Assessment
The focus of assessment is on formative assessment in which work and assignments are used to provide feedback to help students reflect on work and improve. Instead of communication to students with marks or grades, formative assessment is used to give specific feedback to students to guide them in their "next steps" in learning and is used to inform instruction. Assessment evidence will be gathered in a variety of ways: teacher observation, self-assessment, peer-assessments, student-teacher conferences, and student reflection.
Summative Assessments are used after LOTS of practice and formative assessments. They are used to generate reporting data and help students and parents understand where students are in terms of what they know and can do after a period of learning engagements focused around certain concepts and skills. They are assessed using a rubric that is tied to the BC curriculum and BC Performance Standards. At the elementary level, reporting is not a percentage based system as found in high schools. Rubrics will be highlighted and returned to the student. There will not be a letter grade attached, rather students should be reflecting on how to improve next time and what they did well. Letter grades are not assigned to individual rubrics, nor will they be used for reporting purposes. Instead we will use the PYP descriptive terms to provide meaningful feedback to your child.
Below is a snapshot description of each PYP level of understanding:
The focus of assessment is on formative assessment in which work and assignments are used to provide feedback to help students reflect on work and improve. Instead of communication to students with marks or grades, formative assessment is used to give specific feedback to students to guide them in their "next steps" in learning and is used to inform instruction. Assessment evidence will be gathered in a variety of ways: teacher observation, self-assessment, peer-assessments, student-teacher conferences, and student reflection.
Summative Assessments are used after LOTS of practice and formative assessments. They are used to generate reporting data and help students and parents understand where students are in terms of what they know and can do after a period of learning engagements focused around certain concepts and skills. They are assessed using a rubric that is tied to the BC curriculum and BC Performance Standards. At the elementary level, reporting is not a percentage based system as found in high schools. Rubrics will be highlighted and returned to the student. There will not be a letter grade attached, rather students should be reflecting on how to improve next time and what they did well. Letter grades are not assigned to individual rubrics, nor will they be used for reporting purposes. Instead we will use the PYP descriptive terms to provide meaningful feedback to your child.
Below is a snapshot description of each PYP level of understanding: