Assessment - Uptown School
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Assessment at Uptown School
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A Vision for Student Learning at Uptown
Every Child Challenged
Every Child Successful
Every Child Supported
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Assessment at Uptown Primary
• Uptown is an IB World School
• Assessment is in the line with the philosophy, principles and requirements of the IB for the PYP and MYP programmes
• Assessment principles and practices at Uptown are embedded in current educational practice
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Assessment Principles
Principle 1: assessment should first and foremost inform and improve student Learning Principle 2: Assessment procedures help teachers discover what students can and cannot do – forming the basis for planning and differentiated learning Principle 3: Every assessment should be selected with a specific purpose in mind
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Assessment Principles
Principle 4: assessment should be linked to accountability Principle 5: assessment should allow teachers and parents to identify a student’s progress and attainment in a comparative context Principle 6: assessment should be used to track individual progress and growth over time Principle 7: assessments should be reliable, valid, and efficient, preserving as much time as is possible for teaching and learning
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The primary purpose of assessment is not to
rate, rank and sort students, but to provide meaningful feedback that informs decisions
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Assessment Practices in Effective Schools
• Continuous (Formative) classroom Assessment for Learning (part of the learning process)
• Common Summative Assessments (developed by collaborative teacher teams to assess the learning targets for a specific time period / area of study)
• Annual external standardised testing undertaken to compare performance and achievement in a larger context than a single school
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Assessment of Learning & Assessment for Learning
Two key forms of assessment employed
• Assessment of Learning is summative and descriptive, supporting programme review and planning – it comes at the beginning or end of a period of learning – it follows a cycle
• Assessment for Learning is formative and ongoing, supporting adjustment to teaching and learning as the student is learning – it follows a cycle
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Summative Assessment Cycle for Planning and Review
Long-Term (Unit) Learning Goals
Assessment – what do they already ‘know’?
Analysis and review
Planning, teaching & differentiation
Assessment – what do they know now?
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Assessment for Learning
• Ongoing ‘daily’ activities in the classroom that form part of the learning and teaching process
• Undertaken by teachers and by their students to provide information to be used as feedback to the student and to modify teaching and learning activities
• Provides continuous descriptive rather than evaluative feedback
• Acknowledges the critical importance of teachers and students working as a team
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Formative Assessment; Assessment for Learning Cycle
Short-term Learning Goals
Assessment
Feedback to and with student – goal setting
Differentiation
Assessment
Feedback to and with student – goal setting
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External Standardised Assessment at Uptown
• ACER, International Benchmark Tests (IBT) • Annual Assessment in English, Mathematics and
Science - Grades 3 to 6 (November) • Over 50,000 students in international and national
schools – growing year by year • Norm referenced against students of a similar age;
norm referenced against TIMSS world assessment in Science and Mathematics
• Excellent diagnostic feedback at individual, class and grade level
• Disaggregated data i.e. boys / girls / native speakers / second language learners etc.
• Long-term tracking of individual students
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Principles of Assessments in the Classroom
• Using representative examples of students’ work or performance to provide information learning
• Collecting evidence of students’ understanding and thinking
• Documenting learning processes of groups and individuals
• Engaging students in reflecting on their learning • Students assessing work produced by themselves
and others • Developing clear rubrics • Identifying exemplar student work
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Assessment Tools
• Rubrics: An established set of criteria for rating in all areas - developed by students as well as teachers
• Exemplars: Samples of students’ work that serve as concrete standards against which other samples are judged
• Checklists: Lists of information, data, attributes or elements that should be present
• Anecdotal records: Brief written notes based on observations of students that can be analysed at a later stage
• Continuums: visual representations of developmental stages of learning -show a progression of achievement or identify where a student is in a process
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Subject Specific Assessments
• Ongoing, anecdotal records of observations, quizzes, paper tests, performance tasks, written products, projects, end of unit projects etc.
• Early concepts about print, running records, miscue-analysis, conferencing, reading logs and journals. Writing prompts, written responses and rubric-based writing assessments
• Basic mathematics concepts assessment, discrete skills assessments (times tables, number bonds etc.) common end of unit mathematics assessments
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Reporting to Parents
• Parent Conferences
• Student Led Conferences
• Interim Reports
• Written reports
• Portfolios