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1. PURPOSES (Why?)

1.1. Informs teaching

1.2. Provides feedback

1.3. Helps to improve future planning

1.4. Leads to reflection about the written and the taught curriculum


2.1. Students

2.2. Classroom teachers

2.3. Other teachers

2.4. Parents

2.5. Administrators


3.1. ASSESSING (to discover what students have learned)

3.1.1. FORMATIVE ASSESSMENT Focus on the PROCESS OF INQUIRY (throughout the learning process) Provides information to plan next stage Helps students and teachers finding out what students know and can do Gives regular and frequent feedback Develops capacity for self-assessment Helps students engage in thoughtful reflection

3.1.2. SUMMATIVE ASSESSMENT Focus on the PRODUCT OF INQUIRY (at the end of the learning process) Informs and improves learning and teaching Measures understanding of the central idea Prompts students towards action

3.2. RECORDING (to collect and analyse data about students' understanding and thinking)

3.2.1. Strategies Observations Focus Point of view Performance assessments Process-focused assessments Selected responses (e.g.: tests, worksheets, quizzes) Open-ended tasks (e.g.: brief written answers, drawings, diagrams, solutions)

3.2.2. Tools Rubrics Exemplars Checklists (e.g.: mark scheme) Anecdotal records Teacher's notes based on observation Focus "learning stories" Continuums

3.3. REPORTING (to communicate the information)

3.3.1. Conferences Teacher-student Teacher-parent(s) Student-led Three-way (student + parents + teacher)

3.3.2. Written report

3.3.3. Portfolios

3.3.4. PYP Exhibition (end of the year)

4. OBJECTS (What?)

4.1. Students

4.1.1. Learner profile

4.1.2. Attitudes (Action)

4.1.3. Concepts

4.1.4. Skills

4.1.5. Learning outcomes (Knowledge)

4.2. Teachers

4.2.1. Quality of the planning

4.2.2. Quality of the assessment

4.3. Parents

4.3.1. Student's progress

4.4. Administrators

4.4.1. Efficiency of the program