Philosophy of Assessment
To begin with the end in mind means to start with a clear understanding of your destination. It means to know where you’re going so that you better understand where you are now, so that the steps you take are always in the right direction.
Stephen R. Covey, The Seven Habits of Highly Effective People
Assessment is an integral part of teaching and learning process. Assessment policy informs the importance of assessments to all the stakeholders involved. Being an inclusive school which aims to cater to the individual needs of the students, it becomes important to have a comprehensive assessment policy which is inline with IB assessment philosophy and requirements.
We need to move away from the concept of assessment as judgement & competition or as a way to obtain grades. We need to move towards a vision of assessment as reflection that can improve classroom instruction.
Applies toÂ To entire teaching staff at Fountainhead School
Learner ProfileÂ Knowledgeable, Thinkers , Reflective
Values guiding the policyÂ Learner, Fairness
Purpose of Assessment
Assessment is an integral part of teaching and learning process.To ensure the effectiveness of students educational experience, it is important that varied assessment techniques be used at regular intervals. Fountainhead school has defined the following objectives for assessment:
- To provide quality feedback to students so as to ensure growth in learning of students.
- To effectively guide students through the five essential elements of learning: the acquisition of knowledge, the understanding of concepts, the mastering of skills, the development of attitudes and the decision to take action..
- To provide feedback to parents regarding students progress through grades.
- To ensure that the assessment process is aligned with IB assessment objectives.
- To ensure that the assessment process is reliable and trustworthy.
- To ensure that everyone concerned with assessment, including students, teachers, parents and administrators, have a clear understanding of the reason for the assessment, what is being assessed, the criteria for success, and the method by which the assessment is done.
Connection with School’s Mission Statement:
Fountainhead Student Mission Statement:
To Nurture leaders through Primary GreatnessÂ
Primary greatness is the greatness that each individual can attain by achieving both competence and character.To become leaders, students are expected to take responsibility of their own lives, learn to work more effectively with others and to do the right thing even when no one’s watching. This is how we define leaders. Not everyone may want to or can become business or political leaders or leaders in sports or arts, but becoming a leader as defined above is the kind of leader that everyone can become.
When we say that one of the purpose of the assessments is to effectively guide students through the five essential elements of learning: the acquisition of knowledge, the understanding of concepts, the mastering of skills, the development of attitudes and the decision to take action & also to develop internationally minded people, we thereby nurture students to develop competence and character leading to Primary greatness.
Connection with the other policies:Â The assessment policy should be read in conjunction with the schools language policy, admission policy, ICT policy and Special Needs Policy.
Learner Profile -Â Knowledgeable, Thinkers , Reflective
Assessment at Fountainhead School
The assessment component in the schools curriculum is divided into three closely related areas:
All about Assessing:
Why do we assess
The prime objective of assessing students learning and performance is to give feedback to:
-to encourage the start of lifelong learning
-to identify strengths and areas of improvement for each student
-to provide regular opportunities for students to reflect on their own learning
-to support their reflection on what to teach and how to teach
-to instruct and guide teaching and learning in the classroom
-to highlight their childs learning and development
-to show students progress over time & support them in their learning
What do we Assess
- The five essential elements of the PYP :
- Understanding of concepts (big ideas that transcend traditional subject areas)
- Acquisition of knowledge
- Mastering of skills
- Development of attitudes
- Decision to take action
- Demonstration of the Learner Profile attributes
- Student progress and performance in the following subject areas:
- Languages: ( English, Hindi, Gujarati)
- Mathematics, Social Studies, Science,Personal, social and physical education
- Arts: Visual Arts, Performing arts ( Music, Dance & Drama)
- Work habits & Behaviour
When do we Assess
Student learning is promoted through planning and refining the teaching & learning process to meet the individual or group needs. Assessing students prior knowledge, their experiences during the teaching period enables the teachers to plan & refine their teaching accordingly.
We at Fountainhead School assess the students Â on the following :
Following the constructivist approach of teaching, teachers assess students prior knowledge and experience before embarking on new learning experiences.
Pre- assessments are conducted;
- at the beginning of a new academic year to assess their Literacy & Numeracy skills, which provides feedback of all the students to their teacher.
- at the beginning of any new topics under different disciplines ( refer, What do we assess, record & reportÂ)
- Prospective students interested in enrolling in Fountainhead School also give a pre-assessment test to inform the school about their learning stage.
Formative assessment is interwoven with the daily teaching and helps teachers and students find out what the children already know in order to plan the next stage of learning. Formative assessment serves as a feedback to teachers about the learning process. Formative assessment occurs throughout a learning unit or process.
Summative assessment takes place at the end of the unit of inquiry or the process. It gives the students opportunities to demonstrate what has been learned. Even giving opportunity to the teachers and parents to evaluate progress over a period of time. The summative assessment can assess several elements of, What do we assessÂ simultaneously. It is a formal ending point to a taught unit or of a process, but not necessarily the end of student’s learning in the areas being assessed.
An assessment requires students to use the same competencies, or combinations of knowledge, skills, and attitudes, that they need to apply in the criterion situation in professional life or real life situation.
These dimensions can vary in their level of authenticity (i.e., they are continuums). It is a misconception to think that something is either authentic or not authentic (Cronin, 1993; Newmann & Wehlage, 1993), because the degree of authenticity is not solely a characteristic of the assessment chosen; it needs to be defined in relation to the criterion situation derived from professional practice. (Refer Appendix 1)
Five dimensions of authentic assessments are:
(a) the assessment task
An authentic task is a task that resembles the criterion task with respect to the integration of knowledge, skills, and attitudes, its complexity, and its ownership. Furthermore, the users of the assessment task should perceive the task, including above elements, as representative, relevant, and meaningful.
(b) the physical context
The setting in which the assessment takes place needs to be as authentic as in real life.The physical context also includes the time authenticity of the resources as well as the time taken in real life to solve the problem.
(c) the social context
If the real situation demands collaboration, the assessment should also involve collaboration, but if the situation is normally handled individually, the assessment should be individual. When the assessment requires collaboration, processes such as social interaction, positive interdependence and individual accountability need to be taken into account (Slavin, 1989).
(d) the assessment result or form
The assessment result is related to the kind and amount of output of the assessment task, independent of the content of the assessment. In the framework, an authentic result or form is characterized by four elements. It should be a,
- Quality product or performance that students can be asked to produce in real life (Wiggins, 1989).
- This product or performance should be a demonstration that permits making valid inferences about the underlying competencies (Darling-Hammond & Snyder, 2000).
- Since the demonstration of relevant competencies is often not possible in one single test, an authentic assessment should involve a full array of tasks and multiple indicators of learning in order to come to fair conclusions (Darling- Hammond & Snyder, 2000).
- Finally, students should present their work to other people, either orally or in written form, because it is important that they defend their work to ensure that their apparent mastery is genuine (Wiggins, 1989).
(e) the assessment criteria
Setting criteria and making them explicit and transparent to learners before- hand is important in authentic assessment, because this guides learning (Sluijsmans, 2002) and, after all, in real life, employees usually know on what criteria their performances will be judged.
Assessment criteria can also be based on the above 4 dimensions of the framework. For example, if the physical context determines that an authentic assessment of a competency requires five hours, a criterion should be that students need to produce the assessment result within five hours.
All about Recording
What do we record:
Assessment at Fountainhead School is designed by teachers to incorporate a variety of methods/strategies which are relevant and motivating for the students. It is essential that they be seen as a package since they have been selected in order to provide a range of approaches and therefore to provide a balanced view of the student.
All students are observed often and regularly, with the teacher taking a focus varying from wide angle (E.g. focusing on the whole class) to close up ( focusing on one student or one activity), and from not being a non participant ( outside the group) to being a participant ( within the group)
Performance Based Assessments:
Performance based Assessment provides 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. In broad terms, there are three types of performance-based assessments: performances, portfolios, and projects.
Some examples of performance based assessments are;
- Demonstrations ( Science,sports, dance etc)
- Role plays
- Designing & conducting experiments
- Expos- Exhibiting work to others
- Community action
- Story illustrations
- Model construction
- Oral reports
Students are observed often and regularly, and the observations are recorded by noting the 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.
Some examples of process focused assessments are;
- Reflection Journals
- Graphic organizers after different learning engagements
These are situations in which children are asked to communicate an original response to a given stimulus. The answer might be a brief written answer, a drawing, a diagram or a solution.
Some examples of open ended tasks are;
- Class charts
- Model constructions
- Photographs & video presentations
- Illustrations, comic strips
Single occasion, one-dimensional exercises. Tests and quizzes are the most familiar examples of this form of assessment.
Some examples of selected response assessments are;
- Multiple choice tests
- Cloze passages
- Tests & quizzes like true-false, multiple choice & fill in the blanks
Constructed response assessments
Graphic organizers, mind-maps, templates, etc.
Some examples of constructed response assessments are;
- Data graphs
- Flow charts
- Concept maps
- Venn diagrams
In a particular grade, it is recommended that a variety and range of assessment strategies and methods are used.
How do we record:
The previously identified Assessment strategies are put into practice using the following assessment tools to report to the parents:
- Checklists- These are lists of information, data, attributes or elements that should be present.
- Exemplars- Samples of students work that serve as concrete standards against which other samples are judged.
- 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.
- Anecdotal records- Brief written notes based on observations of students.
- Continuum’s- These are visual representations of developmental stages of learning. They show a progression of achievement or identify where a student is in a process.
All about Reporting
Reporting on assessment is about communicating what students know, understand and can do. Reporting may take many forms including conferences and written reports. Effective reporting should:
- involve parents, students and teachers as partners
- reflect what the school community values
- be comprehensive, honest, fair and credible
- be clear and understandable to all the parties
When do we report
Fountainhead school has 4 parent teacher conferences in a year to inform parents about the progress of each student. These conferences are 20 minutes face to face conference amongst the homeroom teacher, the student and the parents. These conferences take place in the following forms:
Goal setting conference
A three way goal setting conference at the beginning of each academic year where the parent, the student and the homeroom teacher confer to understand expectations and set broad goals for the student. The student, parents and the teacher collaborate to establish SMART goals, identifying students strengths and areas of improvement which are reviewed in the later conferences. From Grade 1 onward, students are also involved in the goal setting process.
Three-way parent teacher conference
These are thrice in a year for Early years and Primary years and twice in a year for senior years. These conferences are in a formal setting where students discuss their learning & understanding with their teachers and parents.
A student-led conference is held twice in a year. Here the students are responsible for leading the conference and also take the responsibility of their learning by sharing the process with their parents. During a Student-led conference, the teacher ensures that;
- The students follow the road map for the SLC
- The students discuss and reflect upon the samples of work they have previously chosen to share with their parents. These samples can be part of the Portfolio or Gallery walk
- The teacher helps the students out whenever they need prompting
- Hear the conversation between the parents and students
- The teacher writes anecdotes on students performance and their contribution
Guidelines for SLC (Student Led conference)
We have designed a set of checklist and guidelines for the SLC from the point of students, parents & teachers.
- The checklist for teachers-SLC (Refer Appendix 2) gives detail about the preparation a teacher needs to ensure before the conference.
- From the students perspective, this checklist (Refer Appendix 3) will help them to be prepared for the Student Led Conference
- There are certain guidelines (Refer Appendix 4) for parents which Â gives them the idea of the SLC & also guides them about their role as parents.
Apart from the above conferences, we do have the following:
- Assessment without feedback is merely judgement; feedback is the component of assessment that let us interpret the judgement and improve our workÂ (Making the PYP Happen; A curriculum framework for international primary education)
- According to C4.4 the school provides students with feedback to inform and improve their learning (Programmes Standards and Practises 2011)
Based on the above two references, the student-teacher conferences are designed to give students feedback so they can reflect on their work and further refine and develop their skills. These conferences happen frequently Â in an informal setting usually in the classrooms.
Open house (Optional for the parents)
At Fountainhead School, we have open house days. These are scheduled thrice a year. Following are the highlights of the Open house day:
- These days are designed to give parents information about the students development needs, behaviour, progress, work habits in an informal setting.
- It is optional for the parents to attend these meetings and if the parents want to meet the teacher they have to take a prior appointment from the teacher.
- In some cases, the parents can fix an appointment with the teacher in advance whereas in some cases the teacher calls the parents of student/s with whom she wants to discuss about the students needs and progress.
- Such meetings provides opportunities to the teachers to gather the background information, to answer parent’s questions, to address their concerns and help to define their role in the learning process.
Written reports include the summative records of the students, to be reported to the parents. Reports clearly indicate the areas of strengths, areas for improvement, participation and overall progress of the student in the school.
Guidelines followed by Fountainhead School for reporting:
- The report is given as a hard copy to the parents. In future we plan to send the e-reports to the parents.
- Following is the frequency of the reporting cycle for different disciplines:
|Transdisciplinary units & subject specific teaching ,all essential elements, Learner Profile attributes||Thrice in an academic Â year|
|Mathematics||Thrice in an academic Â year|
|Language ( Hindi, Gujarati)||Twice in an academic Â year|
|PSPE||Thrice in an academic Â year|
|Work habits, Attendance||Thrice in an academic Â year|
|Arts(Music, Dance, Drama, Visual Arts)||Twice in an academic year|
Essential agreements in case of reporting:
- The written report for any assessment taken ( Math, Language, Unit of Inquiry etc) should be prepared within a week’s time after the assessment is taken.
- The assessment reports of each term should be sent to the parents a day before the Parent teacher conference or Student led Conference( PTC/SLC) so that they can go through it in detail.
- The sequence in which the assessments of different disciplines should be compiled is Unit of Inquiry 1, Unit of Inquiry 2, Language, Maths, PSPE, Arts ( Music, Visual arts, Dance, Drama), Languages ( Hindi & Gujarati) Overall comments, work habits and attendance.
A portfolio is a collection of student work and other assessment records that provides a broad picture of a student’s progress over time. Schools has a responsibility to show evidence of student learning. A portfolio is a work in progress and not a product.
Portfolios are effective in following ways:
- A portfolio is a record of students involvement in learning which is designed to demonstrate success, growth, higher-order thinking, creativity, assessment strategies and reflection. A portfolio is a celebration of an active mind at work.
- It provides a picture of each student’s progress and development over a period of time both as individual and group learners.
- It enables students to reflect with teachers, parents and peers in order to identify their strengths and growth as well as areas for improvement, and then to set individual goals and establish teaching and learning plans.
- Evidence of learning in a portfolio are from a range of experiences and curriculum areas. The portfolio is used to show the development of knowledge, conceptual understanding, transdisciplinary skills, attitudes and the attributes of the learner profile over a period of time. It may also be used to document student action.
- Portfolio entries document both the process of learning and the product, including images and evidence of students in the process of constructing meaning.
- Portfolios are often used as a means of reporting to caregivers and/or used as a part of the three way conference approach.
- Students are involved in the selection and annotation of their work samples, which encourages ownership of and the responsibility for learning.
- Portfolios allow for a more individual, differentiated approach to assessment -no two portfolios look the same.
- There is no need for a fixed structure, so portfolios are more flexible than traditional reports.
Essential agreements for the use of a portfolio:
- Every student has a portfolio.
- Portfolios are kept in the homeroom.
- Portfolios are shown to parents during PTC but can be taken home only at the end of the year.
- The reports show the level of achievement reached.The portfolios show the journey towards those levels of attainment.
- Teachers should help students learn, how to thoughtfully choose which items to include/keep in their portfolios and provide students opportunities to thoughtfully remove items also.
- Portfolios should be easily accessible to students. Students should understand the purpose of portfolios, the process used to compile them, and be able to explain why specific materials are there in their portfolios.
A portfolio can include:
- Introductory cover page. (Name, Grade, section & year) This page can be made creatively with child’s inputs.
- Content list or checklist of the items
- Goal sheet with the action plan
- Work samples from the beginning, during and end of a sequence of learning to show development
- Work samples of students in the form of writing pieces, photographic evidences of individual & group work, models.
- Students reflection on two or more of the attitudes and attributes of the Learner Profile from each term
- Certificates & awards
- Social & personal learning profiles (Multiple intelligences survey, Learner profile attributes and attitudes)
- Work samples from specialist areas
- Student’s self and peer assessment sheets, reflective statement rubrics, checklists sheets to support work samples.
- Parent reflections/ comments/ feedback
- Portfolio tags to help student’s reflection or explain certain pieces
- The work pieces selected need not be the best piece of the child, but pieces that show his prior knowledge & progress can also be a part of the portfolio
- Student chosen pieces are accompanied by a student reflection / self-assessment page
- Teacher chosen pieces are accompanied by a teacher reflection / assessment page.
- There are a range of assessment tools represented.
- Final drafts of writing process include first draft and edited versions ( Grades 3-6 only)
- All work is marked, dated, legibly signed and commented on. Full name of the teacher must be on the accompanying rubric or reflection sheet. This applies to both the Homeroom as well as the single subject teachers
- Written comments are addressed to the student. E.g. Julia, you have demonstrated…
- Work chosen will be neatly presented, legible and relevant
- Landmark moments of the student
Checklist of the contents to be included in the portfolio :
Each term the following process has to be followed for selection of pieces:
|Cover page||Once in the beginning of the Academic year|
|Checklist of all the items||Once in the beginning of the Academic year|
|Language Arts||1 student chosen piece and reflection, 1 teacher chosen piece and evaluation/reflection|
|Maths||1 student chosen piece and reflection, 1 teacher chosen piece and evaluation/reflection|
|Unit of inquiry||1 student chosen piece and reflection, 1 teacher chosen piece and evaluation/reflection|
|Languages: Hindi & Gujarati||1 student chosen piece and reflection, 1 teacher chosen piece and evaluation/reflection|
|Music||1 piece chosen either by the student or the teacher with reflection|
|Personal & Physical education||Student piece with reflection|
|Arts ( Visual arts, Dance & Drama)||1 piece chosen either by the student, commented by the student & signed by the teacher OR 1piece chosen either by the teacher, commented & signed by the teacher
(P.S. – Choice should be given to the students to select the pieces)
|Personal & Physical education||1 piece chosen either by the student, commented by the student & signed by the teacher OR 1 piece chosen either by the teacher, commented Â & signed by the teacher
(P.S. – Choice should be given to the students to select the pieces)
|Learner Profile||Student reflection, Teacher reflection|
- Format & Types of Portfolio maintained at Fountainhead School:
At Fountainhead School, we have two types of the portfolios:
- The grade level portfolio: The grade level portfolio represents the journey of a the student in a particular grade.This portfolio is in a form of a folder with numerous sheets. The students enter the pieces of the particular grade he/she is in, over the period of one year. At the end of a particular grade, the students, in total select 10 pieces from the grade level portfolio, annotate them & add it in the PYP portfolio. After this process, the student is given this portfolio during the last Student Led Conference of that respective academic year.
- The PYP portfolio: The PYP portfolio represents the entire journey of the student/s across the PYP years. This means that this portfolio moves with the students every year and is passed on to the next grade level teacher.This portfolio is also in a form a folder with multiple sheets. When the student leaves the school for whatsoever reasons, he/she gets to take this portfolio.
Both the portfolios are housed in the students classroom. They ultimately belong to the students.
- The E-portfolio: Grade 6 has been using the e-portfolios to share their learning in the Unit of Inquiry, Math & Language.
The school is working on an action plan where in the future the portfolios will be digitized across grades.
The challenges of using portfolios:
Like all assessments and reporting, portfolios are not without their challenges and potential problems.Following are the DONT’sÂ while preparing the portfolios:
- Falling into the trap of doing it for the portfolio Âor selecting a piece/activities that would look good in a portfolio. A portfolio should reflect what has been done in a classroom, not determine what is done.
- Preparing the portfolio towards the reporting time. If systems are not set up for collecting evidences , annotating records then the portfolio work becomes time consuming.
- Keep on adding the pieces or activities which do not match with what is to be demonstrated.
- Adding the pieces that do not have a description, are not annotated by the students and pieces that are not signed by the teacher.
The PYP Exhibition as a Summative Assessment
The Exhibition is the culminating experience for the IB Primary Years Program. It requires students to synthesize their prior knowledge and to apply it in a self-directed manner. The Exhibition provides an authentic summative assessment for the PYP years. The subject of the Exhibition is a student-selected, real-world problem which warrants an extended investigation. It is a celebration which unites students, teachers, and families in an activity which represents the essence of PYP.
The essential elements; Knowledge, Concepts, Attitudes, Transdisciplinary skills are embedded with the IB Student Profile. This is a great platform where they get to demonstrate all the above in a true sense.
The sixth grade Exhibition is undertaken by students in their final year of the PYP. The Exhibition represents a significant event in the life of our school, encapsulating the essence of the PYP and encouraging younger students to look forward to their final year of the program and their future participation in the community at large.
- incorporates application of all key questions
- uses all transdisciplinary skills
- display of attitudes
- engaged in action plan
- application of all PYP theme
- involves self, peer, teacher & parent assessment.
Role of ICT in Assessments:
ICT in the PYP encompasses the use of a wide range of digital tools, media and learning environments for teaching, learning and assessing, The Role of ICT in the PYP.
We at Fountainhead School integrate ICT in the teaching and learning as well as assessment. Following are a few examples of ICT tools which Â we integrate in assessments:
Reflection: Today’s meet, padlet,
E-Portfolios:Weebly, Blogger, Google sites etc
Formative assessments: Online google forms, quizzes,
Summative assessments: Google slides, Powtoon, Prezi, Emaze etc.
We at Fountainhead School strive to have differentiated assessments in the following ways:
- The Summative assessment of each unit of Inquiry involves differentiated assessment task which is added in the planner.
- The formative assessments are taken through various engagements like Learning centres/Exploration tables that involves activities planned according to different intelligences and learning styles.
ASSET is a diagnostic test which actually helps students improve. Unlike regular tests which only try to find out how much a child knows (or has memorized), this test measures how well a student has understood concepts and gives detailed feedback on the same, to help him/her improve.
Role of a teacher in assessments:
At Fountainhead School following is the Role of a teacher in Assessments:
Teacher plans for quality assessment to occur. This requires careful thinking about:
- what we want students to understand and be able to do
- what tasks and contexts will help students to demonstrate their learning
- how will we record evidence of progress
- how will we involve students in making the decisions about their learning
- how will we use assessment data to improve learning
Teachers who have strong,learner-centred assessment in their classrooms are skilled observers.They take the time to carefully watch students at work, monitoring their behaviour, interactions with others and the way they approach tasks.
Listening to students is also critical for the teachers who engage in quality assessment.What students reveal through their dialogue with each other & with us can be an excellent source of assessment.
Unfocused observation and random gathering of work samples can lead to poor judgements and misleading reporting. While assessing students learning, we use higher-level analytical thinking. The teachers keep the following in mind while analysing students work:
- Talk to students about their view on their learning
- Analyse student’s work in collaboration with the colleagues to help clarify and moderate your judgements.
- Look for evidence of the idea or skill that has developed over time.
Our role in listening, observing and analysing students learning is only of value if it regularly informs our teaching and reporting. Reflection is an important tool that we follow at Fountainhead to inform the child about their progress.
Learner-centered assessment cannot occur in a climate of fear and intimidation.The students will willingly involve themselves only if they feel they are supported in taking risks and admitting to what they find challenging.
The teacher has strategist plans to cater to differentiated needs of the students, continually processing the information gathered from the students and using it to inform the next experience.
Procedure for review of this policy is as follows:
- The Assessment Policy is reviewed once in three years
- For the purpose of review, a copy of the last reviewed policy is shared with the the teaching community for their considerations & suggestions wherever required.
- The Academic leadership team is the core team for the review. Taking into consideration the suggestions given by the teaching staff the core team makes essential amendment that are further incorporated in the policy.
- The next review is scheduled in September 2017.
Works consulted: Â
- Guidelines for developing a school assessment policy in the Diploma Programme,
International Baccalaureate Organization 2010
- The Role of ICT in the PYP, Â International Baccalaureate Organization
- Making the PYP Happen, International Baccalaureate Organization 2009
- Murdoch Kath, Jeni Wilson. How to succeed with Learner-centred Assessment. Australia, Curriculum Corporation 2006. Print.
- W.Harlen, Sandra Johnson, A review of current thinking and practices in assessment in relation to the primary years programme. Europe. January 2014 @ International Baccalaureate Organization
- Continuum of International Education: The Principles of IB Assessment Â© International Baccalaureate Organization
- Judith T. M. Gulikers, Theo J. Bastiaens, Paul A. Kirschner, A Five-Dimensional Framework for Authentic Assessment, Educational Technology Research and Development, Vol. 52, No. 3 (2004), pp. 67-86, Print.
Appendix 1 :Â Five dimensional framework for Authentic assessments
Appendix 2 : Checklist for Teachersâ€œ SLCÂ
|Â Â 1.Â||Displays|
|Put up the central ideas, LOIs and key concepts of the units covered.(at least last 3 units, if possible then with evidence)|
|Learner profile, attitudes|
|Setting up the class for SLCâ€œ table arrangement and displays.|
||Prepare samples of students work to show evidence of growth and goal progress (portfolio).|
|Choose 2-3 written pieces from each unit of inquiry|
|Choose 2-3 math work|
|Choose 1-2 Language work|
|Choose 1-2 Single subject work|
|Table of content|
|Introduction and description of the student on the front page.|
||Ask students to explain and reflect upon their choices|
|I put this in my portfolio because|
|I feel good about this piece because|
|If I did this piece again, I would improve it by|
|Help students to review the old goals and help them to identify the evidence|
||Behavioral and self analysis|
|Review the list of the things students do well.|
|Help them in pointing out the areas where they need to improve|
||Provide opportunities for students to practice|
|Model of the process- teacher to teacher|
|Student to student / student to teacher|
|Hear the conversation between the parents and students|
|Make anecdotes on students performance and their contribution.|
|Help students out whenever they need probing.|
Appendix 3 : Checklist for Students â€œ SLC “
Before the conference
|Choose 2-3 written pieces from each unit of inquiry|
|Choose 2-3 Math work|
|Choose 1-2 Language work|
|Choose 1-2 Single subject work|
|Table of content|
|Introducing or describing you on the front page.|
||Reasons for selecting each written piece|
|I put this in my portfolio because|
|I feel good about this piece because|
|If I did this piece again, I would improve it by|
|Review the old goals set by you and show evidence for them|
|Show evidence for the goals you had set in the previous goal setting meeting|
||Behavioral and self analysis|
|List things you do well behaviorally|
|Point out areas you need to improve|
During the conference
|Introduce parents to teacher|
|Find portfolio and lead parents to available area|
|Discuss the purpose of Student Led Conference|
|Â Â Â 2.Â||Portfolio Organizer|
|Go over your introduction and content page|
|Show examples of quality work|
|Explain what makes it a quality work|
|Tell what makes you especially proud|
|Discuss what needs to be worked upon and what you can do to improve|
|Explain, if needed why there are no samples of quality work|
|Discuss your previously set goals to the parents and show evidence|
|Set new goals for the upcoming year with parents|
||Behavioral Self Evaluation|
|Show the list of things you do well|
|Show the list of the areas where you still need to improve and discuss with your parents on the ways to improve|
||PYP – UOI|
|Show the parents around and tell them the central idea of the units covered|
|Explain the lines of inquiry and the key concepts|
||Visual art and music|
|Perform any new technique you’ve learnt in music or art|
|Teach your parent the new technique|
|Show parents question for which you have prepared answers|
|Answer other questions parents have for you|
|Hand parents Parent Conference Evaluation sheet to complete|
|Fill your reflection sheet|
Appendix 4 : Guidelines for Parents
Parent Guidelines for Student Led Conferences
The purpose of student-led conferences is to open the eyes of students to their own learning and to help them take personal responsibility for their progress. In the traditional parent-teacher conference, students are third partiesÂ to assessment, hearing about their progress through the grapevine of teachers and parents. Teachers and parents do play a vital role in assessment but students must also take an active role in this area to maximize their potential for success. In preparing for a Student Led Conference, students see how their strengths, weaknesses and behavior can affect them as learners, thus allowing them to take more responsibility for, and control over their achievement in school. Student-Led Conferences are an experience that can improve the communication patterns of both students and parents. In a Student-Led Conference, students learn how to reflect on their learning, evaluate their progress and communicate this information to their parents. Parents learn how to listen to their children, how to encourage growth and how to best help their child with specific problems.
- The role of the child Â
Your child will be in charge of leading you through the student-led conference. It is important that you follow their lead as the timing of Student-Led Conferences is very exact. The children will have a roadmap to guide you through your conference. They will be responsible for telling you about his or her learning in each subject area.
- The role of the parents
This is the most exciting part, you are not in charge! As soon as the student signs in at the classroom and picks up his or her roadmap from the classroom, the student becomes the teacher and you become the student! Please respect the timing of this presentation and save socializing for after the student-led conference! There is a lot for you to see and experience and we wouldn’t want you and your child to miss out on any part of this special day!
HINTS FOR PARENTS
A few hints to help you along the way of the conference:
- Â Express positive interest and anticipation about the upcoming conference.
- Â Be on time.
- Â Listen and respond to the student (not the teacher)
- Â Express pride in growth and progress.
- Â Ask questions (see below for samples)
- Â Be positive, offering to help in areas where improvement is needed.
- Recognize that students need to develop independence in communicating progressâ€œ the teacher will be there to facilitate and answer specific questions but will not take charge of the conference.
POSSIBLE QUESTIONS TO ASK DURING THE CONFERENCE
- Â Can you explain this to me?
- Â How did you come up with this idea?
- Â How have you grown in this area?
- Â How can you improve in this area?
- Â How can we help you at home?
- Â What was important to you about this?
- Â If you could do this work over again, how would you change it?
- What future goals do you have as a student?
- The role of the teachers
During your student-led conference, the teachers will be stationed in their classrooms. They will be there to support students during their conferences, and to share a few brief words with you at the end of the conference. This is really a chance for teachers, as well as parents, to see and hear how much the students have learned during the year!
- What you will see and hear
Your first stop will be your childs classroom. You will need to sign in and pick up the roadmap for your Student-Led Conference. From this point, your child will be leading you through your conference. As appropriate for your child, you will learn about library, music, SEN, IT, Art and their classroom work! You will hear your child describe how he or she is doing in each area of study. You will also be viewing a portfolio of work during that particular year that will show you progress, strengths and challenges of your child. You may see lot of smileys in your child’s portfolio and hear many positive comments from the teacher!