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Thompson K-8 International Academy

Assessment in the PYP


PYP Definition of Assessment:
Assessment involves the gathering and analysis of information about student
performance and is designed to inform practice. It identifies what students know
(knowledge), understand (concepts), can do (skills), and feel (attitudes/action) at
different stages in the learning process. Students and teachers should be actively
engaged in assessing the students progress as part of the development of their
wider critical-thinking and self-assessment skills. (Making The PYP Happen, 2009)
IBO Mission Statement:
The International Baccalaureate Organization aims to develop inquiring,
knowledgeable and caring young people who help to create a better and more
peaceful world through intercultural understanding and respect.
To this end the IBO works with schools, governments and international organizations
to develop challenging programmes of international education and rigorous
assessment. These programmes encourage students across the world to become
active, compassionate and lifelong learners who understand that other people, with
their differences can also be right.

Thompson K-8 International Academy Mission Statement


Thompson K-8 International Academy is committed to developing inquiring,
knowledgeable, principled, and caring young adults who contribute to the formation
of a stronger and more peaceful world through global understanding and respect.
Through dynamic programs and meaningful assessments, our learning community
will encourage students to become active, compassionate, lifelong learners who
embrace diversity.
Components of Assessment
PYP Definitions:
Assessing: how we discover what the students know and have learned.
Recording: how we choose to collect and analyze data.
Reporting; how we choose to communicate information.
Purposes of Assessment

Staff at Thompson K-8 International Academy believe that assessment has many
purposes.
To inform students and parents of progress.
To provide evidence of student progress towards mastery.
Allows opportunities for reflection on learning and goal setting.
Allows students to share their learning with others.
Provides a snapshot of student learning at that time.
Gives teachers an opportunity to reflect on their teaching and make
adjustments as needed.
Assessment Types
State Mandated Assessments
MStep
The state of Michigan requires every third through eighth grade student to take the
MStep examination. Students are assessed in the areas of reading, math, writing,
science(4th and 7th grades only), and social studies (5th and 8th grade only). MStep
scores, along with a comprehensive body of evidence, are used to guide instruction.
When testing is complete, all parents receive official score reports with their childs
test data.
District Assessments
MAP
The Measures of Academic Progress test is given to students in 1 st -8th grade in the
Fall, Winter and Spring. This test measures each students ability in reading, math
and language. It provides teachers with specific skills to focus on for each child.

DRA
MLPP (Kindergarten)
Schoolwide Assessments
At Thompson K-8 International Academy, we believe that a variety of on-going
assessments throughout the unit. Every unit of study should have:
Pre-Assessment:
An assessment is given prior to learning to provide the teacher with the prior
knowledge and misconceptions that students have.
Formative Assessment:
A formative assessment is any assessment during the instruction of the unit that
would provide teachers with knowledge of how students are progressing toward

learning objectives in order to plan future lessons and next steps in a unit. It also
provides students with feedback on their learning and helps them set goals for
future learning.
Summative Assessment:
A summative assessment is given at the end of a unit to allow students to show
what they have learned and to provide feedback to the teacher on how well
objectives of the unit were reached. The summative assessment expectations will
be shared with students prior to the unit via a rubric.

Concepts Summative Assessment: (Grades 1-5)


Students will use the Concepts Summative Assessment Rubric as a guide to explain
their understanding of the central idea and key concepts of the unit. They will
complete the rubric to self assess their understanding and connections.
Approaches to Learning Skills Assessment:
Teachers will develop the ways in which students learn evaluate the development of
the students approaches to learning skills in the unit. Each unit will assess a specific
skill.

Student Portfolio Artifact Reflection


Students will reflect upon the unit and self-assess their own learning.

Bi-annually:
Learner Profile Assessment:
Students will self-assess their development related to the learner profile traits in the
fall and the spring. Teachers will also evaluate their development by the end of the
1st and 3rd Card Marking.
Assessment Strategies and Tools
Teachers may use the following strategies and tools in the classroom for assessment
purposes.

Assessment Strategies
Observations: Individual and group.

Process focus: Students skills and understandings are observed


regularly and assessed bi-annually using checklists and note taking.
Selected responses: Single snapshot samples of what students
know or are able to do. (These are assignments that you assess)
Open-ended tasks: A task to which there is not a single absolutely
correct answer or where a variety of answers are possible.
Teacher-Student Conferences: Teachers will confer with students
regarding their reading and writing strategies routinely.
Student Led Conferences: During spring conferences, students are
given the opportunity to share their understanding of concepts through
the use of their portfolio. Students will collect and reflect upon their
work throughout the year. (K-2 would like to be excluded)
Unit Reflections

Assessment Tools
Rubric: The rubric lists the expectations for an activity by listing the
criteria and describing levels of quality. These are used for larger
products and summative assessments as well as for analyzing writing.
These may be contained within the student portfolios.
Benchmarks/Exemplars: Student samples will be collected for each
unit and stored in the portfolio.
Anecdotal Records: Anecdotal notes are written notes based on
observations of children.
Continuums: A visual representation of where the child is in the
learning process. There are data walls in all classrooms for students to
monitor their progress through.
Assessment of the Thompson Program of Inquiry
The units of inquiry are continually revised and edited to meet current
common core standards. The POI will be evaluated by the IB Coordinator and
groups of grade level teachers yearly.
Unit Of Inquiry Reflections
Assessments given for each unit of inquiry will be reflected upon by
participating staff members at the IB planning meeting for that unit. Any
changes to be made to the assessments, learning experiences, or concepts
will be documented on the planner.
Reporting of Assessment
Reporting on student assessment should have a goal of communicating what
students know, understand and can do.
Effective reporting:

Involves parents, students and teachers as partners


Reflects what the school community values
Is comprehensive, honest, fair and credible
Is clear and understandable to all parties
Allows teachers to incorporate what they learn during the reporting
process into their future teaching and assessment practice.

From: Making the PYP Happen IBO: 2009.

Major Forms of Reporting


Report Cards
Grade 3-5 Mid-Cardmarking Progess Reports
Weekly Student Progress Reports (as needed)
Learner Profile Assessments
Approaches to Learning Skill Assessments
Conferences (Fall & Spring)
Portfolios
MAP Student Progress Report (Fall, Winter, & Spring)
MEAP

Portfolio Explanation:
Why Portfolios?
The IB program has many standards for its schools in order to ensure that
the best practices in education are being used. There are standards that
address the need for documentation of a childs learning through time and to
have them reflect on their own learning. Portfolios are an excellent way to
accomplish these goals.
Each PYP student in our school has their own portfolio. The portfolio contains
student work from each grade that they have attended at Thompson K-8. The
work is a culmination of not only their academic accomplishments, but also
their personal development. (These assess student growth in the learner
profile, approaches to learning skills, and key concepts.)
Exhibition:
5th grade exhibition is the culminating activity in a PYP school. Assessment of
the exhibition includes:
An ongoing assessment of each individual students contribution to and
understanding of exhibition.
A reflection on the process of exhibition.