|
The prime objective of assessment in the PYP
is to provide feedback on the learning process.
Teachers select assessment strategies and
design assessment instruments to reflect clearly the
particular learning outcomes on which they intend to report.
They employ a range of strategies for assessing student work
that take into account the diverse, complicated and
sophisticated ways that individual students use to
understand their experiences. Additionally, the PYP stresses
the importance of both student and teacher self-assessment
and reflection.
The assessment strategies
and instruments—rubrics, anecdotal records, checklists,
anchor papers,
Continuums, portfolios of
work—proposed by the PYP are designed to accommodate a
variety of intelligences and ways of knowing. Where
possible, they should provide effective means of recording
students’ responses and performances in real-life situations
that have genuine problems to solve. These authentic
assessment strategies may be used in conjunction with other
forms of assessment, such as standardized tests, in order to
assess both student performance and the efficacy of the
programme.
In its approach to
assessment, the PYP recognizes the importance of assessing
the actual process of inquiry as well as the result of
inquiry, and aims to integrate and support both. The teacher
is expected to record the detail of the inquiry initiated by
students in order to look for an increase in the substance
and depth of the inquiry.
The teacher needs to
consider:
-
if the nature of
students’ inquiry develops over time—if, in fact, they
are asking questions of increasing
-
depth and providing
evidence of the capacity to think critically
-
if students are becoming
aware that real problems require solutions based on the
integration of
-
knowledge that spans and
connects many subject areas
-
if students are
demonstrating mastery of skills and an accumulation of a
comprehensive knowledge
-
base to enable them to
conduct their inquiries successfully, find solutions and
solve problems
-
if students are
demonstrating both independence and an ability to work
collaboratively.
|
