policy that is consistent with IB expectations Findings of the team The following agreements are established and understood by all members of the pedagogical leadership team however there are indications that many teachers do not fully understand or utilize policy information. Recommendations The school should make sure all teachers are aware and understand the assessment policy. The school should ensure that the documented assessment policy is implemented consistently across the school. IBO VISITATION FEEDBACK ON ASSESSMENT STANDARD C4 - PRACTICE 5

14 The school has systems for reporting student progress aligned with the assessment philosophy of the programme(s). a. Student learning and development related to all attributes of the IB learner profile are assessed and reported. STANDARD C4- PRACTICE 6

15 The school analyses assessment data to inform teaching and learning. a)The school ensures that students’ knowledge and understanding are assessed prior to new learning. Teaching and learning builds on what students know and can do Findings of the team Some teachers can discuss how they have adapted teaching to build on what students know and can do. Classroom observations show examples of how teachers gather information about what students know but there is little evidence of how analyzed and used in informing practice. Recommendations The school further explores ways for teaching and learning to build on what students know and can do. *This is repeated from the last report. STANDARD C4- PRACTICE 7

16 The school provides opportunities for students to participate in, and reflect on, the assessment of their work. STANDARD C4- PRACTICE 8

17 The school has systems in place to ensure that all students can demonstrate consolidation of their learning through the completion of the Primary Years Programme exhibition, the Middle Years Programme personal project and the Diploma Programme extended essay, depending on the programme(s) offered. STANDARD C4- PRACTICE 9

18  Review assessment policy so it includes the essential elements  A series of assessment professional development for staff  Electronic tracking system  PYP Co. meets with each team to ensure essential elements are included in plans for authentic assessment  Planners are review by PYP Co. and teaching team is given feedback on it  Assessment is a part of our post unit reflection Assessment PD topics Purpose of assessment Types of assessment Examples of assessment Mapping Assessments & backward design Timely & Meaningful Feedback Scale for Assessment & Common Language Recording & tracking Assessment Reporting WIS ACTION PLAN FROM TERM 2, 2014

19 Staff said in terms of content and format: Change Language strands to match those from IB Add focus section to Math as it is in Language Shorten blurbs on UOI to allow for longer personalized comments Every teacher wants to be able to write a comment Remove reflection section for students and parents Parents said: 1 parent contacted Catherine, a few contacted Gladys and Greg Generally, parents wanted more information FEEDBACK FROM REPORTS

20 Educate parents about IB and PYP Current methods of reporting: Open house, Portfolios, 3 way conferences, progress reports, learning journey conferences A series of progressive changes to the reports to better align with IB requirements as well as the unique needs of WIS All reports are stored on the server and one copy is printed and sent home. Communicating to ParentsReports ASSESSMENT ACTION PLAN

21 Continue to invest in professional development for teachers IT skills, language abilities and assessment methodology Assessment PD ensures that the following are happening: The objectives stated were the ones taught and assessed making reports a more accurate portrayal of the learner Teachers continue to develop their assessment practices to align with IB requirements Continue assessing the quality currently provided and look at ways to improve upon that Assessment data is collected and tracked on server to ensure consistency and identify students needing additional assistance Staff Professional Development Assessment Practices ASSESSMENT ACTION PLAN

22 We need to consider the time needed proof read, who is proof reading, and the equity in this process and have a short and long term plan to meet our unique needs Consider the eco footprint of reporting aim to significantly reduce paper waste Sustainability

23 QUESTIONS? Please contact Catherine Pierre-Louis, the WIS IB PYP Coordinator, by on alternatively you can call the school on to arrange a


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