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Assessment in the PYP

Unique Characteristics of the PYP Assessment

Sarah Diaz

on 21 January 2015

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Transcript of Assessment in the PYP

Assessment in pyp
By: Stephanie S., David B., and Sarah D.
Unique assessment characteristics of the PYP
1. I can assess the learner profile.
2. I can create a diagnostic tool to assess prior knowledge.
3. I can assess the central idea.
4. I can connect student action to the summative assessment.
Unit Planning, Assessment and the PYP

in the
Primary Years Programme
Unique Characteristic
Unique Characteristic
Unique Characteristic
Unique Characteristic
3 Components of Assessment
Assessing- how we discover what students have learned
Recording- how we choose to collect and look at data
Reporting- how we communicate information/student data
Recording data: Collect and Analyze
Uses strategies such as process-focused assessments, selected responses and open-ended tasks
Uses tools such as rubrics, exemplars, checklists, anecdotal notes and continuums
Reporting student achievement
Describes student progress, identifies areas for growth, and contributes to efficacy of programme.
Examples are written reports, conferencing, and sharing assessment tools with feedback
Align with school assessment policy
1. I can assess the learner profile.

ib learner profile includes:
Meaningful Assessment
Assessment is
Varied & integral
Unique Characteristics to Ib:
Teachers & students assess work
Inquiry, action, skills, knowledge, attitudes, learner profile attributes, reflection of process
Summative: performance based/authentic/linked to central idea
IB & school created
Effective assessments address the process of learning.
Recognizes importance of assessing the process & product of inquiry.
Aims to integrate and support process & product.
The following rubric was developed as a tool to assess the engagement of students during the exhibition. It is based on the attributes of the IB learner profile and the PYP attitudes. The criteria are written to reflect the understanding of the central idea and to encourage action in response to learning.
2. I can create a diagnostic tool to access prior knowledge.
"Assessing a student's prior knowledge and experience. . . will enable teachers to plan and refine their teaching accordingly."
(International Baccalaureate, 2009)
what is diagnostic assessment?
A form of
formative assessment
that lets the teacher know what knowledge and skills students
already possess
need to learn/improve
during the inquiry unit to be successful.
Evidence shows that increased formative assessment
beginning with diagnostic tools
leads to low achievers finding more success as learners.
Teachers can identify where lessons need to focus and what skills needed may need to be retaught.
Diagnostic Tools and the PYP
The PYP encourages and mandates effective assessment practices as diagnostic tools that. . .
Allow students to:
- Participate in reflection, self- and peer-assessment
- Analyze their learning and understand what needs to be done
Allows teachers to:
- Plan in response to student and teacher inquiries
- Inform every stage of the learning process
An Example: The KWL
why is diagnostic assessment used in the pyp?
The PYP encourages
student learning through inquiry
All students should be supported to participate in this inquiry
By beginning units of inquiry with diagnostic tools, teachers can
identify the types of support
they need to provide.
3. I can assess the central idea.
"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 improves student learning and the teaching process; it measures understanding of the central idea, and prompts students towards action."
(International Baccalaureate, 2009)
summative assessment
Created in the
early stages of unit planning
collaboratively among teachers
Links assessment to
central idea
of any unit of study
Should provide
varied opportunities
for students to demonstrate conceptual understanding
May include
student-initiated action
as evidence
by teachers and students and peers
Is a
culminating experience
and can involve student input
must haves. . .
1. Strategies and tools that allow for individual differences.
2. Criteria for success clearly identified for students and teachers.
3. Allows teachers to give feedback to students and parents.
Summative Assessment Example
#1 Central Ideas
Assessment Task: Sharing the Planet
Students asked to create a multi-media poster using criteria outlined in the assessment task, incorporating the lines of inquiry.
Peer Assessment and Revisions
Peer and self-assessments play an important role in both summative and formative assessment in PYP. This is an example of the summative assessment of the unit central idea shared and peer reviewed.
Example #2
central idea:
summative task:
Identifying, using and describing patterns help us make sense of the world we live in
Students were asked to create a lesson for parents on patterns and function, focusing on the central idea and lines and inquiry. Students could choose their mode of presentation and this allowed for varied opportunities to demonstrate understanding.
summative assessment task
example #3 with rubric:
Assessment of Many elements
This assessment tool incorporates understanding of central idea, knowledge, attitudes, skills, and any initiation towards further action. Additionally, summative assessment tools could also address learner profile attributes!
4. I can connect student action to summative assessment.
"As the culminating PYP experience, it is required that the exhibition reflects all the major features of the programme. Therefore it must...provide opportunities for students to engage in action; students should demonstrate an ability to reflect on and apply their learning to choose appropriate courses of action and carry them out”
(International Baccalaureate, 2008)
what is the exhibition?
Culminating project
in the last year of PYP
Demonstrates engagement with
5 essential elements
: knowledge, concepts, skills, attitudes, and action
inquiry summative assessment
of graduating PYP
Shared with
whole school community
Students exhibit attributes of
learner profile
Collaborative, transdisciplinary inquiry process
identifying, investigating and offering solutions to real world problems
Purpose of the exhibition
To provide opportunities to:
Assess student understanding
in authentic ways
- Explore
multiple perspectives
- Demonstrate
independence in learning
and responsibility
Synthesize and apply previous learning
experiences from years before
- Demonstrate
as a result of their learning
upon learning in the PYP program
the school community
exit of students from PYP into the next program of study

The Exhibition and Summative Assessment
The exhibition is the final culminating task of the PYP and attempts to include most to all of the learning the student has done - it is thus the ultimate summative task.
It has a summative assessment component that must be rigorous and done by the individual school. It is expected schools conduct this themselves but the IB includes a sample rubric to guide schools in their task
Student action is part of the assessment component (see rubric next slide)
Sample Exhibition Rubric
how the exhibition leads to action
- Students are given a central issue or problem to guide their inquiry
- Students in groups come up with possible solutions to the problem and action steps that can be taken
- Students are encouraged to undertake this action and then present what they have done

Examples of Action in the Exhibition Project
- When the central exhibition issue/problem was the problem with litter, students painted rubbish bins different colours and taught the school community how to deposit different types of rubbish

- When the central exhibition issue/problem was how people communicate and connect to solve word issues, students proposed different plans to support world organizations such as Greenpeace that connect people and ran a bake sale to raise money and awareness for their efforts
Example of Culminating Project
Assessment in the pyp: Annotated samples (2014 November 22) Retrieved from https://ibpublishing.ibo.org/server2/rest/app/tsm.xql?doc=p_0_pypxx_mon_1305_2_e&part=3&chapter=13

Assessment in the pyp: Annotated samples (2014 November 21) Retrieved from

Assessment in the pyp: Annotated samples (2014 November 21) Retrieved from

Assessment in the pyp: Annotated samples (2014 November 21) Retrieved from

Examples of PYP Exhibitions at Schools. (2007). Retrieved November 24, 2014, from http://occ.ibo.org/ibis/occ/tsm/pyp_exhibition_2005/index.cfm

International Baccalaureate. (2008). Exhibition Guidelines. Cardiff, Wales: International Baccalaureate Organization

International Baccalaureate. (2014). IB programme standards and practices. Cardiff, Wales. International Baccalaureate Organization

International Baccalaureate. (2009). Making the PYP Happen: A policy framework for international primary education. Cardiff, Wales: International Baccalaureate Organization

Teach Like This (2014). How to do a kwl chart. Retrieved November 23, 2014, from
Sample KWL Worksheets You Can Use:
Unit planning uses the PYP unit planner to identify areas of assessment related to the:
Transdisciplinary idea - a main idea that spans subjects
Central idea - what main global idea/issue students are studying that builds the IB learner profile skills

The PYP Unit Planner
The PYP and Action
Throughout the PYP, students are encouraged to take action and effect change in their community as part of their summative task
The biggest example of this is done with the culminating PYP project in a students final year: The Exhibition
(International Baccalaureate, 2009)
"The attributes described in the learner profile are appropriate to, and achievable by, all primary years students. The teacher needs to interpret these attributes in a manner appropriate to the age and development of the student. That said, part of the adaptability and versatility of the programme lies in what these attributes may look like from one school culture to another"
(International Baccalaureate, 2014)
"PYP requirement
a. Student learning and development related to all attributes of the IB learner profile are assessed and reported"
example of ib learner profile assessment
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