REPORTS UPDATE
Aug 26, 2014
TODAY’S OBJECTIVE
By the end of this presentation parents will be able to
understand and explain to others in the WIS community:
-the complexities of the assessment for the primary school at WIS
-why there will be a progressive series of changes to reports
The following presentation summarizes the schools efforts to
both inform parents and meet the IBO PYP requirements
REPORTS & ASSESSMENT
We can’t examine reports without first
looking at the requirements and
practices for assessment
IB PERSPECTIVE ON ASSESSMENT
 Assessment is integral to teaching and learning
 The aim of PYP is to have students master the essential
elements
 Teachers should use backwards design
 PYP stresses the importance of self assessment and
reflection
 IB does not administer or encourage the use of
standardized tests however it does recognize that some IB
world schools may be required to use such tests by their
governments.
Source: Making the PYP Happen p. 44-56
IB PERSPECTIVE ON REPORTS
 Reports should clearly state areas of strength and areas for
improvement
 When students are involved in providing input, through self
assessment, it is a helpful aid to a student’s development
 The reporting system and procedures of a PYP school should
reinforce the underlying values of the programme
 There are no specific format for IB reports but they
recommend addressing the learner profile, transdisciplinary
units and the subject specific teaching, all teachers involved in
the student’s progress have an opportunity to comment and all
the essential elements of the programme are included
Source: Making the PYP Happen p. 51-53
THE 3 ASPECTS OF EFFECTIVE
ASSESSMENT
Assessing
• Diagnostic
• formative
• Summative
Recording
• Assessment tools
Reporting
•
•
•
•
•
Portfolios
3 way conferences
Exhibition in year 5
Learning Journey Conferences
Report Card
PYP STANDARDS & PRACTICES
This document produced by IBO states all the
requirements for IB World Schools. In the following
slides I have highlighted the practices that pertain to
assessment. During the IBO visit in November 2013
they gave feedback on 4 of the 9 practices specific to
our school. Where the feedback was given I have
included under the appropriate practice.
PYP Standards & Practices C4- Assessment
1
2
3
4
5
6
7
8
9
IBO VISIT RESULTS FROM NOVEMBER 2013:
STANDARD C4 - PRACTICE 1
Assessment at the school reflects IB assessment philosophy and programme requirements.
Requirements for the Primary Years Programme
a) Assessment at the school is integral with planning, teaching and learning.
b) Assessment addresses all the essential elements of the programme.
c) The school provides evidence of student learning over time across the curriculum.
Practice 1B Assessment addresses all the essential elements of the programme
Findings of the team
Conversations with PYP Coordinator and teachers indicated that this was an area in need of focus. The
assessment policy does not specifically include the need to address all the essential elements. A number of
teachers found it difficult to inform the visiting team of how they would assess all the essential elements of
the programme. Conversations with some teachers at the school indicated that they were trying to address the
all of the essential elements.
Recommendations
The school reviews its assessment practices in order to ensure that assessment strategies and tools address all
the essential elements of the programme.
STANDARD C4- PRACTICE 2
The school communicates its assessment philosophy, policy and
procedures to the school community.
IBO VISITATION FEEDBACK ON ASSESSMENT
STANDARD C3- PRACTICE 3
The school uses a range of strategies and tools to assess student learning.
IBO VISITATION FEEDBACK ON ASSESSMENT
STANDARD C4 - PRACTICE 4
Practice 4 p.22 The school provides students with feedback to inform and improve their
learning
Findings of the team
In some conversations students and teachers demonstrate an understanding of formative
assessment. Conversations with other teachers indicated that they are still developing their
understanding of formative and summative assessment and how these provide students
with feedback that will inform and improve their learning. Some samples of student work
show comments from teachers on formative. However samples of assessed work show that
many of the comments did not provide feedback to inform and improve learning.
Recommendations
The school takes action to ensure a common understanding of formative and summative
assessment
The school further develops procedures to provide students with feedback to inform an
improve their learning.
IBO VISITATION FEEDBACK ON ASSESSMENT
STANDARD C4 - PRACTICE 5
The school has developed and implements an assessment policy that is
consistent with IB expectations
Findings of the team
The following agreements are established and understood by all members of
the pedagogical leadership team however there are indications that many
teachers do not fully understand or utilize policy information.
Recommendations
The school should make sure all teachers are aware and understand the
assessment policy.
The school should ensure that the documented assessment policy is
implemented consistently across the school.
STANDARD C4- PRACTICE 6
The school has systems for reporting student progress aligned with the
assessment philosophy of the programme(s).
a. Student learning and development related to all attributes of the IB learner
profile are assessed and reported.
STANDARD C4- PRACTICE 7
The school analyses assessment data to inform teaching and learning.
a) The school ensures that students’ knowledge and understanding are assessed
prior to new learning.
Teaching and learning builds on what students know and can do
Findings of the team
Some teachers can discuss how they have adapted teaching to build on what
students know and can do. Classroom observations show examples of how
teachers gather information about what students know but there is little evidence
of how analyzed and used in informing practice.
Recommendations
The school further explores ways for teaching and learning to build on what
students know and can do.
*This is repeated from the last report.
STANDARD C4- PRACTICE 8
The school provides opportunities for students to participate in, and reflect
on, the assessment of their work.
STANDARD C4- PRACTICE 9
The school has systems in place to ensure that all students can demonstrate
consolidation of their learning through the completion of the Primary Years
Programme exhibition, the Middle Years Programme personal project and the
Diploma Programme extended essay, depending on the programme(s) offered.
WIS ACTION PLAN FROM TERM 2, 2014
 Review assessment policy so it includes the
essential elements
 A series of assessment professional
development for staff
 Electronic tracking system
 PYP Co. meets with each team to ensure
essential elements are included in plans for
authentic assessment
 Planners are review by PYP Co. and teaching
team is given feedback on it
 Assessment is a part of our post unit
reflection
Assessment PD topics
Purpose of assessment
Types of assessment
Examples of assessment
Mapping Assessments &
backward design
Timely & Meaningful
Feedback
Scale for Assessment &
Common Language
Recording & tracking
Assessment
Reporting
FEEDBACK FROM REPORTS
Staff said in terms of content and format:
Change Language strands to match those from IB
Add focus section to Math as it is in Language
Shorten blurbs on UOI to allow for longer personalized comments
Every teacher wants to be able to write a comment
Remove reflection section for students and parents
Parents said:
1 parent contacted Catherine, a few contacted Gladys and Greg
Generally, parents wanted more information
ASSESSMENT ACTION PLAN
C o m m u n i c a t i n g t o Pa r e n t s
Repor ts
Educate parents about IB and PYP
A series of progressive changes to
the reports to better align with IB
requirements as well as the unique
needs of WIS
All reports are stored on the server
and one copy is printed and sent
home.
Current methods of reporting: Open
house, Portfolios, 3 way conferences,
progress reports, learning journey
conferences
ASSESSMENT ACTION PLAN
Staff Professional
D e ve l o p m e n t
Continue to invest in professional
development for teachers IT skills, language
abilities and assessment methodology
Assessment PD ensures that the following
are happening:
The objectives stated were the ones taught
and assessed making reports a more
accurate portrayal of the learner
Teachers continue to develop their
assessment practices to align with IB
requirements
Assessment Practices
Continue assessing the quality
currently provided and look at ways
to improve upon that
Assessment data is collected and
tracked on server to ensure
consistency and identify students
needing additional assistance
ASSESSMENT ACTION PLAN
Sustainability
We need to consider the time needed proof read,
who is proof reading, and the equity in this
process and have a short and long term plan to
meet our unique needs
Consider the eco footprint of reporting aim to
significantly reduce paper waste
QUESTIONS?
Please contact Catherine Pierre-Louis,
the WIS IB PYP Coordinator, by email
on catherinepierre-louis@live.ca
alternatively you can call the school on
30186 to arrange a meeting.