How We Assess

Formative Assessment

Formative assessments are evaluations of student understanding along the path of learning. By this it is meant that students are evaluated in small ways throughout their learning of a given topic/theme. These evaluations inform the teacher how learning has evolved and what misconceptions still might exists about a given topic. Formative assessments come in many forms some of which are listed below:

  • Journal entry
  • Observation
  • Quiz
  • short response
  • Mini-conference
  • Project

Summative Assessment

This happens at the end of a cycle of learning (e.g. End of unit of inquiry, end of math unit). At this point the students’ understanding of the central ideas and themes of the unit are assessed and recorded.

Exhibition in the last year of the PYP, all students all over the world complete an exhibition which is an in-depth student driven inquiry focused on one of six transdisciplinary themes. Students are guided through this process by the teacher, but the journey is lead by the students.

Portfolios are a compilation of work decided up by the student and teacher which illustrate the learning process during the child’s time in the PYP. The portfolio follows a child throughout their time in the PYP and serves as a starting point for student-led conferences. Students can choose pieces to be in their portfolio for a variety of reasons including: a job well-done, improvement, example of a learner profile attribute, and many other reasons.

Student-Parent-Teacher Conferences

Twice a year students and parents are asked to come to school and join the teacher in a student-parent-teacher conference. This is an opportunity for students to demonstrate what they have learned and achievements they have made during the last period of study. In addition, students will set goals with their teacher identifying areas that the student and the teacher see as places for more focus.

Reports

Students in the PYP receive written reports three times a year. The first progress report is focused on the transdicisplinary skills and goal-setting connected to the IB Learner Profile. In January and in June, written reports are also prepared to document student progress in units of inquiry and stand-alone subjects. The reports also document progress in relation to the learner profile attributes, attitudes, skill development, action and student progress in.

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