In keeping with the school’s assessment principles and the spirit of the IB Primary Years Program, assessment at YHIS is geared toward improving, rather than simply documenting, student performance. The use of assessment to judge the effectiveness of both teaching and learning processes is essential to allow teachers and students to identify their strengths and weaknesses and the effectiveness of the program.
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- I. Philosophy
- II. Internal & External Assessments
- III. Assessment Types
- IV. Strategies & Tools
- V. Reporting
In keeping with the school’s assessment principles and the spirit of the IB Primary Years Program, assessment in the PYP at YHIS is geared toward improving, rather than simply documenting, student performance. The use of assessment to judge the effectiveness of both teaching and learning processes is essential to allow teachers and students to identify their strengths and weaknesses and the effectiveness of the program. The objectives and process of any assessment should be clearly explained to the students.
A. Internal Assessments
B. External Assessments
A. ERB (ERB stands for Educational Record Bureau): ERB is a non-profit educational service organization that provides standardized testing and interpretation of results to national and suburban public schools and independent schools. ERBs are standardized tests. Students in 3rd Grades and up take the Comprehensive Testing Program administered by ERB, which contain a reasoning test and achievement tests in both language arts and mathematics. These tests are in a multiple choice format and in English.
B. WrAP (WrAP stands for Writing Assessment Program administered by ERB). Students are expected to complete a piece of writing based on a writing prompt within a designated period of time, demonstrating their knowledge and application of the writing process.
C. YCT (YCT stands for the Young Learners Chinese Test): YCT is designed by the Chinese Language Council International (commonly known as “Hanban”). It is a test for non-native Chinese learners under the age of 15 that consists of Level 1, Level 2, Level 3, and Level 4. Level 1 assesses youngsters who have studied Chinese for roughly 150 hours and mastered a vocabulary of about 500 characters. Level 2 assesses youngsters who have studied Chinese for roughly 250 hours and mastered a vocabulary of about 1,100 characters. Level 3 assesses youngsters who have studied Chinese for roughly 400 hours and mastered a vocabulary of about 1,700 characters. General expectation for levels of proficiency attained by grade level is as follows:
• 1st and 2nd grades: YCT I / II
• 3rd and 4th grades: YCT III / IV
• 5th and 6th grades: YCT IV
Students take YCT every other year.
B. Formative Assessment
C. Summative Assessment
Summative assessment takes place at the end of the teaching and learning processand gives the students opportunities to demonstrate what has been learned. Summative assessments may include any combination of the following: acquisition of
data, synthesis of information, application of knowledge and processes. These canaddress multiple learning styles.
D. Student Self-Assessment
E. The Exhibition
A. Assessment Strategies
Teachers assess students by selecting or designing methods of assessment appropriate to the desired learning outcomes. Teachers also take into account the diverse, complicated and sophisticated ways that individual students use to develop and demonstrate their understanding.
The assessment strategies used in the PYP at YHIS include
* are made often and at regular intervals
* are made of individuals, groups and whole class
* are made in different contexts to increase validity
B. Performance Assessments
* are goal directed tasks with established criteria and often opportunities for problem
* use multiple skills
* have more than one correct response
C. Selected responses:
* are used to determine how much a student knows or can perform certain skills (e.g. tests, quizzes, dictations etc.)
* are used to stimulate an original response by students and to demonstrate further learning
B. Assessment Tools
* A list of criteria against which students are assessed (e.g. information, data, attributes, or elements that should be present)
C. Anecdotal Records
* These are brief written notes based on observations of students
A. Teacher-Student Conferences
These conferences are usually informal. They are incorporated into the regular classroom routines and are meant to provide the students with feedback on their progress. These conferences also allow students to reflect on their own work and to make decisions regarding their portfolios.
B. Parent-Teacher Conferences
This conference is a formal conference between homeroom teachers and the parents to provide feedback about the child’s progress and needs. Teachers take this opportunity to answer the parent’s questions, to address their concerns and to help define their role in the learning process. At YHIS this conference takes place three times a year.
C. Student-Led ConferencesThis conference is a formal conference between students and parents with teacher support. The students will, with the support and guidance of the teacher, select the work to be discussed. They reflect on their progress and share the responsibility of informing their parents. In PYP at YHIS, this conference takes place in the month of March.
D. Additional ConferencesDuring any time of the year, both teachers and parents can request a conference to discuss the progress, or lack of thereof, of a student.
E. The Written Report
At YHIS, we send out three written report cards a year (November, March, and June) to report on each student’s progress. Each report card is written by both homeroom teachers and single subject teachers. On our report cards we provide feedback on the students, using this scale:
A – Assisted: Extra assistance is being provided as the child is experiencing difficulty in this area.
D – Developing: The child is on the right track of developing the concept / skill.
P – Performing well: The child is performing well in this area.
E – Excelling: The child demonstrates solid performance that exceeds expectation in this area.