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PYP Assessment

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K Tucker

on 13 July 2016

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Transcript of PYP Assessment

PYP Assessment
PYP Assessment
How do we collect and analyze the data?
How do we choose to communicate information about assessment?
Questions that help shape assessment policy and creation
• How should we structure assessment?
• How often should we assess?
• What do we assess?
• Who is responsible for assessment and how?
• How should assessment information be recorded?
• How should assessment information be analysed and reported?
• How will assessment information be reported to students and parents?
• Who will have access to assessment information and where will it be located?
• How often will we review our assessment practices?
• Are there any mandatory requirements that must be satisfied?
How do we discover what students have learned?
provides information that is used in order to plan the next stage in learning
interwoven with learning
helps teachers and students to find out what the students already know and can do
promotes learning by giving regular and frequent feedback
learners improve knowledge and understanding, have enthusiasm for learning, engage in thoughtful reflection, develop the capacity for self-assessment, and recognize the criteria for success
The Written Report
The learner profile is addressed.
The transdisciplinary units and the subject-specific teaching are included.
All teachers involved in the student’s progress have an opportunity to comment.
All the essential elements of the programme are included.
gives insight into students’ understanding
culmination of the teaching and learning process
students demonstrate learning
informs and improves student learning and the teaching process
measures understanding of the central idea
prompts students towards action
from Making the PYP Happen
Presented by Benjamin Joslin and Kristina Tucker
Effective assessments allow
• share their learning
• demonstrate a range of knowledge and skills
• understand in advance the criteria for producing a quality product
• participate in reflection, self- and peer-assessment
• base their learning on real-life experiences
• express different points of view
• analyse their learning and understand what needs to be improved.

Effective assessments allow
• inform every stage of the learning process
• plan in response to inquiries
• develop criteria for producing a quality product
• provide evidence that can be understood by the whole school community
• collaboratively review and reflect
• take into account a variety of learning styles, intelligences and abilities

Effective assessments allow
• see evidence of student learning and development
• develop an understanding of the student’s progress
• provide opportunities to support and celebrate student learning.
Information from IB Documents "Making the PYP Happen" and "The PYP: A Basis for Practice"
Full transcript