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Cameron Elementary Primary Years Programme Policies

Assessment Policiy

Philosophy

At Cameron Elementary School, we believe that assessment is an ongoing process that informs all stakeholders about  students’ knowledge, understanding and development as a learner.   We believe that reflection is a key component to assessment, allowing students the opportunity grow through further inquiry.  We believe that varied and differentiated assessments inform teachers of individual student needs and guide future practice and instruction.  

At Cameron Elementary, we use assessments to help students develop the five essential elements of learning:  the understanding of concepts, the acquisition of knowledge, the mastering of skills, the development of attitudes and the decision to take action.  

 

Purposes for Assessment

The purposes for assessment in the Primary Years Program are to promote student learning, inform students, teachers, parents and administration about student learning, and to contribute to implementing a successful programme of inquiry.  Effective assessments identify student needs, and in turn, inform teacher planning and practice.  Within the PYP, assessment.promotes student reflection, deepens understanding and allows for further investigation and inquiry.

 

Why Do We Assess?

  • To check for student understanding of concepts and skills

  • To measure progress

  • To drive instruction and strengthen teaching practice

  • To differentiate instruction

  • To evaluate the effectiveness of the program

What Do We Assess?

  • Student progress and performance in all subject areas: language; mathematics; social studies; science; the arts;technology; and personal, social and physical education

  • 5 Essential Elements: Knowledge, Concepts, Skills, Attitudes and Action

  • Demonstration of the attributes of the IB learner profile

When does assessment take place in a PYP school?

Assessment is a continuous process that allows teachers, parents and children to identify areas of strength and areas that need improvement, as well as, the effectiveness of the program.

Pre-Assessment assesses a student’s strengths, weaknesses, knowledge, and skills at the beginning of a unit and prior to instruction.  Information from pre-assessments guides guides the learning experiences within the unit of inquiry.

Formative assessment occurs throughout a learning unit or process and is interwoven into daily learning experiences. The goal of formative assessment is to monitor student learning to provide ongoing feedback that can be used by instructors to improve their teaching and by students to improve their learning.

Summative Assessment takes place at the end of a learning unit or process. It allows for students, teachers and parents to evaluate progress and demonstrate what has been learned over the course of time.  

 

What are the characteristics of effective assessments in the PYP?

  • Meaningful

  • Promote reflection

  • Differentiated

  • Targeted

  • Varied

  • Immediate

  • Use rubrics or criteria

  • Able to measure progress over time

  • Non-threatening

  • Provide feedback

  • Provide evidence of student growth

How do we collect and record data?

  • Rubrics

  • Checklists

  • Benchmarks

  • Anecdotal records

  • Portfolios

  • Reflections

  • My Access

  • Accelerated Reader

  • Student work/writing samples

  • Illuminate

  • Lexia

  • SIPPS

  • DIBELS

  • CAASPP

  • CELDT

  • Oral presentations

  • Unit tests

  • Mastery Tracker/gradebook

  • Progress reports and report cards

When do we analyze and share data?

  • Grade level meetings

  • Collaboration meetings

  • Staff PD meetings

  • Parent teacher conferences

 

References

Making the PYP Happen: A curriculum framework for international primary education; IBO (2012)