Childs Elementary Assessment Policy
Childs School is committed to developing internationally minded lifelong learners who collaborate in order to understand, celebrate and impact our interconnected global community. An enriched environment is created through challenging curriculum, intercultural lines of inquiry and authentic assessment focused on the whole child. We believe that assessment is vital to teaching and learning, and assessment drives instruction. It is central to the PYP’s goal of thoughtfully and effectively guiding children through the five essential elements of learning: the understanding of concepts, the acquisition of knowledge, the mastery of skills, the development of attitudes and the decision to take responsible action. Ultimately, we believe the purpose of assessment is to guide our planning and instruction to support and enhance student learning rather than to simply generate a grade.
- To promote student learning
- To evaluate and strengthen our learning process and practices as educators
- To facilitate students’ own understanding of their growth and progress
- To identify students’ strengths and needs to better understand our learners
- To provide information to individualize instruction based on student needs
- To communicate student progress with students and parents
- To assist in the evaluation of the Programme of Inquiry
- To differentiate instruction based on student needs
- To determine eligibility for special education, ELL, and high ability services
Allow students to:
- Demonstrate and share their learning and understanding
- Set goals for reaching expectations
- Express their points of view and understanding
- Build confidence in their own work and self
- Understand their own needs and how to improve
- Use their prior knowledge to build on and guide the inquiry process
- Participate in self reflection
- Collaboratively reflect on student progress and needs
- Differentiate their instruction
- Intervene at the first indication of student difficulty
- Define expectations and outcomes for student and teacher led inquiry
- Acquire data that can be used to inform students, teachers, grade levels, school and community
- Report on the learner profile development for each student
- Understand student learning goals and progress
- Observe and track student progress and growth
- Provide support outside of school
- Celebrate learning and student accomplishments
Diagnostic assessment: is used prior to instruction in order to determine the student’s strengths, weaknesses, knowledge, skills and learning styles. The information obtained is used to adjust instruction to meet specific student needs.
- District Created Benchmark tests in Reading and Math
- SIPPS assessments (Systematic Instruction in Phonological Awareness, Phonics, and Sight Words)
- PAST assessments (Phonological Awareness Skills Test)
- District Reading Fluency Assessment (Rasinski)
- DRA2 Word Analysis
- Surveys (completed by students and parents)
- Visible Thinking Strategies
- Classroom Observations
- Teacher made pre-tests
- Kingore Observation Inventory for High Ability
- WIDA Access Placement Test for English Language Learners
- Standardized tests and observations by School Psychological Services, Speech/Hearing Pathologist, Occupational Therapist and Physical Therapist
- SRI (Scholastic Reading Inventory)
Formative assessment: is used frequently throughout the learning process to find gaps in learning, identify specific struggles and to determine next steps. These structured and unstructured assessments provide continuous feedback on the learning process and to plan the next stage in learning.
- Anecdotal and conference notes
- Student reflection and goal setting: notebooks, logs, daily exit slips
- Classroom observation
- Constructed responses
- Informal quizzes and tests
- Rubrics: student and teacher created
- Peer review
- Portfolios: reflecting on growth over time
- Progress Monitoring assessments
- Running Records
- Visible Thinking Strategies
- Student work
Summative assessment: is used to measure the acquisition of information and basic skills as well as the transfer of what is learned to new situations. Through these assessments, students are given varied opportunities to demonstrate their learning.
- Student reflection and goal setting: notebooks, logs, exit slips
- Student and teacher created exemplars and rubrics
- Tests and quizzes
- Reflection and Goal setting sheets for the attributes of the Learner Profile and the Transdiciplinary Skills
- IB Unit Planner Summative Assessments allow students to demonstrate their understanding of the central idea. Students are encouraged to express that understanding using a varying learning styles, multiples intelligences and abilities. The summative assessment task provides opportunities for the student to apply what is learned to a new situation and to demonstrate and reflect on the IB PYP Elements: knowledge, concepts, skills, attitudes and action taken.
Assessments required by the district and state: These assessments provide quantitative data which helps to determine student levels of achievement, target students’ needs and help with placement in flexible groups in order to provide instructional support and targeted strategies.
- District Benchmark assessments in English Language Arts and Math grades K-6
- ISTEP (Indiana Statewide Test For Educational Progress) grades 3-6
- IREAD3 (Indiana Reading Evaluation and Determination) grade 3
- SRI (Scholastic Reading Inventory) grades 2-6
- AIMSweb reading assessment grades K-2
- INVIEW Cognitive Abilities Aptitude Test grades 3 and 6
- WIDA Access for English Language Learners
- Kingore Observation Inventory for High Ability
- NWEA MAP (Measures of Academic Progress) for High Ability Placement
- PAST assessments (Phonological Awareness Skills Test) grades K-2
- Standardized tests and observations by School Psychological Services, Speech/Hearing Pathologist, Occupational Therapist and Physical Therapist to determine placement for Special Education Services
Documentation and Reporting:
- Portfolios will be used to document student growth and provide a continuum for students to track their learning process and define their growth as a learner. They are a collection of student artifacts that represent individual learning. They are designed to highlight student successes, growth over time, display students’ higher order thinking skills, creativity, and reflection. They include assessment of all essential elements of the PYP…Learner Profile, attitudes, action, knowledge, concepts, and transdisciplinary skills. Selection of the contents of the portfolios will be made by the students, teachers and parents.
- Standards based report card with district identified essential learnings will be available each nine week grading period. They are made available in October, January, March and May.
- Each student will reflect and set Learner Profile goals each nine week grading period. This will be included with the district report card.
- Parent/teacher conferences in October and as needed throughout the year.
- Individualized Education Program reports (IEP)
- WIDA Individual Learning Plans for English Language Learners
- Individualized Speech and Hearing Reports
- Individualized psychological educational reports
- Will take place in grade 6, the final year of the PYP at Childs Elementary
- Will provide an opportunity for students to exhibit the essential elements of the IB PYP and share them with the school community
- The students will be required to engage in a collaborative inquiry of one of the transdiciplinary themes chosen by the grade 6 teaching team. Through this, each student will demonstrate independence, responsibility, explore multiple perspectives and solve real-life issues or problems.
- Students will be provided the opportunity to apply learning from previous years and reflect on their personal PYP journey.