assessment for learning (parent presentation)

8/14/2019 Assessment for Learning (Parent Presentation)

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Assessment & ReportingInformation evening for parents

Tuesday 15th September

7pm

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Why change?

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aim?

improve learning and

instruction


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provide better, more detailed and targeted

information


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increase participation


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improve consistency


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common

understanding


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implicit to explict


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What are thechanges?

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Summative

Assessment

of learning

Formative assessment for learning


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FormativeSummative

assessmento f l e a rn i n g

Assessment

for learning


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Focus for

assessment

Summative

Assessment

of learning

Formative

Assessment

for learning


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Summative

Assessment

of learning

Formative

Assessment

for learning

Focus for

assessment


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What research informed the

change?

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Based upon in four major studies over 25 years,

Stiggins reports that the effective use of assessment

for learning increased student test scores.

(Stiggins, 2004)


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Hattie - quoted by Calnin - Feedback 1.13 - strongest effect on student learning, stronger than instructional quality and quantity (#2 & #3

Hattie-quotedbyCalnin-feedbackhasthestrongesteffect

onstudentlearning, strongerthaninstructionalqualityand

quantity


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Philosophy

Assessment at YIS is integral to all aspects of the

curriculum. Assessment is not only a means ofmeasuring student achievement; it informs decisionsmade by teachers and students about what will be

learned and how it will be learned. YIS Assessment Philosophy and Policy

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New Assessment Policy:

Key characteristics and

features

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parents

teachers

students

communication


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Gr6abc20....../.......

Gr7abc20....../.......

Gr8abc20....../.......

YISEnglishStudentFolio

student:

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Folios

Parent - teacher

conferences

MS student led

conferences

End of semesterreports


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Roles & Responsibilities

Teachers - designing and adapting

Curriculum leaders - monitoring and moderating

Parents - supporting and communicatingStudents - participating and learning


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a u t h e n t i c a n d p e r s o n a l i s e d


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Authentic and personalised assessment

Tasks with a specific audience and context

Broad range

Elicits higher order thinking in addition to basic skills

Concrete evidence


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In practice

Criteria for each subject

Feedback


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In practiceCriteria focus students on

specific elements within a

subject

knowledge concepts skills presentation& organisation

e.g. History

Criterion A Criterion DCriterion CCriterion B


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Assessment in practice

Levels of achievement -summative tasks

HS - 1-7

Grades representcurrent levels of

achievement, not

predicted grades


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Assessment in practice

The qualities of each grade:

7 Excellent6 Very good5 Good4 Satisfactory3 Mediocre2 Poor1 Very poor


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Subject specific assessment

CriteriaRecently sustainedachievement level

Knowledge and understanding (max 5) 4

Interpretation and personal response (max 5) 5

Appreciation of literary features (max 5) 4

Presentation (max 5) 4

Use of language (max 5) 4

Yokohama International School Semester 1 August 2008 January 2009

Student Name: Student X Grade: 11 Subject: English A1 SL Teacher: SMc

Reporting period course outline: Part 4 (Schools Free Choice) of the IBDP English A1 SL coursecoveringA Clockwork Orange, selected 20th century poetry and a collection of Japanese sciencefiction short stories.

Approaches to learning current level of development

Criteria needs improvement - improving - capable - effective - highly developed

Organisational skills

Collaborative skills

Critical thinking skills

Reflection andcommunication

Achievement

Student X has made great efforts this semester to improve his understanding of the use and effects ofliterary features. He has done this very consistently and also made great improvements in how hestructures his work.

Goals

Student X has had difficulty in completing work in a timely manner and has sometimes relied toomuch on other class members. He should take more responsibility for his work, take advantage of thesupport offered and plan to meet deadlines.

Total (max 25) 21

End of semester achievement level 7

Grade boundaries

1 very poor 1 - 4

2 poor 5 - 8

3 mediocre 9 - 10

4 satisfactory 11 - 13

5 good 14 - 16

6 very good 17 - 19

7 excellent 20 - 25

Sample HS endof semester report

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Approaches to learning current level of development

Criteria needs improvement - improving - capable - effective - highly developed

Organisational skills

Collaborative skills

Critical thinking skills


Subject specific assessment

CriteriaRecently sustainedachievement level

Science in society (max 6) 3

Communication (max 6) 6

Processing data (max 6) 4

Experimental skills (max 6) 2

Yokohama International School Semester 1 August 2008 January 2009

Student Name: Student X Grade: 8 Subject: General Science Teacher: SH

Reporting period course outline: Biology section of the middle school Grade 8 programme.Topics studied this semester Plant, Human reproduction and variation.

Achievement

Student X has made great efforts this semester to improve his understanding of world issues in

relation to the topics studied. He has done this very consistently, particularly in relation to ourwork on reproduction.

Goals

Student X has had difficulty in completing experimental work fully and so for the next semesterhe should concentrate on making coherent conclusions to his experiments.

Sample MS end

of semester report

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Organisationalskills

time managementincluding using time effectively in class, keeping to deadlinesself-managementincluding personal goal setting, organization of learning materialsreferencingincluding the use of citing, footnotes and referencing of sources, respectingthe concept of intellectual property rights

Collaborativeskills

working in groupsincluding delegating and taking responsibility, adapting to r oles, resolving groupconflicts, demonstrating teamworkaccepting othersincluding analysing others ideas, respecting others points of view, using ideas criticallypersonal challengesincluding respecting cultural differences, negotiating goals and limitations withpeers and with teachers

Critical thinkingskills

generating ideasincluding the use of brainstormingplanningincluding storyboarding and outlining a plan

inquiringincluding questioning and challenging information and arguments, developing questions, usingthe inquiry cycle applying knowledge and conceptsincluding logical progression of arguments,inquiring in different contexts including changing the context of an inquiry to gain various perspectives.

identifying problemsincluding deductive reasoning, evaluating solutions to problemscreating novel solutionsincluding the combination of critical and creative strategies, considering aproblem from multiple perspectivesmaking connectionsincluding using knowledge, understanding and skills across subjects to createproducts or solutions, applying skills and knowledge in unfamiliar situations


self-awareness including seeking out positive criticism, reflecting on areas of perceived limitationself-evaluationincluding the keeping of learning journals and portfolios, reflecting at different stages in

the learning processbeing informedincluding the use of a variety of mediainforming othersincluding presentation skills using a variety of media

Approaches to

learning criteria

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Assessment in practice - GPA

Excellent 7 4.0

Very good 6 3.67

Good5 3.33

Satisfactory 4 3.0

Mediocre 3 2.33

Poor 2 1.33

Very poor 1 0

YIS median GPA = 3.5

YIS average IBDP

subject score = 5.15

YIS average IBDP total

score = 33!


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Sample HS

transcript

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Reporting timeline

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Key dates

for

parents2009/10

W

AUG 1

2

3 BTSN

SEP 4

5 Progress Report

6

7

OCT 8 PTC

9 PTC

10 Field Study

Holiday

NOV 11

12

13 FOLIOS

14 ADEC 15

16

JAN 17

18 Report Card

W

1

2

FEB 3

4

5

6

MAR 7

8 PTC

9 SLC

HolidayA

APR 11 PTC

12

13

14 FOLIOS

MAY 15

16

17

18

19

JUN 20 Report Card

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Time for questions...

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assessment for learning (parent presentation)

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