MISSION STATEMENT The International School Hannover … · Assessment System updated 2014 Primary ~...

Assessment System updated 2014

Primary ~ 1 ~

MISSION STATEMENT The International School Hannover Region is committed to providing a high-quality, international education within a creative and caring environment to enable its students to become life-long learners and open-minded compassionate citizens.

DEFINITION OF ASSESSMENT Assessment involves the gathering and analysis of information about student performance and is designed to inform practice. It identifies what students know, understand, can do, and feel at different stages in the learning process. At ISHR assessment is an integral component of the teaching and learning process.

T h e W rit ten C u rricu lu mT h e co n cep ts, sk ills, k n o w led g e,

attitu d es an d actio n s w h ich th e sch o o ld ef in es in th e w r itten cu r r icu lu m

T h e Ta u g h t C u rricu lu mT h e teach in g str ateg ies w h ich w ill

b est su p p o r t th e ty p es o f learn in g th atth e p ro g ram m e seek s to p ro m o te

T h e L ea rn ed C u rricu lu mA p p ro ach es to assessm en t,

r eco rd in g an d r ep o r tin g

Assessment consists of 4 stages:

Planning – designing appropriate assessments with and for students

Assessing - collecting and evaluating information about what students have learned

Recording - keeping records of that information

Reporting - communicating accurate/honest/gathered/purposeful/interpreted/ applicable information to parents and colleagues

PURPOSES OF ASSESSMENT We use assessment to:

• Measure student progress against short and long term learning objectives

• Provide feedback to students to promote and focus further learning

• Provide feedback to teachers to inform planning and teaching

• Provide feedback to parents


Primary ~ 2 ~

PRINCIPLES OF ASSESSMENT Our assessment is:

• Authentic With a focus on students showing what they have learned in positive, meaningful situations

• Differentiated Using a range of tasks and tools appropriate to students’ varied learning styles, cultures, backgrounds and intelligence profiles etc!

• Balanced Including formative and summative assessments and emphasising process as well as product

• Explicit Based on clear criteria that are shared with students in a developmentally appropriate manner

• Reflective Including student self and peer-assessment as an essential element in a developmentally appropriate manner

• Informative Feeding into planning, teaching and curriculum overview

Based on these principles, assessment strategies are detailed in separate Primary and Secondary assessment policies, in line with PYP guidelines and MYP and Diploma requirements.

Information about student learning is provided by:

• Examples of a variety of children’s work or performance (usually via portfolios)

• Statistics based on rubrics or performance scores

• Test results

• Tracking student performance over a period of time

• Pre, formative and summative assessments that show the process as well as the product.


Primary ~ 3 ~

Assessment assists programme evaluation by:

• Assessing children’s performance in relation to specific and general expectations of the programme

• Determining whether specific skills and concepts are used and understood

• Identifying areas which require further instruction, practice and /or explanation

• Allowing teachers to reflect on the effectiveness of their previous planning and teaching.

• Identifying common programme weaknesses across and between grade levels

• Helping to ensure that overall curriculum goals are being met.

• Allowing for tracking, recording and the passing on between grade levels of assessment data that applies to all aspects of a child’s education, social, emotional as well as academic performance.

PRINCIPLES OF EFFECTIVE ASSESSMENT

Effective assessment should:

• Identify what is worth knowing and assess it.

• Focus on key and related concepts and transdisciplinary skills

• Take into account different ways of learning and be sensitive to personal circumstances and or needs

• Be age appropriate

• Produce evidence that can be reported to and understood by students, parents, teachers and administrators

• Be subject to review and improvement

• Be varied in nature

• Be authentic (based on real, or realistic problems or situations)

• Be consistent across the grade and throughout the PYP section of the school

• Be seamless between the PYP and MYP

• Be non-threatening

Effective assessments allow teachers to: (Making it happen Page 46)

• Understand students’ needs and strengths

• Adjust lesson plans to meet student needs

• Assess concepts, skills, attitudes and knowledge

• Develop clear criteria for given tasks, products or performances

• Involve collaboration between the child and teacher or among peers


Primary ~ 4 ~

• Take into account different cultural contexts and different ways of learning and knowing

• Produce evidence that can be understood by all – children, teachers, parents, administrators and board members.

• Reflect on the process of teaching and learning

• Monitor individual and group progress over time

• Set realistic individual and group goals

• Evaluate their own teaching practice

• Build feedback into students goal setting

Effective assessments allow students to:

• Participate actively in the planning and creation of assessments

• Use a variety of learning styles

• Be aware of the criteria for assessment and know what is expected in advance

• Analyse their learning and know what needs to be improved

• Share what they have learnt and understand

• Promote reflection, self and peer-evaluation

• Express different points of view and interpretations

Effective assessments allow parents to:

• See evidence of student learning and development

• Develop an understanding of the student’s progress

• Provide opportunities to support and celebrate learning

WHAT IS ASSESSED?

We assess student performance and progress within the organising themes of our POI and also upon explicit criteria in subject scope and sequence documents. We collect evidence about the essential elements of our programme (Concepts, attitudes, transdisciplinary skills and knowledge). In addition we collect evidence on the attributes listed in the PYP learner profile.

Pre-assessment – This type of assessment occurs before the teaching of a topic even begins and is designed to assess beginning knowledge and conceptual understanding. We also use this form of assessment to develop an understanding of what learners want to learn.

Formative assessment – Ongoing formative assessment is designed to enable both teachers and students to evaluate and better inform the next stage of learning. Formative


Primary ~ 5 ~

assessments and teaching are directly linked; neither can function effectively without the other. They provide on-going feedback.

Summative assessment – This takes place at the end of the teaching and learning process and gives children opportunities to demonstrate learning.

Teachers, students and peers should/could be included in scoring pre, formative and summative assessments.

PYP Exhibition The PYP exhibition is an extended collaborative inquiry which is undertaken by students in their final year of the PYP. It provides the culminating experience of a learner’s engagement with the PYP. It unites the teachers, learners and parents of the class in an activity that captures the essence of the PYP in a transdisciplinary inquiry conducted in a spirit of personal and shared responsibility. It marks a rite of passage, both symbolic and actual from the PYP to the MYP. Most importantly it is a celebration, an event which synthesises all that is best in the PYP and shares it with the whole community. The subject of the exhibition should be a real world issue or problem, local or global which is of sufficient scope and significance to warrant an extended investigation. The class should generate realistic proposals for solutions to the selected issue and in doing so; students apply their learning of previous years.

Collecting, Recording and Analysing Data Assessment strategies and tools form the basis of a comprehensive approach to assessment. The strategies are the methods or approaches that teachers use when gathering information. Teachers record this information using a variety of tools. When choosing appropriate strategies, it is important to take into consideration which tools are most applicable and relevant to that strategy.

ASSESSMENT STRATEGIES AND TOOLS

ASSESSMENT TOOLS AND STRATEGIES

RUBRICS EXEMPLARS CHECKLISTS ANECDOTAL RECORDS

CONTINUUMS

OBSERVATIONS X X X X

PERFORMANCE ASSESSMENTS X X X X

PROCESS FOCUSSED ASSESSMENTS

X

X

X

X

SELECTED RESPONSES X X X

OPEN ENDED TASKS X X X X


Primary ~ 6 ~

Assessment strategies Observations - All students should be observed regularly, with the teacher taking a focus varying from the whole class to an individual. Performance assessments - A goal directed authentic task providing significant challenge and choice, perhaps using various media, to document student understanding. Process-focused assessments - Students are observed often. The observations are recorded. Evidence is synthesized from different contexts to increase validity. Selected responses - 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. Tools The assessment strategies listed above may be put into practice using the following assessment tools Rubrics - An established set of criteria for rating students. 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. Checklists - These are lists of information, data, attributes or elements that should be present. Anecdotal records - Anecdotal records are brief written notes based on observations of students. 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.


Primary ~ 7 ~

SPECIFIC ASSESSMENT EXPECTATIONS

Essential assessments with timeline

Appendix 1 - Guidelines for pass on files

Appendix 2 - Guidelines for student portfolios, Appendix 3 - Observations and anecdotal notes

Appendix 4 - Rubrics

Appendix 5 - Checklists

Appendix 6 - Self assessments and reflection

Appendix 7 - Writing samples

Appendix 8 - Reading benchmarks

Appendix 9 - Oral language checklists

Appendix 7 - Maths assessments

Appendix 10 - ISA Standardised Assessments

Reporting procedures • Report cards • Teacher – Parent conferences • Student led conferences

Assessment System

Primary ~ 8 ~

Essential assessments - PK

Grade Curriculum area Assessment task Recording/ measurement tool

Teacher Responsible

When Where

PK Mathematics, Language, Units of Inquiry, Profiles, Attitudes and Transdisciplinary Skills

Observations

Photos/ Anecdotal notes e.g. /

Observation record sheet / Checklists etc.

Pre-kg On-going as required Teacher assessment

file

PK Mathematics Performance Assessments

Mark sheet /Checklists/Anecdotal records/Observations

Pre-kg As required

Teacher assessment file

PK Mathematics GL Assessment progress in Mathematics 4 Mark sheet/Excel doc. Pre-kg June Pass on assessment file

PK

Language Draw a Tree Benchmarked work

samples Jn-Kg September/January/June

September and January sample

Teacher assessment files / June sample in pass on assessment

file PK Fine Motor Skills Observation of fine motor skills e.g. scissor

skills, manipulating small objects etc! – Checklist/Anecdotal

records Pre-kg August/May Pass on assessment

file

PK Unit Pre, formative and summative assessments Varied Pre-kg During and end of each unit. Student portfolios

PK Reflection Student self-assessment for profiles Varied Pre-k Reports (February and June) Reports

Assessment System

Primary ~ 9 ~

Essential assessments - JK


Teacher Responsible

When Where

JK Mathematics, Language, Units of Inquiry, Profiles, Attitudes and Transdisciplinary Skills

Observations

Anecdotal notes / Observation record sheet

/ Checklists etc.

Jn-kg Ongoing Teacher assessment file

JK Mathematics Performance Assessments


Jn-kg As required Teacher assessment file

JK Mathematics

GL Assessment progress in Mathematics 5

Mark sheet/Excel doc. Jn-kg June Pass on assessment file

JK Language Draw a Tree

Benchmarked work samples

Jn-Kg September/January/June

September and January Teacher assessment files /

June sample in pass on folder

JK Language (Writing) Spontaneous writing name sample Work sample Jn-kg June Pass on assessment file

JK Language ( Phonemic Awareness/Letter names and

sounds Letter Names and Sounds Checklist Jn-kg January/June

January sample in teacher assessment file/ June sample in

pass on assessment File

JK Fine Motor Skills Observation of fine motor skills e.g.

handwriting/scissor skills

Checklist/Anecdotal records/Work Sample

Jn-kg August/January/June

August and January Sample in Teacher assessment file/

June sample in Pass on assessment File

JK Unit

Pre, formative and summative assessment

Varied Jn-kg During and end of each

unit. Student portfolios

JK

Reflection Student self-assessment for profiles Varied Jn-kg Reports (February and June)

Reports

Assessment System

Primary ~ 10 ~

Essential assessments - SK


Teacher Responsible

When Where

SK Mathematics, Language, Units of Inquiry, Profiles, Attitudes and

Transdisciplinary Skills Observations

Anecdotal notes / Observation record sheet /

Checklists etc. Sn-kg Ongoing Teacher assessment file

SK Mathematics Written/Performance Assessments


Sn-kg January/June Teacher assessment file

SK Mathematics GL Assessment progress in Mathematics

6 Mark sheet/Excel doc. Sn-kg June Pass on assessment file

SK Language Draw a person Benchmarked work samples Sn-kg September/January/June Teacher assessment file

SK Language (Writing) Sentence dictation

Sentence on paper/

Sn-kg June Pass on assessment file

SK Language (Reading) Bi-annual benchmarked reading assessment Fountas and Pinnell

Fountas and Pinnell assessment running record Sn-kg June (and as needed e.g. new

arrivals) Pass on assessment file

SK Language ( Phonemic

Awareness/Letter names and sounds

Letter Names and Sounds/Blending/Segmenting/Rhyming

Checklist Sn-kg January/June

January sample in teacher assessment file/ June

sample in pass on assessment File

SK Fine Motor Skills

Observation of fine motor skills e.g. handwriting/scissor skills

Checklist/Anecdotal records/Work Sample

Sn-kg August/January/June Pass on assessment File

SK Unit

Pre, formative and summative assessment Varied Sn-kg During and end of each unit. Student portfolios

SK Reflection Student self-assessment for profiles Varied Sn-kg Reports (February and June)

Reports

Assessment System

Primary ~ 11 ~

Essential assessments – Grade 1

Grade Curriculum area Assessment task Recording/measurement tool

teacher responsible

When Where

1 Mathematics, Language, Units of Inquiry, Profiles, Attitudes and Transdisciplinary Skills

Observations


/ Checklists etc.

G1 Ongoing Teacher assessment file

1 Mathematics

Written/Performance Assessments(individual)


G1 As required Teacher assessment file

1 Mathematics

GL Assessment progress in Mathematics 7

Mark sheet/Excel doc. G1 June Pass on assessment file

1 Language (writing) Tri-annual writing samples Rubric G1 September/January/June Pass on assessment file 1

Language (Reading) Bi-annual benchmarked reading assessment Fountas and Pinnell

Fountas and Pinnell assessment running

record G1 January/May (and as needed

e.g. new arrivals) Pass on assessment file

1 Language ( Phonemic Awareness/Letter names and

sounds Performance assessment Checklist G1 As needed Teachers assessment

file

1 Unit Pre, formative, Summative assessment Varied G1 During and end of each unit. Student portfolios

1

Reflection Student self assessment and feedback for all areas Varied G1

At end of each unit of inquiry plus one for mathematics and

two for language Student portfolios.

Assessment System

Primary ~ 12 ~



Teacher Responsible

When Where


Observations


/ Checklists etc.

G2

Ongoing


2 Mathematics Written/Performance Assessments


G2 As required Teacher assessment

file

2 Mathematics GL Assessment progress in

Mathematics 8 Mark sheet/Excel doc. G2 June Pass on assessment

file

2 Language (writing) Tri annual writing samples

Rubric

G2

September/January/June

Pass on assessment file

2 Language (Reading) Bi-annual benchmarked reading

assessment Fountas and Pinnell


record G2 January/May (and as needed e.g.

new arrivals) Pass on assessment

file

2 Unit Pre, formative, Summative assessment Varied G2 During and end of each unit. Student portfolios

2 Reflection

Student self assessment and feedback for all areas

Varied

G2

At end of each unit of inquiry plus one for mathematics and two for

language Student portfolios.

Assessment System

Primary ~ 13 ~



Teacher Responsible

When Where


Observations


/ Checklists etc.


3

Language and Mathematics

ISA assessments

Marked externally G3 October Pass on assessment file



G3 As required Teacher assessment file

3 Mathematics

GL Assessment progress in Mathematics 9 Mark sheet/Excel doc. G3 June Pass on assessment file




record G3 January/May (and as needed

e.g. new arrivals) Pass on assessment file

3 Language (writing) Tri annual Writing samples Rubric G3 September/January/June Pass on assessment file 3

Unit Pre, formative, Summative assessment Varied G3 During and end of each unit. Student portfolios

3 Reflection

Student self assessment and feedback for all areas

Varied G3

At end of each unit of inquiry plus one for mathematics

and two for language Student portfolios.

Assessment System

Primary ~ 14 ~



Teacher Responsible

When Where


Observations


/ Checklists etc.




G4 As required Teacher assessment

file

4 Mathematics GL Assessment progress in Mathematics 10 Mark sheet/Excel doc. G4 June Pass on assessment

file 4

Language (Reading) Bi-annual benchmarked reading assessment Fountas and Pinnell




file

4 Language (Writing) Tri annual Writing Samples Rubric G4 September/January/June Pass on assessment file

4 Unit Pre, Formative, Summative assessment Varied G4 During and end of each unit. Student portfolios

4

Reflection Student self assessment and feedback for all areas Varied G4


language Student portfolios.

Assessment System

Primary ~ 15 ~



Teacher Responsible

When Where


Observations


/ Checklists etc.

G5 On-going Teacher assessment

file

5 Mathematics/ Language ISA assessments Marked externally G5 October

Pass on assessment file

5 Mathematics Written/ Performance Assessments Mark sheet /Checklists G5 As required


Mathematics GL Assessment progress in

Mathematics 11 Mark sheet/Excel doc. G5 June Pass on assessment file






file

5 Language (Writing) Tri annual writing assessment Rubrics G5 September/January/June Pass on assessment

file 5

Unit Pre, formative, Summative assessment Varied G5 During and end of each unit. Student portfolios

5

Reflection Student self assessment and feedback

for all areas Varied G5


language

Student portfolios.

Assessment System

Primary ~ 16 ~


Teacher Responsible

When Where

All grades

Art, Profiles, Attitudes and Transdisciplinary Skills

Observations Anecdotal notes

Observation record sheet, notes etc.!

Art teacher On-going Teacher assessment

files

All grades Art ( Unit integrated)

Formative (informally) and summative assessments/ student self-assessment

Varied Art Teacher During and end of each unit as

required

Teacher assessment files/ portfolios (if

desired)

All grades Art (Stand alone)

Skill development/ Formative (informally, and summative

assessments/ student self-assessment Varied Art Teacher

once per unit for specialized skills overall skills once per year as

required

Teacher assessment files/ portfolios (if

desired)

Art Student Reflection Written response Art Teacher Ongoing Student Art files

All grades

Drama, Profiles, Attitudes and Transdisciplinary Skills

Observations Anecdotal notes, Drama teacher Ongoing Teacher assessment files

All grades

Drama Practical performances and verbal evaluations of practical and/ or filmed

work

Checklist/ anecdotal notes/ students’ folders

Drama teacher Ongoing Teacher assessment files

All grades

Drama Student reflection as self-assessment Worksheet with multiple choice and open

questions

Drama teacher At end of each unit Students’ folders and teacher assessment

files

All grades

ESL, Profiles, Attitudes and Transdisciplinary Skills Observations

Anecdotal notes Observation record sheet ESL Teachers Ongoing


Assessment System

Primary ~ 17 ~

All grades

ESL Observations/ discussions Entry and Exit criteria

and questions ESL Teachers As Required

Teacher assessment files

All grades

ESL Ongoing observational checklist of essential language skills,

Anecdotal Records ESL Teachers As Required Teacher assessment files

All grades ESL Student self assessment Varied ESL Teachers As Required

Student portfolios./ teacher assessment

files

Grade 1 German

German (phonemic awareness, letter names and

sounds), vocabularies

Observations Anecdotal notes German teachers

G1

Ongoing Students’ folders and students portfolios

Grade 1 German for Beginners

German (oral) Observations Teacher notes German teachers

G1

Ongoing Students’ portfolios

All Grades

German Viewing and Presenting is incorporated in assessment tasks

Grade 2 German

German (writing) Observations, writing samples Teacher notes German teachers

Twice a year Students’ folders and teacher assessment

files Grade 2 German

German (reading) Observations, Reading assessments Teacher notes German teachers

Twice a year Teacher assessment files

Grade 2 German

German (oral) Observations, oral language assessments (e.g. presentations)

Teacher notes German teachers

Ongoing Teacher assessment files


German (writing) Observations Teacher notes German teachers

Ongoing Students’ folders and teacher assessment

files


German (reading) Observations Teacher notes German teachers


Grade 3 German

German (writing) Observations, writing samples Teacher notes German teachers





Assessment System

Primary ~ 18 ~

Grade 3 German

German (oral) Observations, oral language assessments

(e.g. presentations)



Grade 3 German

German (Grammar) Grammar test Mark sheet German teachers

As required Teacher assessment files




files





German (oral) Observations, presentations Teacher notes German teachers


Grade 4 German

German (writing) Writing samples Teacher notes German teachers





Grade 4 German

German (oral) Observations, oral language assessments

(e.g. presentations)



Grade 4 German






files







Assessment System

Primary ~ 19 ~

Grade 5 German

German (writing) Writing samples (different writing text types, e.g. summary)






Grade 5 German



Grade 5 German




German (writing) Observations, writing sample Teacher notes German teachers


files


German (reading) Observations, reading assessment Teacher notes German teachers





All grades

IT Profiles, Attitudes and Transdisciplinary Skills

Observations Observation record sheet, notes etc.!

IT teacher On-going Teacher assessment

files

All grades IT Checklist of skills

Checklist/Rubric IT-teacher August and June

Teacher assessment file/ Portfolios (if

desired)

IT Multiple choice test of IT concepts Checklist IT-teacher Ongoing Student portfolio

All grades

IT Student self assessment Varied IT teacher At end of units of study Student portfolios

All grades

Music, Profiles, Attitudes and Transdisciplinary Skills

Observations Anecdotal notes/ observation record sheet

Music teacher Ongoing Teacher assessment files

All grades

Music (Stand-alone) Skill development and knowledge Varied Music teacher At least once per music unit for specified skills otherwise ongoing

Teacher assessment files

Assessment System

Primary ~ 20 ~

All grades

Music (Unit integrated) Summative assessment of integrated content

Checklists/ rubrics/ notes/ as required

Music teacher During and end of each unit Teacher assessment files

All grades

Music Student self-assessment Varied Music teacher At the end of some units of study Teacher assessment files/ student portfolios

All grades

PE, Profiles, Attitudes and Transdisciplinary Skills

Observations Anecdotal notes

Observation record sheet PE Teachers Ongoing


All grades PE (Unit integrated)

Summative assessment of integrated content. Checklist PE Teachers End of Unit


All grades

PE (Stand alone) Observations (progress of each student

during each unit of skills) Checklist PE Teachers End of each PE teaching block


All grades

PE Student self assessment Varied PE teachers At end of each unit of study Student portfolios.

Assessment System

Primary ~ 21

ASSESSMENT TOOLS AND STRATEGIES APPENDIX 1 PASS-ON FILE Every child will have an assessment file that will move with them throughout their school years. The classroom teacher is required to put in the essential information (see below) and pass the file to the teacher the child will have the following year. Please ensure you tick in June all the included elements. Please make sure the folder is labelled with first name and last name

What to put in:

ESSENTIAL PASS - ON FILE CONTENTS

PK JK SK 1 2 3 4 5

□ □ Draw a tree September/January/June

□ Draw a person September/January/June

□ □ □ Fine Motor Skills Assessment May

□ □ Phonemic Awareness June

□ □ □ □ □ □ Writing sample September/January/June

□ □ □ □ □ □ Reading assessment January/May

□ □ □ □ □ □ □ □ Math assessment June

□ □ ISA assessments (Grades 3 and 5) October

Assessment System

Primary ~ 22

Pass Along File Essential Agreements established 2014-2015

Topic Responsibility Essential Agreements Identification Mixed K to

Grade 5 Agreements – • External name tags will be attached to each folder

(plastic tab) • The first and last name of the student will be written on

the name tag Cover Sheet

Mixed K to Grade 5

Agreements – • Each file will have a cover sheet with the student’s

first and last name at the top placed in the first plastic sleeve

• As required items are placed in the file, a tick mark will be placed in the appropriate box on the cover sheet

Reading

Senior K to Grade 5

Agreements • The Reading Tracking Sheet will be stored behind

the cover sheet in the plastic sleeve • The student’s first and last name will be at the top of

the form • The Instructional Level of the student will be

recorded on the tracking sheet as per instructions at the top of the Sheet

• Electronic copy of the form available at PYP>Language Arts>Reading Form (.pdf file)

• All copies of completed reading assessments will be stored in the specific grade level section of the student at the time of completion of the assessment

• The student’s first and last name, the date of the assessment, the grade level and the name of the teacher will be recorded on each assessment

Writing Mixed K to Grade 5

Agreements • The agreed upon Writing Assessment (original, no

correction marks) will be placed in the ongoing writing packet (two-hole punched filing strip).

• The student’s first and last name, the grade level, and the date of the assessment will be recorded on each assessment.

• Any writing prompt used will be agreed upon by the grade level team

• At the end of the year, the Writing Assessment Packet will be moved to the next grade level section in the pass-along file

Math Mixed K to Grade 5

• Each child will take part in the GL assessment progress in mathematics assessments in June. The results of these will be stored in the appropriate section of the folder

Pass Along Files will be completed and passed to the PYP Coordinator (or designee) at the end of each school year, prior to the teacher leaving for the year. The PYP Coordinator (or designee) will re-distribute the files the following year.

Assessment System

Primary ~ 23

APPENDIX 2 STUDENT PORTFOLIO At the beginning of each school year, every student is required to have a new portfolio binder. This portfolio will be a selection of work chosen by the student under the guidance of the teacher. It will reflect student academic and personal growth throughout the year. General Agreements Portfolios should:

• Be labelled with the child’s name, grade, class and academic year. • The portfolio remains the property of the child. • Portfolios will be kept in the homeroom. • Portfolios are meant to a record of growth and learning development. • Guidelines should be developed with the students in each class for how portfolios will

work. • Regular time should be allocated to ensure that the portfolios become meaningful

between the students, teachers and parents. • Portfolios shouldn’t just be a collection of work – students and teachers need to be

selective in what is placed in the portfolio. • Reflections should be varied in style and content so that the student isn’t reflecting on

the same thing each time. How will portfolios be organised? An A4 folder will be used to organise portfolios in all classes and grades. Portfolios need to be clearly organized and there should be consistency across grade levels. Portfolios should be organized at least into sections for the units of inquiry, language, mathematics, and other subjects Who will contribute to them? Students, homeroom teachers, single subject teachers. Generally speaking the older the learner the greater their role and involvement in choosing portfolio pieces. What are the criteria for the selection of work?

• All subject areas should be represented in the portfolio including single subject areas. A variety of different types of work should be included including drafts in order to show process as well as products.

• Examples of work from each unit should be included in the portfolio. • Assessments may be included in the portfolio if the student and/ or teacher decide it is

appropriate. • The work needs to reflect progress and therefore needs to be selected from different

periods throughout the year.

Learner reflections In order to get a better picture of a students learning, selected work needs to be:

• Annotated with the students name, date the work was completed or selected. • Teachers should support learners in writing meaningful reflections e.g. by modelling the

reflection process. Like other writing products reflections can be the result of an editing process involving input from peers and teachers.

How much and how often should work be collected? Please refer to attached table and yearly overview Pass on procedures.

Assessment System

Primary ~ 24

Unless otherwise requested a child’s portfolio will normally go home with them at the end of the year.

Portfolio (Minimum) Requirements The following pieces are required in each child’s portfolio as a minimum. Additional pieces can naturally be entered at the children’s and teachers discretion. It is each teacher’s individual responsibility to ensure that these requirements are met; however homeroom teachers will retain overall coordination.

What will go in? Minimum Requirements Teacher Guided Samples (teacher’s guide students in choosing samples)

Maths and Language should be represented with at least 2 pieces of work and 1 self-reflection (over the course of the year). Unit of inquiry with at least 2 pieces and a reflection per unit. Single s subject teachers will provide a minimum of one sample and a reflection Language Arts Writing Sample -September and January

(2 writing samples and 1 reflection

Maths (2 work samples and 1 reflection)

German (I sample and a reflection)

IT (I sample and a reflection)

Art (I sample and a reflection)

Music (I sample and a reflection)

PE (I sample and a reflection)

Drama (I sample and a reflection)

ESL (if appropriate) (I sample and a reflection)

UOI (2 work samples and 1 reflection per unit)

Optional Samples (chosen by teacher or student) Teachers and students may select additional samples that demonstrate a particular goal being met or significant achievement

Assessment System

Primary ~ 25

APPENDIX 3 OBSERVATION AND ANECDOTAL NOTES

ASSESSMENT THROUGH OBSERVATION Observation and teachers anecdotal records are one of the main ways to gather information about students’ learning. They provide a valuable source of evidence for student feedback, parent conferences and progress reports.

Observation should:

• be focused eg. one student, one group, one task or skill etc.!

• be planned, as well as spontaneous

• generate concise, selective notes

• Notes should be recorded on an observation record sheet (see examples

Types of Observation:

Folder (product) evaluation • Looking at previous work e.g. portfolios, folders etc.

Distant Observation • No direct contact with student/s e.g. Use of language, interaction with others and time

on task etc.

Close Observation • Makes student/s aware of the observation focus but has no direct interaction eg. TD

skill.

Participant Observation • Involves direct teacher interaction with the student/s based on questions that cannot be

answered solely through observation eg. How did you arrive at the answer?

Assessment System

Primary ~ 26

(Example1) Observation Record (ORS) for: ____________________________

(May be reproduced for use by classroom teachers)

Maths Date: Focus:

Language

Date: Focus:

Unit of Inquiry

Date: Focus:

Attitudes

Date: Focus:

TD Skills Date: Focus:

Learner Profile

Date: Focus:

Assessment System

Primary ~ 27

APPENDIX 4 RUBRICS Rubrics are established sets of criteria used for scoring or rating children’s tests, or performances. The criteria should be clear to both students and assessors before the task is performed to help focus on the important elements. The descriptors tell the child and the assessor what to look for in the work and then how to rate that work on a pre-determined scale. Rubrics can/should be written by children as well as by teachers.

Guidelines for rubrics

1. Rubrics for PYP should be based on the four level template shown below.

2. The progression between levels should be as even as possible ie it should take the same amount of effort to move from level 1 to 2 as it does to move from level 3 to 4.

3. The language used should be clear to both students and teachers – avoid jargon but don’t oversimplify or over generalise, try to be specific give practical examples.

4. Level descriptors should be developmental and meaningful. Avoid words that are emotive, judgemental, subjective, bland or hard to define. Try to avoid emphasising what has not been achieved. Try to avoid arbitrary information such as quantities e.g. used four nouns.

5. Headings for rubrics can vary dependent on the task or need (see example below)

e.g. Emerging 1

Trying

e.g. Developing 2

Getting there

e.g. Consolidating 3

Almost There

e.g. Extending 4

Got it

• E.g. Very limited understanding of the required skills and knowledge.

• Minimal work

standard.

• E.g. Partial understanding of the required skills and knowledge.

• Limited work achieved.

• E.g. Good general understanding of the required skills and knowledge.

• Good work

showing some originality and insight.

• E.g. Consistent and thorough understanding of the required skills and knowledge.

• High quality work showing originality and significant insight.

Assessment System

Primary ~ 28

APPENDIX 5 CHECKLISTS Checklists are lists of criteria that are either met or not met. They are quick and easy to use but they give only very simple yes/no information with no qualitative aspect to it. Sometimes an additional column for comments may be used. A more complicated checklist may contain additional columns for criteria and merge between a simple checklist and a rubric. See Example 2 Example 1 Simple checklist performance assessment in mathematics

Criteria Yes/No Comments

Recognises numbers 1-5

Sequences numerals 1-5

Recites numbers 1-5

Selects a given number of objects

Uses one to one correspondence to count objects 1-5

Example 2 Sample task: From the descriptions in the book The Cay, students should make a model of the island, on a base no larger than one metre square. They may use any material they wish and should have no parent help. They will present their model to the class, give an explanation of how they made it and be prepared to answer questions about it.

Criteria Not met Partially met

Met Excelled Comments

Represented detail from the book

Used effective materials

Completed task independently

Took care and time with task

Made a presentation to class

Explained their process

Responded to questions

Assessment System

Primary ~ 29

APPENDIX 6 SELF-ASSESSMENT AND REFLECTION

What is it and why do we use it?

• Reflection is a tool which allows children to share their feelings and have input into their own learning

• Teachers can use this information to alter and / or create lessons that are more relevant and stimulating to the class

• It can also help the teacher to see what may need to be re-taught

When do we do it?

• At the end of each unit of inquiry

• Twice a year for language

• Twice a year for mathematics

• Twice a year for specialist subjects

Assessment System

Primary ~ 30

APPENDIX 7 WRITING SAMPLES Each grade level from PK to Grade 5 will collect three writing samples each year. PP For SK these will be three samples of Draw a Person. For Grade 1 to Grade 5 these will be samples of planned, timed writing. The writing will take place the first week after a vacation (Summer, December, April). We will use writing samples to:

• Show individual student progress • Identify strengths and weaknesses and inform teacher planning and student goal

setting. • Give teachers a holistic picture of writing across the class. • Give administrators a holistic picture of writing across the school in order to identify

patterns and trends and to set school goals • Facilitate discussion about writing within and between grade levels. • Inform parents about their child’s progress, strengths and weaknesses and

strategies for further development. • To compare ISHR standards with other schools and other external benchmarks

(e.g. ISA assessments).

Process

Grade Time Suggested Prompts

Pre/Jn/Sn As Required

E.g. Write about something that happened over the

vacation/break to you, your family, or someone you know. It can be a fictitious story, most likely a narrative, but not a

requirement.

The times provided are guides only! Each grade level team should decide on the length of time their students require

1 20 mins

2 30 mins

3 35 mins

4 40 mins

5 45 mins

Step 1 – Brainstorm/ discussion Step 2 – Student planning time Step 3 – Complete writing sample Step 4 – Share/ discuss samples with grade level partner Step 5 – PROVIDE LA COORDINATOR WITH HARD COPIES TO BE COMPILED FOR PASS ALONG FILES

Assessment System

Primary ~ 31

AssessmentObserve and assess throughout the year

TeachingProvide differentiated instructions

EvaluationIdentify strengths and needs

PlanningDesign lessons to meet needs

APPENDIX 8 READING BENCHMARKS Bi-Annual Benchmarked Reading Assessment - (Fountas and Pinnell)

What is it? It is a set of benchmark books that help the teacher identity each student’s reading level.

Each level has one fiction and one nonfiction book. The levels start at kindergarten and go up to grade eight.

Why? The Teacher and Learning Cycle starts with assessment. Both formal and informal assessments are essential to establishing the point at which a teacher steps into each child’s learning. A teacher must first assess the student, evaluate the student for strengths and weakness, and then plan and teach the new learning.

The Teaching and Learning Cycle

How? Decide the proper level for assessing the student

• Listen to the student read and fill out a running record of their oral language

• Score for: 1. accuracy rate 2.Errors 3. Fluency score 4. Reading rate

• Ask comprehension questions

• Give a writing prompt to provide addition evidence of text comprehension

• Record findings on the Bi-annual (December and May) assessment summary form and store in pass-on teacher folder. Both the summary and the actual running record assessment should be included in the folder.

Assessment System

Primary ~ 32

Bi-Annual assessment summary form

Assessment System

Primary ~ 33

APPENDIX 9 ORAL LANGUAGE CHECKLISTS

Assessment System

Primary ~ 34

APPENDIX 10 MATHEMATICS ASSESSMENTS Each grade level from PK to Grade 5 will conduct three mathematics assessments each year. Two of these will be more informal and teacher created. The third will be the formal GL assessment titled Progress in mathematics and takes place in May/June Process

Grade Format

Pre-Kg Performance based Skills assessment taken from the curricula

Jn-Kg Performance based Skills assessment taken from the curricula

Sn-Kg Performance based Skills assessment taken from the curricula

1 Curricula based including skills and problem solving





Format

Steps 1 – Brainstorm/ discussion

Step 2 – Student tuning in time (e.g. handling manipulatives, looking through questions)

Step 3 – Complete mathematics assessment

Step 4 – Checking time

Step 5 – Teacher marks own class assessments using checklists and keeps anecdotal notes for diagnostic purposes and ‘where next’

Step 6 – Share/ discuss assessments with grade level partner and maths coordinator

Assessment System

Primary ~ 35

APPENDIX 11 ISA STANDARDISED ASSESSMENTS

Year by year assessment tasks undertaken by the children to gain an understanding of how much progression they have made against a standardised norm. Allows analysis of progress over time

The following Standardised assessments are used currently in the PYP section of the school.

• International School Assessment Testing program (Australian Council for Educational research ACER) - October

• GL assessment Progress in Mathematics – May/June

Assessment System

Primary ~ 36

APPENDIX 11

REPORTING PROCEDURES

Report Cards Reporting is a means of giving feedback from assessment. It is a communication to teachers, students and parents about the student’s progress based on assessment and evaluation information At ISHR effective reporting:

• Involves parents, children and teachers

• Is comprehensive, honest, fair and credible

• Is clear and understandable to all parties

• Is teacher friendly

• Provides timely and regular reporting information on student progress.

Teacher-Parent Conferences (November and March) These are formal and designed to give the parents information about the child’s progress and needs and about the school’s programme. Teachers should take the opportunity to answer the parent’s questions, to address their concerns and to help define their role in the learning process. The parents should take the opportunity to provide the teacher with information about the child’s learning. Teachers will complete a pre-conference report for each child beforehand in order to more effectively facilitate discussion. Children are welcome to attend these conferences at the discretion of the parent and /or teacher.

Student–Led Conferences (May) These are formal conferences where children are involved in discussing their work and progress with their parents. The children will, with the guidance of the teacher, choose the work to be discussed. The conferences must be carefully prepared and time set aside for the children to select their work and prepare their presentations. The format of the conference will depend on the age of the child and all participants must understand the format and their roles prior to the conference. The value of this conference is that the children reflect on and consolidate their progress and share the responsibility of informing their parents.

Assessment System

Primary ~ 37

Student Led Conferences - Essential Agreements

1. The purpose of student-led conferences. • To allow parents/ teachers to see students from a different perspective

• To give students responsibility for their own learning and to make the learning process more transparent to them and their parents.

• To help parents understand the education of their children from the child’s point of view.

• To help the child/parent reflect on learning and develop goals for the future

• They provide an opportunity for teacher assessment and planning.

• They help develop qualities from the profiles, attitudes and skills

• Gives parents a clear insight into the work the child is doing and an opportunity to discuss it with them.

2. Suggested conference format:

• The portfolio is central to the conference as it allows the child to share their progress meaningfully with their parents. Students should be involved in the selection of work and how they want to represent themselves to their parents.

• A small number of stations should/Could be developed to demonstrate the classroom activities and progress of the child. These show how we learn and provide ideas on how parent can support their child’s learning.

• Conferences should be mostly two way (to allow ownership and responsibility) but the teacher reserves the right to involve themselves as a facilitator if they see fit. For example helping to set new goals with the student/parent.

• It is to be recognized that flexibility needs to be built in because some children may need greater support e.g. those with needs or younger children.

3. Essential content of the student-led conference:

• Sharing the portfolio

• Child centred activities

• Stations to demonstrate understanding (e.g. maths, language and unit)

• Goal setting and reflection

Assessment System

Primary ~ 38

4. The roles of the participants. Student

Director – central role to talk, demonstrate, show, explain, be on time, follow the time schedule, Focus on talking about the prepared work

Parent

Prompter - ask questions, listen with interest, be concerned, be positive, be on time, allow sufficient time, give undivided attention, be prepared to write and share comments in order to encourage their child

Teacher

Before the conference: Preparer - ensure that the children and parents are prepared for the conference well in advance through letters, demonstrations, practice etc so allow the experience to be as successful as possible.

During the conference:

Facilitator - guide the planning and setting up of activities, help if needed. Manage time, provide probing questions, highlight achievements and clarify where necessary.

5. The role of specialist teachers • Specialists could operate stations either in their own areas or in the classroom. • Specialists should be available for conferences with the child and the parents

together.

6. The student-led conference aids our planning-teaching and learning processes: • Through the setting of new goals for and by the child • through the evaluation and reflection of learning by the child/parent/teacher • Through teacher observations of the child on the day. • By providing an insight into the parent – child relationship.

7. Required support • Language support e.g. if child/parent is not able to work in English then the

conference could be supported by a more secure English speaker or the conference could take place in the mother tongue.

• PYP coordinator to provide training where needed. • Adequate time for planning, preparation and the conference itself. • Babysitting service for siblings

8. Timing • Conferences to replace a normal school day and to take place in May • The length of each individual conference is up to the teacher and the needs of the

child

Secondary ~ 39 ~

Date post:	15-Sep-2019
Category:	Documents
Upload:	others
View:	1 times
Download:	0 times

MISSION STATEMENT The International School Hannover … · Assessment System updated 2014 Primary ~...

Documents