AISM ASSESSMENT POLICY

Philosophy
We recognize that the primary purpose of assessment is to demonstrate student learning and in turn improve
instruction. We understand that assessment is the gathering and analysis of information about student
performance. It identifies what students know, understand, show and reflect upon at various stages in the
learning process. The outcomes drive new learning experiences.

We are committed to engaging students, parents and administrators in assessment. Students and teachers will
be actively involved in assessing student progress as part of the development of their wider critical thinking
and self-evaluation skills.

Reporting student progress is an essential part of the dialogue between the parents and school. A system,
which provides frequent and specific feedback to parents on all areas of the childs growth and development,
is in place.

Why We Assess Student Work

Purposes of Assessment
Assessment is an essential part of the instructional cycle. It provides information about student learning and
development, as well as a framework for planning, self-reflection, and communication with parents.

Students learning is promoted through:

Assessing prior knowledge and experience
Differentiating instruction to meet individual needs
Engaging learners in reflection to determine strengths and weaknesses and to set goals
Providing feedback for students
Expanding student learning opportunities
Building a profile of students understanding

Information about student learning is provided through:

Examples of student work or performances
Moderation
Statistics relating to summative assessment
Standardized reflection

Program evaluation uses a variety of student assessments to:

Assess the levels of students current knowledge and experience before embarking on new learning.
Guide teacher planning and instruction
Assess student performance relative to IB expectations

Parent communication is reinforced through:

Ongoing discussion with teachers in regard to student progress
Celebrations of learning and student accomplishment
Regular reporting periods

Principles of Assessment
Effective assessment should:
Provide feedback for students and teachers to revise / advance performance, learning and teaching.
Be formative, summative and demonstrate what students know, understand, and are able to apply.
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 Use reflection as an essential and integral part of self, peer, teacher, and parent assessment.
Show awareness of learning style, intelligence, cognitive tempo, cultural, gender, linguistic, and racial
differences.
Be anchored in authentic tasks.
Provide evidence of progress along a continuum of criteria that are clearly known and understood in
advance.

What We Assess
Through the IB, AISM teachers strive to provide the opportunity for learners to construct meaning primarily
through inquiry. This is accomplished by assessing concepts, skills and knowledge. Feedback is provided on
student progress and performance in the transdisciplinary programme of inquiry, units of study and course
work.

Additionally, feedback is provided on the students ability to think, act and reflect upon the skills related to
being internationally minded through the Learner Profile.

When and How We Assess

Assessment occurs continuously and systematically throughout the academic year. The use of a variety of
assessment demonstrates our belief that children learn in different ways, at different rates, and different
times.

Types of Assessments
Diagnostic Assessment
A baseline assessment used at the beginning of a unit in order to differentiate learning.

Formative Assessment
Formative assessment is interwoven with daily learning. It provides teachers and students with information
about how the learning is developing. It helps the teacher to plan the next stage of learning.

Summative Assessment
Summative Assessment occurs at the end of a teaching and learning cycle. Students are given the opportunity
to demonstrate what they have learned by applying their knowledge/skills in a new and authentic context.

Self-assessment
The student reflects upon the learning cycle and honestly reflects upon strengths and areas that need
strengthening.

Peer Assessment
Students listen to feedback from their peers in regard to their performance and take this into consideration.

Portfolio
The portfolio is a systematic collection of student work and reflection that helps paint a picture of the whole
child. This collection of work illustrates growth, significant accomplishments, and a students range of abilities.

Standardized Assessment
The International Schools Assessment standardised test is administered in grades three through nine with the
purpose of tracking student progress in mathematical literacy, reading and writing, assessing curriculum
strengths and weaknesses and comparing our school to others.

MAP Testing
This standardised test is administered in grades four through nine with the purpose of tracking student
progress in Science.

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Primary School Assessment procedures
Assessment within the unit of inquiry
Each unit of inquiry has two formative and one summative assessment.

The formative assessment data is used to drive learning further and to give students opportunity to
relearn/re-evaluate/restructure their growth toward the central idea. The summative assessment
finalises a unit of inquiry; assessing students understanding of the central idea, the key concepts and
the approaches to teaching and learning set by the grade team.

Each assessment uses a specific strategy identified by the IB that is central to the process. These
strategies can be some-what subjective through to more objective and scientific.
They include:

Observation: All students are observed often and regularly, with the teacher taking a focus varying from wide
angle (for example, focusing on the whole class) to close up (for example, focusing on one student or one activity),
and from nonparticipant (observing from without) to participant (observing from within).

Performance assessments: The assessment of goal-directed tasks with established criteria. They provide
authentic and significant challenges and problems. In these tasks, there are numerous approaches to the problem
and rarely only one correct response. They are usually multimodal and require the use of many skills. Audio, video
and narrative records are often useful for this kind of assessment.

Process-focussed assessments: Students are observed often and regularly, and the observations are recorded
by noting the typical as well as non-typical behaviours, collecting multiple observations to enhance reliability, and
synthesizing evidence from different contexts to increase validity. A system of note taking and record keeping is
created that minimizes writing and recording time. Checklists, inventories and narrative descriptions (such as
learning logs) are common methods of collecting observations.

Selected responses: Single occasion, one-dimensional exercises. Tests and quizzes are the most familiar examples
of this form of assessment.

Open-ended tasks: Situations in which students are presented with a stimulus and asked to communicate an
original response. The answer might be a brief written answer, a drawing, a diagram or a solution. The work, with
the assessment criteria attached, could be included in a portfolio.
(Making the PYP Happen, page 48 - 49)

Each assessment uses a specific tool identified by the IB that is central to the process. These tools
are put into practise to ensure written data is available for interrogation by the grade team and or
the Professional Learning Community.
They include:

Rubrics: An established set of criteria for rating students in all areas. The descriptors tell the assessor what
characteristics or signs to look for in students work and then how to rate that work on a predetermined scale.
Rubrics can be developed by students as well as by teachers.

Exemplars: Samples of students work that serve as concrete standards against which other samples are judged.
Generally, there is one benchmark for each achievement level in a scoring rubric. Each school is encouraged to set
benchmarks that are appropriate and usable within their particular school context.

Checklists: These are lists of information, data, attributes or elements that should be present. A mark scheme is a
type of checklist.

Anecdotal records: Anecdotal records are brief written notes based on observations of students. Learning
stories are focused, extended observations that can be analysed later. These records need to be systematically
compiled and organized.

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Continuums: These are visual representations of developmental stages of learning. They show a progression of
achievement or identify where a student is in a process.
(Making the PYP Happen, page 48 - 49)

Each summative assessment is moderated by the grade team and the PYP coordinator to ensure
continuity and to discuss extension and remediation strategies for specific students across the grade.
Students utilise this data to set specific attainable goals of achievement.

The Primary Years Programme has a culminating project. This is called The Exhibition. The
Exhibition is an 8-week unit of inquiry that culminates in a celebration of learning for parents and the
school community. Students are formatively assessed throughout the phases of this open inquiry
and the final product by a shared rubric. These final results are recorded on the end of year report.

Assessment in Literacy
Teachers collect data that supports student development throughout the learning process. This
more formative data drives differentiation strategies and learning within the classroom. Teachers
may use the Fountas and Pinnell assessment materials at any time to formally assess a students
development toward the grade expectations. The outcomes of this assessment may be supported by
the accompanying formal intervention programme.

In May a systems-wide assessment is made of all students using the Fountas and Pinnell assessment
material. Every child is assessed/compared against the agreed grade norms. This grade drives the
over-all grade placed on the students report card in June, the annual handover notes and any
intervention/acceleration placement for the next academic year.

Moderation at the grade level ensures students are appropriately placed, support and accelerated.
Students utilise this data to set specific attainable goals of achievement.

A systems-wide assessment takes place for writing in both November and May. Each grade selects a
genre that drives these two independent assessments. Grade-wide rubrics are used to assess the
writing. Writing is moderated by the grade team and goals set for specific groups of students to
ensure further growth and development toward the grade expectations. Students utilise this data to
set specific attainable goals of achievement.

In May the grade drives the over-all grade placed on the students report card in June, the annual
handover notes and any intervention/acceleration placement for the next academic year.

Words their Way provides a structure for the development of grapho-phonics and word
study/spelling within the PS. A baseline assessment is administered during the Learning to Learn
weeks at the beginning of the year. This assessment drives individualised instruction in this area
along with formative structures administered throughout the academic year. Students utilise this
data to set specific attainable goals of achievement.

A summative assessment at the end of the year allows grade teams to monitor grade-wide
development, individualise growth and set specific goals for the new academic year.

Assessment in Mathematics
Many Mathematics units are authentically connected to units of inquiry through the central idea or
the key concepts. Both formative and summative assessment structures are in place for these units.
The formative assessment data is used to drive learning further and to give students opportunity to
relearn/re-evaluate/restructure their growth toward the specific mathematical outcome. Lower
grades will rely heavily on formative assessment rather than summative to ensure students achieve
the required outcomes.

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Higher grades will utilise a summative assessment to capture an over-all understanding of student
growth. The grade-wide moderation of this data and the related student feedback ensures ongoing
development toward grade-related outcomes. Students utilise this data to set specific attainable
goals of achievement.

An annual assessment completed by each grade allows teams to monitor grade-wide development,
individualise growth and set specific goals for the new academic year.

Assessment in ESOL
Upon entry, students with English as another language are assessed using the WIDA scale; a
developmentally appropriate language scale that accurately places students on a continuum of
learning. The WIDA scale is personnel intensive and utilises an on-line component. Information is
shared with the grade-level teacher to ensure continuity. Students utilise this data to set specific
attainable goals of achievement.

The WIDA scale is used as a tool to exit students from the ESOL programme along with data
collected from the classroom and the ESOL teacher.

School Entry Assessments

Early Learning Centre and Kindergarten students are assessed in a play situation with 2 adults
interacting and one observing. Along with this observation, parents are interviewed about the childs
physical and emotional development. The assessment team leader then meets with the PS Principal
to discuss the candidacy.

Grades 1 through 3 students are assessed by the Literacy Coach and the Mathematics Coach. Each
administers grade-related assessments in their particular subject area. The coaches then meet with
the PS principal to discuss the candidacy.

Grades 4 and 5 students complete an Optimum Placement Instrument (OPI); an on-line assessment.
The PS principal, the Literacy and Mathematics Coaches then meet to discuss the candidacy.

Standardised Assessments
AISM completes two types of external standardised assessments:

MAP Science
All grade 4 and 5 students complete this Science assessment in February of each year. It is a
school-wide assessment associated with our Middle States Association (MSA) accreditation.
This assessment is used as a systems-wide check in regards to the learning of science
concepts.

ISA Reading
Grades 3 through 5 complete this assessment in February of each year. The results are
delivered in May and are used as a feeding forward activity in regards to programme
development. Individually teachers utilise this information as one element of data collection
on their students. Comparisons are made to in-class and grade-wide reading assessments.

ISA Mathematical Literacy

Grades 3 through 5 complete this assessment in February of each year. The results are
delivered in May and are used as a feeding forward activity in regards to programme
development. Individually teachers utilise this information as one element of data collection
on their students. Comparisons are made to in-class and grade-wide mathematics
assessments.

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Reporting to parents
Quarter 1
Mid-quarter - Parents may receive a Progress Report on their childs levels of achievement. These
reports are sent home to alert parents about specific concerns or celebrations that the teacher
would like to discuss further. Not all students will receive a progress report.

End-of-quarter - Parent Teacher Conference.

Parents and teachers meet during the school day to address both specific concerns and areas of
celebration. A record of this meeting is shared with parents and should be seen as a formal report
structure.

Quarter 2
Mid-quarter - Parents may receive a Progress Report on their childs levels of achievement. These
reports are sent home to alert parents about specific concerns or celebrations that the teacher
would like to discuss further. Not all students will receive a progress report.

End-of-quarter (first semester) Narrative Report

At the end of Quarter 2 (December), parents receive the first semester narrative report. This report
gives a more detailed look at the childs progress.

The narrative report provides feedback to students and parents in the students progress in the
following areas:
Units of Inquiry - knowledge, skills, concepts
Approaches to Learning
Literacy reading, writing, speaking and listening, viewing and presenting
Mathematics data handling, measurement, shape and space, number and pattern and
function
Performing Arts
Visual Arts
Physical Education
English for Speakers of Other Languages

The Learner Profile is an essential element of the PYP and teachers are required to provide feedback
to parents in regard to student progress. Essentially this is done through the narrative section of the
report.

ICT is seen as a tool for learning in the PYP and is reported on through the different disciplines.

Quarter 3
Mid-quarter - Parents may receive a Progress Report on their childs levels of achievement. These
reports are sent home to alert parents about specific concerns or celebrations that the teacher
would like to discuss further. Not all students will receive a progress report.

End-of-quarter - Student-Led Conference

The end of quarter 3 is an exciting time as Student-Led Conferences take place in each classroom.
This is an opportunity for parents to participate in a conference with their child. The focus of this
conference is a discussion led by the child regarding his/her growth in the current academic year.
The student uses a portfolio as a vehicle to demonstrate this growth.

Portfolio Purpose:
We recognize portfolio use as an essential method for students to demonstrate learning and
celebrate growth. It is a systematic collection of student work and a reflection that helps paint a
picture of the whole child. This collection of work should illustrate growth, significant

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accomplishments and a students range of abilities. Students and teachers work on the portfolio
from the first day of the school year.

Quarter 4
Mid-quarter - Parents may receive a Progress Report on their childs levels of achievement. These
reports are sent home to alert parents about specific concerns or celebrations that the teacher
would like to discuss further. Not all students will receive a progress report.

End-of-quarter - Report Card

The school year concludes with a second semester narrative report in June.

The narrative report provides feedback to students and parents in the students progress in the
following areas:
Units of Inquiry - knowledge, skills, concepts
Approaches to Learning
Literacy reading, writing, speaking and listening, viewing and presenting
Mathematics data handling, measurement, shape and space, number and pattern and
function
Performing Arts
Visual Arts
Physical Education
English for Speakers of Other Languages

The Learner Profile is an essential element of the PYP and teachers are required to provide feedback
to parents in regard to student progress. Essentially this is done through the narrative section of the
report.

ICT is seen as a tool for learning in the PYP and is reported on through the different disciplines.

Overview of the AISM Primary School Reporting System

Quarter 1 Quarter 2
Parent Orientation Night Progress Reports
Progress Reports Narrative Report
Parent/Teacher Conference
Quarter 3 Quarter 4
Progress Reports ISA results (gr.3-5)
Student-Led Conference Progress Reports
Narrative Report

Monitoring and Evaluation

The principal along with the instructional coaches, the learning support and the PYP coordinators
will regularly review data from internal and external sources in order to monitor and evaluate the
programme. This will include the following of the policy and the work (outcomes) of students. The
desired outcomes of the policy include:
Improved student learning
Improved clarity amongst students, teachers and parents concerning student growth and
development
Improved consistency in assessment

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Reference documents

IBO International Baccalaureate. (2009). How will we know what we have learned? The assessed
curriculum. In Making the PYP Happen: A curriculum framework for international primary
education (pp. 44-55). International Baccalaureate Organization.