Assessment For Learning (parent Presentation)

Assessment & Reporting Information evening for parents Tuesday 15th September 7pm

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Why change? !

improve learning and instruction aim?

provide better, more detailed and targeted information

increase participation

improve consistency

common understanding

implicit to explict

What are the changes? !

Summative Assessment of learning

Formative

assessment for learning

Formative Assessment for learning

Summative assessment of learning

Focus for assessment

Summative

Formative

Assessment of learning

Assessment for learning

Focus for assessment

Summative

Formative

Assessment of learning

Assessment for learning

What research informed the change?

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Based upon in four major studies over 25 years, Stiggins reports that the effective use of “assessment for learning” increased student test scores. (Stiggins, 2004)

Hattie - quoted by Calnin - Feedback 1.13 - strongest effect on student learning, stronger than instructional quality and quantity (#2 & #3

effect t es ng ro st e th s ha ck a b d e fe n ni Hattie - quoted by Cal ity and al qu l na io ct ru st in an th er ng ro st , ng on student learni quantity

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Philosophy “Assessment at YIS is integral to all aspects of the curriculum.  Assessment is not only a means of measuring student achievement; it informs decisions made by teachers and students about what will be learned and how it will be learned. “  YIS Assessment Philosophy and Policy

New Assessment Policy: Key characteristics and features

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students

teachers parents

communication

Folios

YIS Eng Stud lish ent Foli o !

stud

ent:

Gr 6 Gr 7 a b c Gr 8 a b c a b c

20.. ..../.. ..... 20.. ..../.. ..... 20.. ..../.. .....

Parent - teacher conferences MS student led conferences End of semester reports

Roles & Responsibilities Parents - supporting and communicating Students - participating and learning Teachers - designing and adapting Curriculum leaders - monitoring and moderating

authentic and personalised

Authentic and personalised assessment Tasks with a specific audience and context Broad range Elicits higher order thinking in addition to basic skills Concrete evidence

In practice Criteria for each subject Feedback

In practice Criteria focus students on specific elements within a subject e.g. History Criterion A

Criterion B

knowledge

concepts

Criterion C skills

Criterion D presentation & organisation

Assessment in practice Levels of achievement summative tasks HS - 1-7 Grades represent current levels of achievement, not predicted grades

Assessment in practice The qualities of each grade: 7    Excellent                6    Very good                 5    Good               4    Satisfactory               3    Mediocre                      2    Poor 1    Very poor

Yokohama International School Student Name: Student X

Semester 1 Grade: 11

August 2008 – January 2009

Subject: English A1 SL

Teacher: SMc

Reporting period course outline: Part 4 (School’s Free Choice) of the IBDP English A1 SL course covering A Clockwork Orange, selected 20th century poetry and a collection of Japanese science fiction short stories.

Sample HS end of semester report

Subject specific assessment

Grade boundaries Recently sustained achievement level

Criteria

1

very poor

1-4

Knowledge and understanding (max 5)

4

2

poor

5-8

Interpretation and personal response (max 5)

5

3

mediocre

9 - 10

Appreciation of literary features (max 5)

4

4

satisfactory

11 - 13

Presentation (max 5)

4 4

5

good

14 - 16

Use of language (max 5)

6

very good

17 - 19

7

excellent

20 - 25

Total (max 25)

21

End of semester achievement level

7

Approaches to learning – current level of development Criteria

needs improvement - improving - capable - effective - highly developed

Organisational skills Collaborative skills Critical thinking skills

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Reflection and communication

Achievement Student X has made great efforts this semester to improve his understanding of the use and effects of literary features. He has done this very consistently and also made great improvements in how he structures his work. Goals Student X has had difficulty in completing work in a timely manner and has sometimes relied too much on other class members. He should take more responsibility for his work, take advantage of the support offered and plan to meet deadlines.

Yokohama International School Student Name: Student X

Semester 1 Grade: 8

August 2008 – January 2009

Subject: General Science

Teacher: SH

Reporting period course outline: Biology section of the middle school Grade 8 programme. Topics studied this semester – Plant, Human reproduction and variation.

Subject specific assessment Recently sustained achievement level

Criteria Science in society (max 6)

3

Communication (max 6)

6

Processing data (max 6)

4

Experimental skills (max 6)

2

Sample MS end of semester report

Approaches to learning – current level of development Criteria

needs improvement - improving - capable - effective - highly developed

Organisational skills Collaborative skills Critical thinking skills Reflection and communication

Achievement Student X has made great efforts this semester to improve his understanding of world issues in relation to the topics studied. He has done this very consistently, particularly in relation to our work on reproduction. Goals Student X has had difficulty in completing experimental work fully and so for the next semester he should concentrate on making coherent conclusions to his experiments.

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Approaches to learning criteria

Organisational skills

time management—including using time effectively in class, keeping to deadlines self-management—including personal goal setting, organization of learning materials referencing—including the use of citing, footnotes and referencing of sources, respecting the concept of intellectual property rights

Collaborative skills

working in groups—including delegating and taking responsibility, adapting to roles, resolving group conflicts, demonstrating teamwork accepting others—including analysing othersʼ ideas, respecting othersʼ points of view, using ideas critically personal challenges—including respecting cultural differences, negotiating goals and limitations with peers and with teachers

Critical thinking skills

generating ideas—including the use of brainstorming planning—including storyboarding and outlining a plan inquiring—including questioning and challenging information and arguments, developing questions, using the inquiry cycle applying knowledge and concepts—including logical progression of arguments, inquiring in different contexts— including changing the context of an inquiry to gain various perspectives. identifying problems—including deductive reasoning, evaluating solutions to problems creating novel solutions—including the combination of critical and creative strategies, considering a problem from multiple perspectives making connections—including using knowledge, understanding and skills across subjects to create products or solutions, applying skills and knowledge in unfamiliar situations

Reflection and communication

self-awareness—including seeking out positive criticism, reflecting on areas of perceived limitation self-evaluation—including the keeping of learning journals and portfolios, reflecting at different stages in the learning process being informed—including the use of a variety of media informing others—including presentation skills using a variety of media

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Assessment in practice - GPA Excellent

7

4.0

Very good

6

3.67

Good

5

3.33

Satisfactory

4

3.0

Mediocre

3

2.33

Poor

2

1.33

Very poor

1

0

YIS median GPA = 3.5 YIS average IBDP subject score = 5.15 YIS average IBDP total score = 33 !

Sample HS transcript

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Reporting timeline

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W

W AUG

SEP

OCT

1 2 3 4 5 6 7 8 9 10

1 2

Progress Report

PTC PTC Field Study Holiday

NOV

11 12

DEC JAN

FEB

BTSN

13

FOLIOS

14

A

3 4

Key dates for parents 2009/10

5 6 MAR

7

9 HolidayA APR

11

13

MAY

FOLIOS

15 16

15

17

16

18

17

19

18

PTC

12

14 !

PTC SLC

8

Report Card

JUN

20

Report Card

Time for questions...

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