assessment for learning (parent presentation)
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Assessment & ReportingInformation evening for parents
Tuesday 15th September
7pm
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Why change?
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aim?
improve learning and
instruction
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provide better, more detailed and targeted
information
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increase participation
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improve consistency
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common
understanding
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implicit to explict
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What are thechanges?
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Summative
Assessment
of learning
Formative assessment for learning
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FormativeSummative
assessmento f l e a rn i n g
Assessment
for learning
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Focus for
assessment
Summative
Assessment
of learning
Formative
Assessment
for learning
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Summative
Assessment
of learning
Formative
Assessment
for learning
Focus for
assessment
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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)
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Hattie - quoted by Calnin - Feedback 1.13 - strongest effect on student learning, stronger than instructional quality and quantity (#2 & #3
Hattie-quotedbyCalnin-feedbackhasthestrongesteffect
onstudentlearning, strongerthaninstructionalqualityand
quantity
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Philosophy
Assessment at YIS is integral to all aspects of the
curriculum. Assessment is not only a means ofmeasuring student achievement; it informs decisionsmade by teachers and students about what will be
learned and how it will be learned. YIS Assessment Philosophy and Policy
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New Assessment Policy:
Key characteristics and
features
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parents
teachers
students
communication
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YISEnglishStudentFolio
student:
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Folios
Parent - teacher
conferences
MS student led
conferences
End of semesterreports
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Roles & Responsibilities
Teachers - designing and adapting
Curriculum leaders - monitoring and moderating
Parents - supporting and communicatingStudents - participating and learning
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a u t h e n t i c a n d p e r s o n a l i s e d
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Authentic and personalised assessment
Tasks with a specific audience and context
Broad range
Elicits higher order thinking in addition to basic skills
Concrete evidence
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In practice
Criteria for each subject
Feedback
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In practiceCriteria focus students on
specific elements within a
subject
knowledge concepts skills presentation& organisation
e.g. History
Criterion A Criterion DCriterion CCriterion B
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Assessment in practice
Levels of achievement -summative tasks
HS - 1-7
Grades representcurrent levels of
achievement, not
predicted grades
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Assessment in practice
The qualities of each grade:
7 Excellent6 Very good5 Good4 Satisfactory3 Mediocre2 Poor1 Very poor
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Subject specific assessment
CriteriaRecently sustainedachievement level
Knowledge and understanding (max 5) 4
Interpretation and personal response (max 5) 5
Appreciation of literary features (max 5) 4
Presentation (max 5) 4
Use of language (max 5) 4
Yokohama International School Semester 1 August 2008 January 2009
Student Name: Student X Grade: 11 Subject: English A1 SL Teacher: SMc
Reporting period course outline: Part 4 (Schools Free Choice) of the IBDP English A1 SL coursecoveringA Clockwork Orange, selected 20th century poetry and a collection of Japanese sciencefiction short stories.
Approaches to learning current level of development
Criteria needs improvement - improving - capable - effective - highly developed
Organisational skills
Collaborative skills
Critical thinking skills
Reflection andcommunication
Achievement
Student X has made great efforts this semester to improve his understanding of the use and effects ofliterary features. He has done this very consistently and also made great improvements in how hestructures his work.
Goals
Student X has had difficulty in completing work in a timely manner and has sometimes relied toomuch on other class members. He should take more responsibility for his work, take advantage of thesupport offered and plan to meet deadlines.
Total (max 25) 21
End of semester achievement level 7
Grade boundaries
1 very poor 1 - 4
2 poor 5 - 8
3 mediocre 9 - 10
4 satisfactory 11 - 13
5 good 14 - 16
6 very good 17 - 19
7 excellent 20 - 25
Sample HS endof semester report
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Approaches to learning current level of development
Criteria needs improvement - improving - capable - effective - highly developed
Organisational skills
Collaborative skills
Critical thinking skills
Reflection andcommunication
Subject specific assessment
CriteriaRecently sustainedachievement level
Science in society (max 6) 3
Communication (max 6) 6
Processing data (max 6) 4
Experimental skills (max 6) 2
Yokohama International School Semester 1 August 2008 January 2009
Student Name: Student X Grade: 8 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.
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 ourwork on reproduction.
Goals
Student X has had difficulty in completing experimental work fully and so for the next semesterhe should concentrate on making coherent conclusions to his experiments.
Sample MS end
of semester report
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Organisationalskills
time managementincluding using time effectively in class, keeping to deadlinesself-managementincluding personal goal setting, organization of learning materialsreferencingincluding the use of citing, footnotes and referencing of sources, respectingthe concept of intellectual property rights
Collaborativeskills
working in groupsincluding delegating and taking responsibility, adapting to r oles, resolving groupconflicts, demonstrating teamworkaccepting othersincluding analysing others ideas, respecting others points of view, using ideas criticallypersonal challengesincluding respecting cultural differences, negotiating goals and limitations withpeers and with teachers
Critical thinkingskills
generating ideasincluding the use of brainstormingplanningincluding storyboarding and outlining a plan
inquiringincluding questioning and challenging information and arguments, developing questions, usingthe inquiry cycle applying knowledge and conceptsincluding logical progression of arguments,inquiring in different contexts including changing the context of an inquiry to gain various perspectives.
identifying problemsincluding deductive reasoning, evaluating solutions to problemscreating novel solutionsincluding the combination of critical and creative strategies, considering aproblem from multiple perspectivesmaking connectionsincluding using knowledge, understanding and skills across subjects to createproducts or solutions, applying skills and knowledge in unfamiliar situations
Reflection andcommunication
self-awareness including seeking out positive criticism, reflecting on areas of perceived limitationself-evaluationincluding the keeping of learning journals and portfolios, reflecting at different stages in
the learning processbeing informedincluding the use of a variety of mediainforming othersincluding presentation skills using a variety of media
Approaches to
learning criteria
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Assessment in practice - GPA
Excellent 7 4.0
Very good 6 3.67
Good5 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!
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Sample HS
transcript
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Reporting timeline
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Key dates
for
parents2009/10
W
AUG 1
2
3 BTSN
SEP 4
5 Progress Report
6
7
OCT 8 PTC
9 PTC
10 Field Study
Holiday
NOV 11
12
13 FOLIOS
14 ADEC 15
16
JAN 17
18 Report Card
W
1
2
FEB 3
4
5
6
MAR 7
8 PTC
9 SLC
HolidayA
APR 11 PTC
12
13
14 FOLIOS
MAY 15
16
17
18
19
JUN 20 Report Card
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Time for questions...
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