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IB Assessment Policy

PYP Assessment Policy

Philosophy (Why)

Why do we assess the way we do?



Actions (What)

What assessment actions do we take because of our philosophy?

Examples (How)

How do we assess?



Assessment is purposeful; it involves the gathering and analysis of information about students in order to guide instruction and inform practice so that student learning may be enhanced. Because assessment guides our planning and instruction, we make sure it is ongoing, authentic, varied and purposeful.
  • Rubrics
  • Checklists
  • Continuum
  • Observations/ discussions
  • Anecdotal records
  • Exemplars
We believe that the teaching/learning cycle begins with assessment and that assessment is on-going.  Each student is a complex individual with a wide range of existing skills, abilities, and knowledge.  Assessment helps to identify these things. We assess frequently to find out what the student already knows and can do, in order to discover what the next best teaching/learning steps would be.
  • Pre-assessments before all units
  • Anecdotal records to individualize instruction
  • Observations/ discussions
We believe in creating assessments that are as authentic as possible. Because the Zone of Proximal Development differs for every child in every area, we assess in many different areas in many different ways.
  • Observation
  • Performance assessment
  • Process-focused assessment
  • Open-ended tasks
  • Tests/quizzes
  • Writing a letter
  • Making a movie or commercial
  • Solving story problems
  • Creating invention models
  • Presentations
Teachers are qualified to make valid and “weighty” informal assessments. Assessment is collaborative; it involves students and teachers in collaboration with parents. We collaborate regularly with other teachers and with students to design and discuss learning. We collaborate with parents and students to reflect on student learning. At the beginning of units, we solicit parent support and involvement. At student-led conferences, parents and students reflect together on student learning. At the end of units, we ask for parents to reflect as to how students were demonstrating new learning from the unit at home.  
In order to take action, students must be able to self-assess competently. This will allow them to reflect on learning and subsequently grow and change as a lifelong learner, developing the efficacy to take action. We actively teach our students to be competent at self-assessment in both academic and behavioral areas. At the end of units, students are asked to reflect on experiences and make contributions to their portfolios.
There are many possible and varied ways for an individual to show their understanding to us, including diagnostic/pre-assessment, formative assessment, summative assessment, and self and peer assessment. We honor and validate multiple and often creative forms of assessment. Diagnostic/Pre-assessment helps teachers and students find out what they already know and can do.

Formative Assessment assists the teacher in planning for the next stage of learning.

Summative Assessment gives students an opportunity to show what they have learned. Every summative assessment in every unit offers choice in how a student can demonstrate his or her understanding of the central idea of that unit.

Self and Peer Assessment are on-going throughout each unit.

Assessment data can be used to communicate progress with students and families. We communicate assessment data to students, teachers, parents, and administration. We do not wait for parent conferences and/or official report cards to share assessment data and/or concerns with parents.Examples of ongoing assessment communication include weekly newsletters, email correspondence, home assignments, student-led conferences, and informal check-ins.