international school nadi assessment policy primary...

International School Nadi Assessment Policy

Primary Assessment How Will You Know How Your Child Is Progressing?

At International School Nadi we believe assessment is integral to all teaching and learning. It is central to the PYP goal of thoughtfully and effectively guiding students through the five essential elements of learning:

The acquisition of knowledge The understanding of concepts The mastering of skills The development of attitudes The decisions to take action

The main aim of assessment in the PYP at International School Nadi is to provide feedback on the learning process and the development of the five essential elements to inform further learning. Students and teachers are actively engaged in assessing the students' progress as part of the development of their wider critical thinking and self assessment skills.

The assessment component in the school's curriculum can itself be subdivided into three closely related areas.

Assessing – how we discover what the students know and have learned

Recording – how we choose to collect and analyse data

Reporting – how we choose to communicate information Assessing

The assessment of the students' development and learning is an essential component of the curriculum. It 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.

At International School Nadi the classroom employs a range of formative and summative assessments, which demonstrate student achievements.

Summative assessment: aims to give teachers and students a clear insight into students' understanding. Summative assessment is the culmination of the teaching and learning process, and gives the students opportunities to demonstrate what has been learned. It can assess several elements simultaneously: it informs and leads to improvement in student learning and the teaching process; it measures understanding of the central idea, and prompts students towards action.

Formative assessment: provides information that is used in order to plan the next stage in learning. It is interwoven with learning, and helps teachers and students to find out what the students already know and can do. Formative assessment and teaching are directly linked and function purposefully together.

Formative assessment aims to promote learning by giving regular and frequent feedback throughout the learning process. This process helps learners to improve 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. There is evidence that increased use of formative assessment particularly helps those students who are low achievers to make significant improvements in their understanding.

Assessment in the classroom includes:

collecting evidence of students' understanding and thinking

documenting learning processes of groups and individuals

engaging students in reflecting on their learning

students assessing work produced by themselves and by others

developing clear rubrics

identifying exemplary student work

keeping records of test/task results Recording

Teachers use a range of methods to document the evidence of student learning and understanding. This at times includes video, audio, photographs and graphic representations. Teachers also have written records of standard conversations, comments, explanations and hypotheses as well as annotated pieces of students' work that form part of a student portfolio.

Reporting

Reporting on assessment at International School Nadi includes communicating what students know, understand and can do. Reporting involves parents, students and teachers as partners and it is honest, comprehensive and understandable to all parties.

Reporting to parents, students and teachers occurs through:

Parent Information Evenings

Conferences (parent- student-teacher) (student-teacher) and (Student Led)

The Portfolio

Class Exhibit

The Exhibition Parent Information Evening

Parents gain information about the school from the Primary Years Coordinator and classroom teachers regarding the curriculum and classroom routines via this important evening that is held at the beginning of Term 1.

Portfolio

The Portfolio is an important part of the school's reporting program. It provides a record of student effort and achievement in all areas of school curriculum and life as well as a dynamic means of three- way communication between parents, students and teachers.

Each student has his/her own Portfolio, which is taken home two times a year and shared with their parents at the Three-way and Student-led conference.

Student-Led Conferences

Student-Led Conferences are formal reporting sessions to parents, led by the students themselves. The teacher's role in this process is to guide and prepare the students. The emphasis is on the discussion between a child and his/her parent.

The focus of the Student-Led Conference is on students' progress – academic and social. Student Led Conferences are designed to give students ownership of the assessment of their learning, so they can become more actively involved and committed. These conferences make students accountable for their learning and encourage student/parent communication.

Other benefits are that students learn to evaluate their own progress and build critical thinking skills, self confidence and self esteem. Parents become an active participant in their child's learning and skills, and have an opportunity to help their child set positive goals. Students are trained to become confident participants and conference leaders. The development of their training will naturally be progressive as students move through the year levels. Clearly we would have different expectations about how an Early Childhood student would report as distinct from a Year 6 student. Our aim is to build skill development beginning in ECH and moving through the year levels. Parents will be supported and guided with checklists and a suggested question so that they are informed about their child’s learning in the most effective way possible.

Three -Way Conferences

Three Way Conferences are formal reporting sessions with both parents and students and are led by the teacher and the students.

The Exhibition

Students in the final year of the PYP carry out an extended, collaborative inquiry approach – the PYP Exhibition. At International School Nadi this takes place in term 3 of each year. One of the purposes of the PYP Exhibition is to provide a forum for student driven reporting. Other key purposes include the following:

For students to engage and report on an in-depth, collaborative inquiry

To provide students with an opportunity to demonstrate independence and responsibility for their learning

To provide students with an opportunity to explore multiple perspectives of their topics

For students to synthesize and apply their learning of previous years, and to reflect on their journey through the PYP

To provide an authentic process of assessing student understanding and to demonstrate how students can take action as a result of their learning

To unite the students, teachers, parents and other members of the school community in a collaborative experience that incorporates the essential elements of the PYP

To celebrate the transition of learners from PYP to MYP education

During the PYP exhibition students have several opportunities to assess their learning and their process. This helps students to identify their success and where they have room to improve. They also complete peer and assessment rubrics. Mentors and teachers assess students on their skills, Learner Profile, and attitude. Parents, Guardians and Visitors are also given an opportunity to assess student’s performance or exhibition the exhibition evening. Standardised Achievement Tests

Standardised assessments are used as a part of the whole school assessment policy in an effort to gain as much information as possible about the student as a learner and about the programme.

Standardised assessments are specifically used for the following reasons to:

inform teaching.

provide information which shows growth over time

provide comparison with a peer group

inform decisions about programs

allow Learning Development Team to determine those students whose basic skills fall outside the normal range expected for students of that particular age. This information is used alongside other assessment information to determine those students who will access support from the Learning Support Department.

form part of the process of reporting to parents

The database of standardized assessment data is available to teachers on the server.

Teachers have information that helps them to form groups, plan the program and be aware of those with special needs. See Appendix 1 for Reporting at International School Nadi, Appendix 2 for details of standardized assessment tasks & Appendix 3 & 4 for Assessment Glossary

Appendix 1

Reporting at International School, Nadi

The following table gives parents a guide to Reporting at International School, Nadi over the period of the school year.

Term 1 Term 2 Term 3 Term 4

ECH1

Progress Report Portfolios

Student-led Conferences Semester1 report

3 way conference

Portfolios Semester2 report

ECH2



3 way conference


Year 1



3 way conference

Portfolios Semester 2 report

Year 2



3 way conference


Year 3



3 way conference


Year 4

ACER Result Progress Report

Portfolios

Student-led

Conferences Semester1 report

3 way conference


Year 5

ACER Result

Progress Report

Portfolios Student-led Conferences

Semester1 report

3 way conference


Year 6

ACER Result

Progress Report

Portfolios Student-led Conferences

Semester1 report

3 way conference Exhibition


Appendix 2 - School Data Collection

YEAR LEVEL

TERM ASSESSMENT

ASSESSED BY

REASSESS

1 1 Running Records-PM Reading Class Teacher per month 1 Alphabet Checks recognition Class Teacher Term 2 1 Number recognition Class Teacher Term 2

As needed

1 Handwriting Class Teacher 1 per term

1 Writing- 4 pieces of writing Class Teacher 1 per term 2

First 100 Words Sight Words – High Frequency Words

Class Teacher Per term

2 DMT 1 (Diagnostic Mathematical Task) Class Teacher& LST

Term 4

3

My Spelling Workbook- Word List Class Teacher Term 4

1 Running Records-PM Reading Class Teacher Per month

4 PAT comprehension Supervising teacher

-

2 1 Alphabet Checks recognition LST Class teacher

As needed

1 Number recognition LST Class teacher

Term 2 As needed

1 Handwriting Class Teacher 1 per term 1 Writing- 4 pieces of writing Class Teacher 1 per term

2 First 100 Words Sight Words – High Frequency Words

Class Teacher Term 3-4

1 DMT 2 (Diagnostic Mathematical Tasks) Class Teacher Term 2 3 My Spelling Workbook- Word List Class Teacher Term 4 1 Burt Word Recognition Class Teacher 1 per term

1 Even Year – Schonell Spelling Test Odd Year - Peter’s

Spelling Test

Class Teacher Per term

3 Basic Fact Test Class Teacher Term 4 4 PAT Math

PAT Comprehension Supervising teacher

-

YEAR LEVEL

TERM

ASSESSMENT ASSESSED

BY

REASSESS

3

1 Handwriting Class Teacher 1 per term 1 Writing- 4 pieces of writing

(Text Types)

Class Teacher 1 per term

1 Sight Words First 200 Words High Frequency Words

Class Teacher Term 2

As needed

1 Writing Assessment- Text Types Class Teacher & LST

Per term

1 DMT 3(Diagnostic Mathematical Tasks) Class Teacher & LST

Term 2

3 My Workbook Spelling Word List Class Teacher Term 4 1 Burt Word Recognition Class Teacher Term 4 1 Even Year – Schonell Spelling Test

Odd Year - Peter’s Spelling Test Class Teacher Term2, 4

2 Basic Fact Test Class Teacher Per month 2 PAT Comprehension

PAT Math

Supervising teacher

Term 4

1 Running Records-PM Reading& Probe reading

Class Teacher 1 per month

4

1 Handwriting- Script handwriting (Cursive) Class Teacher 1 per term 1 Writing- 4 pieces of writing( Text Types) Class Teacher 2 per term

1 DMT 4(Diagnostic Mathematical Tasks) Class Teacher&

LST

Term 2

3 My Workbook Word List Class Teacher Term 4 1 Burt Word Recognition Class Teacher 1 per term 1 Even Year – Schonell Spelling Test

Odd Year - Peter’s Spelling Test Class Teacher Term2&4

1 Basic Fact Test Class Teacher Per month 2 PAT Vocabulary

PAT Comprehension PAT Grammar& Punctuation PAT Math PAT Written Spelling

Class Teacher Term 4

1 Running Records-PM Reading& Probe reading

Class Teacher 1 per month

4 ACER TEST – Language & Math Supervising teacher

-

YEAR LEVEL

TERM

ASSESSMENT

ASSESSED BY

REASSESS

5

1 Probe Reading Assessment Class Teacher

1 per term As needed

2 Handwriting - Script handwriting (Cursive) Class Teacher

Term 2 & 4

Writing- 4 pieces of writing( Text Types) Class Teacher

2 per term

1-4 Writing Assessment- Text Types Class Teacher

Per term

1 DMT 5(Diagnostic Mathematical Tasks) Class Teacher LST

Term 2

3 My Spelling Workbook- Word List Class Teacher

Term 3&4

1-4 Burt Word Recognition Class Teacher

Term 2 & 4

1-4 Even Year – Schonell Spelling Test Odd Year - Peter’ s Spelling Test

Class Teacher

Term2&4

1 Basic Fact Test-Speed Test Class Teacher

Per month

2 PAT Vocabulary PAT Comprehension PAT Grammar& Punctuation PAT Math PAT Written Spelling

Class Teacher

Term 4

4 ACER- Language & Math Supervising teacher

-

6

1 Probe reading Assessment Class Teacher

1 per term

1 Handwriting- Script handwriting (Cursive) Class Teacher

Term 2&4

1 Writing- 4 pieces of writing( Different Text Types)

Class Teacher

2 per term

1 DMT 6(Diagnostic Mathematical Tasks Class Teacher

Term 2

3 My Spelling Workbook- Word List Class Teacher

Term 3&4

1 Burt Word Recognition Class Teacher

Term 2&4

1-4 Even Year – Schonell Spelling Test Odd Year - Peter’sSpelling Test

Class Teacher

Per term

1 Basic Fact Test Class Teacher

Per month

2 PAT Vocabulary PAT Comprehension PAT Grammar& Punctuation PAT Math PAT Written Spelling

Class Teacher

Term 4

4 ACER- Language & Math Supervising teacher

ASSESSMENT EARLY CHILDHOOD Assessment simply means finding out what students know and what they can do. Assessment and the documentation of a student’s work will help the teacher work out where the child is at so she or he can plan developmentally appropriate, and more importantly; individually appropriate experiences that will promote children’s learning. Observing students in their daily activities and play can inform teachers about all areas of learning and development. Observation is the most appropriate method of assessing early childhood children while play offers a perfect context of observing children and determining their knowledge and understanding.

Assessment in Early Childhood 1 is internal and continuous and is carried out by the class teachers. It is based on each child’s personal growth, and degree to which each child can demonstrate having learnt the skills, concepts and goals for the programme. A portfolio of work is completed for each child; the portfolio contains examples of activities for each area of the curriculum.

Children will be assessed according to the criteria set out in the ECH 1 student profile and the child’s skills and results will be recorded. The student’s progress will be discussed at parent/teacher conferences held twice a year at the end of term 1 and term 3 and at any other time by appointment.

Some of the assessments tools used for assessing students in ECH1 are:

Jotting down observations

Running records

Anecdotes

Learning stories

Checklists

Continuums

Work samples

photographs

Appendix 3

Assessment strategies Observations All students are observed often and regularly, with the teacher taking a focus varying from wide angle

(for example, focusing on the whole class) to close up (for example, focusing on one student or one activity), and from nonparticipant (observing from without) to participant (observing from within).

Performance assessments

The assessment of goal-directed tasks with established criteria. They provide authentic and significant challenges and problems. In these tasks, there are numerous approaches to the problem and rarely only one correct response. They are usually require the use of many skills. Audio, video and narrative records are often useful for this kind of assessment.

Process-focused assessments

Students are observed often and regularly, and the observations are recorded by noting the typical as well as non-typical behaviours, collecting multiple observations to enhance reliability, and synthesizing evidence from different contexts to increase validity. A system of note taking and record keeping is created that minimizes writing and recording time. Checklists, inventories and narrative descriptions (such as learning logs) are common methods of collecting observations.

Selected responses

Single occasion, one-dimensional exercises. 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. The answer might be a brief written answer, a drawing, a diagram or a solution. The work, with the assessment criteria attached, could be included in a portfolio.

Appendix 4

Assessment tools

Rubrics An established set of criteria for rating students in all areas. The descriptors tell the assessor what characteristics or signs to look for in students' work and then how to rate that work on a predetermined scale. 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. Generally there is one benchmark for each achievement level in a scoring rubric. Each school is encouraged to set benchmarks that are appropriate and usable within their particular school context.

Checklists These are lists of information, data, attributes or elements that should be present. A mark scheme is a type of checklist.

Anecdotal records Anecdotal records are brief written notes based on observations of students. “Learning stories” are focused, extended observations that can be analysed later. These records need to be systematically compiled and organized.

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.

SECONDARY ASSESSMENT

International School Nadi believes that assessment, both formative and summative, is an integral part of teaching and learning. In the MYP in particular, effective assessment will:

support the MYP’s fundamental concepts of Communication, Holistic Learning and Intercultural Awareness.

link to appropriate Areas of Interaction /Global Context. allow students to respond meaningfully to the MYP Unit Question /Statement of Inquiry provides opportunities for self-reflection (and self-assessment) in support of the Approaches to

Learning (ATL) be based on the application of the official MYP criteria in the final year of the programme. perhaps involve modified versions of the criteria in the first four years of the programme.

Assessment at International School is ongoing and makes use of a variety of tools, including but not limited to multiple choice tests, written examinations, essays, timed essays, verbal responses, presentations, project-style work including individual and group work projects, posters, experimental investigations, directed laboratory work, class discussions, group-work participation, debates, compositions, performances, peer assessment, self-assessment, creation of solutions to problems, creation of short films, creation of podcasts and reflective writing

A range and balance of assessment activities is expected, as no one style of assessment will properly cover all the objectives of a subject or appeal to the preferred learning styles of all students.

Teacher responsibilities

At the start of the year/term all subject teachers should provide an outline of major (summative) assessment tasks (Nature and extent of task, criteria assessed), and the subject specific assessment criteria (or modified criteria). Assessment outline booklets are given to all MYP and DYP students.

The MYP Co-ordinator will collaborate with subject teachers to ensure that assessments and tasks are fairly spaced out.

Teachers need to follow MYP guidelines: o Each of the subject criteria need to be assessed twice or more each semester. o Assessment is criteria related, so that students are assessed against published criteria o Modified criteria need to be devised for the earlier year levels. o Students must be given copies of criteria and this should be pasted in their subject

notebooks. At each year level relevant teachers must explain to students the meaning of ‘plagiarism’ and

ensure that they understand how to extract notes, make direct quotes and citations etc. according to the ‘Approaches to Learning’ scope and sequence document.

Teachers need to keep in mind special needs students, such as ESL students or students recently arrived in the class. Students should not be assessed if they have not had an opportunity to cover the work. Modified tasks may be designed to suit their special needs.

For all assessment tasks, the following information should be given:

Indication of task content and conceptual understanding required Form of the task, e.g. examination, essay, report, PowerPoint, podcast, sound file, etc. Criteria to be assessed An assessment rubric with task-specific clarifications as appropriate Duration of the task Milestones/drafts allowed for the task where appropriate Final due date of the task How the task should be submitted (e.g. hard copy, e-mail, www.turnitin.com, etc.)

STUDENT RESPONSIBILITIES

Students are responsible for their assessment outline booklet.

They must keep it in a safe place and if it is misplaced they should ask the teacher/MYP coordinator for another one.

When the assignment is given the teacher will explain the criteria for the assessment and remind students of the due date.

REPORTING

There are 3 reporting sessions during the year:

After the first six weeks of school an interim report is issued. Parent teacher interviews are held in Week 9.

At the end of Terms 2 and 4, there are sessions where a full report is compiled. Each subject teacher gives a brief written report to summarize the main points and the class teacher gives a global assessment, focusing on special achievements (leadership, sports, after school activities etc.)

INTERVIEWS

Two Parent and Teachers’ Interview are held twice a year; in Terms 2 and 4. All parents are encouraged to attend these interviews.

Wherever a student’s progress is a cause for concern, a parent conference may be arranged for all subject teachers and the IB Co-ordinator may discuss the issues and jointly agree to implement strategies that will help the student improve his or her learning.

LATENESS AND ABSENCE

All assignments are due to the teacher by 3pm on the due date.

If a student is absent on the day the assignment is due, every effort must be made to have the assignment delivered to school; otherwise the late criteria will apply.

For MYP - Late criteria will be applied for assignments handed in after the due date and recorded in the student report.

MYP Late Criteria

Work handed in 1 day late An email/ phone call goes home and a new date given to the student (the day after)

Work handed in late after the new date A formal letter goes home and the student kept in at lunchtime or after school to complete the assignment.

For DP - If the assignment is handed in late, 10% of the actual mark awarded will be deducted for each day the assignment is late; up to 4 days. Thereafter the work will be awarded 50% of the actual mark.

For students who do not complete assignments (summative assessment), time will be set aside for completion (lunch time or after school).

In the case of a piece of work which needs to be supervised, students who are absent must provide a medical certificate.

Students who are repeatedly absent on the day an assignment is due, or on the day of a supervised piece of work will be asked to take part in a teacher/parent conference in order to discuss the problem.

Students, whose assignments are repeatedly late, will be asked to take part in a teacher/parent conference in order to discuss the problem.

YEARS 12 AND 13 IB DIPLOMA INTERNAL ASSESSMENT

As well as the above; assignments that contribute to internal assessment grades MUST without fail be handed in on the date set by the IB Coordinator and/or the IB teacher.

In rare cases an extension may be approved if the following criteria is met: - EXTENSIONS of deadlines must be applied for in writing, stating adequate reason(s) for

the extension; these should be submitted to the Teacher no later than one week before the due date of the assignment.

The strict guidelines for Years 12 and 13 are to prepare students for tertiary institutions requirements. Students are encouraged to hand in unfinished assignment work for marking rather than receiving no marks

international school nadi assessment policy primary...

Documents