Learning and Assessment in the PYP:

1. Learning and Assessment in the PYP: How do I know what my child is actually learning? PYP Parent Workshop 2

2. Workshop Schedule • What is Assessment? • Student Progress Reports • Student Led Conferences • Portfolios • Final Reflection

3. Quality Assessment: Hard to achieve but important to get right

4. What is Assessment? • What can we accurately assess? • What are we assessing for? • What is it important to assess? • What are great assessments? • Who is involved in assessment?

5. PYP and Assessment(PYP: Making it Happen page 44) • Integral to all teaching and provides feedback on learning • Guides students through the five Essential Elements of the PYP • Expected to develop procedures that reflect the PYP objectives • Learning outcomes match the assessment method • Cater for a diverse range of individual students • Self-assessment and reflection are crucial • Should all work towards developing clear understandings

6. Chatsworth East & Assessment(Chatsworth East Assessment Policy 2012) • Designed to improve student performance via feedback • Reflection is essential and integral • Anchored in authentic and engaging tasks • Provides direction for all school community members • Assessment should be sensitive to difference

7. PYP and Reporting(PYP: Making it Happen page 53) • Written reports can be summative but also formative • Areas of strength & areas for improvement • The Learner Profile needs to be addressed. • Transdisciplinary units &subject-specific teaching • All teachers have an opportunity to comment. • All the Essential Elements of the programme are included.

8. Chatsworth East & Reporting • Previous report written at a different time to accommodate a different curriculum before PYP authorization • Worked with a topic based teaching and assessment cycle • No longer reflects or represents how we teach and assess • Formation of Report Focus Group in September 2011 • Report release in January 2012 • Community feedback and reflection

9. Why is it so big? I could use it as a door stop. • There’s a lot we need to tell you • The PYP Essential Elements need to all be addressed • Single Subjects included in a more substantial way • Units of Inquiry given more prominence and detail • Opportunity to share a wider variety of assessment information

10. Can we please have my child’s name on all the pages and the Principal sign it? • Yes - will change for the end of year Student Report

11. What is a ‘Learner Profile’? Where did the General Comments go? • A qualitative snap shot of the individual learner • Specific focus on the PYP Learner Profile attributes and attitudes • Includes Transdisciplinary Skill development • Personal highlights and achievements of the year so far • Increases continuity and consistency of key terms

12. There is too much happening on each page. Please explain.

13. What do ‘Subjects and Strands’ mean? How many are there? • Six Subjects (Mathematics, Language, Arts, PSPE, Social Studies & Science) • Each subject is broken down into several strands • Within each subject there are multiple areas of learning • Each subject and strand have their own Scope and Sequence documentation and learning outcomes • See website for all scope and sequence documentation

14. I still don’t understand… • EXAMPLE: Language is a Subject and it has FOUR Strands Reading Writing Speaking and Listening Viewing and Presenting Each strand has many specific learning outcomes to work towards See PYP website for further details

15. Why are the Unit of Inquiry Reports so big? Are they that important? • In a nutshell... • Stations on the MRT • Significant change from previous report • Uncovering the mysteries of an Inquiry Unit

16. How are Units of Inquiry and Subjects linked? • Each Unit of Inquiry focuses on several subjects / disciplines Eg Year 5 – Art / Language / Social Studies • Students develop subject specific skills and knowledge • Learning outcomes and conceptual understandings are assessed • Big achievements and goals reached by the end of UOI

17. What is P.S.P.E.? Is it like PE, but better? • Personal, Social and Physical Education • Development of whole child • Identity, Active Living and Interactions • Who We Are UOI / Communication Skills UOI • Development of mental and physical health

18. What is a Learning Outcome? Are they that important? • Specific, measureable, assessable and tangible • Targeted for specific Units of Inquiry • Widest possible range covered during an academic year • Bricks of the House & Meat on the Bone

19. What is a Phase? What do they mean? • The Phases attempt to describe the subject learning through which learners progress. • Each Phase has it’s own learning outcomes/ understandings • Each Phase roughly covers a two year developmental period • All Subjects have Four Phases (Except for Language which has Five Phases due to it’s depth and complexity) • NOTE: For school-wide planning and streamlined assessment, we have assigned age groups to the Phases

20. Nope, I’m still confused. They’re rubbish and vague. Convince me. Incredibly detailed with many outcomes and understandings Pinpoint exactly where a learner is in development Build incrementally and cleverly Broad, challenging and flexible Consistent language across the school in planning and assessment

21. My child is working ‘At Expected Level’ in all subjects.What does this mean? What are the other options? • Student is achieving many or all of the outcomes from the particular Year level Phase expectations • Doing well in all of the Essential Elements • ‘Towards Expected Level’ ‘Beyond Expected Level’ • Majority of students in this category • Unique differences, strengths and skills

22. My child is working in two different Phases. How? • Language v Everything else • Confusion at Year 3 – moves into Phase 3 outcomes now • Tailor to specific needs, skills and development • More information on Scope and Sequence documents

23. I can’t find out what my child is good at or what they need to work on? • Strengths and Goals • Essential Elements focus • Unique to each student and specific year level • Interesting differences and similarities across the report • Read for meaning and see the bigger picture • School based and Home based – Connection

24. My child is perfect. Why do they still have goals set? • Personal challenge and motivation • Into the next Phase and beyond • Refinement, focus and commitment • Strength through flexibility and personalization • Informative and descriptive

25. What has my child achieved so far? I can’t find it. • Middle column – Achievements. • Learning outcomes and big understandings • Specific Assessment Tasks • Personal Action • Celebrations and personal progress

26. Some of the Achievements are a bit bland and boring. Why are they there? • They are important to the teachers and students • Worked towards for decent length of time • Culmination of a lot of Essential Elements • Class-wide Achievement & Personal Achievement • Globally transferable understandings

27. How come Single Subject Teachers get a whole page each now? • Important and crucial part of the curriculum • Add to Units of Inquiry • Own skills, outcomes and understandings to report on • Help form a bigger picture and accurate perspective • Students unique skills and achievements

28. I can’t work out if my child deserves a treat after reading her report. Help! Look, I just want to know if my child is doing ok. How can I tell? • Take the time • Read for meaning • Learner Profile Starting Point • Celebrate personal achievement and success • Reflect and discuss with your child

29. There’s too much jargon. Can not. • Point taken! • Exciting opportunity • Lifting the bar across the school • Middle ground

30. What do other P.Y.P. Schools think? • Interested and positive • Sharing with other schools in coming weeks • Global PYP mission to find the Holy Reporting Grail • Professional dialogue • Common issues of typical PYP journey

31. Will other schools understand it? • Professional Community • Essential Elements - Learner Profile, Attitudes and Skills • Structure is solid and understandable • Square Pegs and Round Holes • Ladder of Priorities: Serving as many masters as possible

32. Is this the only chance I get to find out about my child’s learning? • Student Led Conferences • Student Portfolio • Open Door Policy • Classroom websites and PYP website • Further Parent Workshops • Continued communication and reflection

33. STUDENT LED CONFERENCES(PYPMH page 52) Best forum to share achievements and demonstrate skills Provide the best opportunity for students to reflect on their learning and set new goals A unique experience for each individual student A time of quality communication between student, parent and teacher Accountability, Action and Accolades - not Anxiety! A positive experience for all students

34. BEFORE THE CONFERENCE THE STUDENT AND THE TEACHER Organise portfolio, reflections and goals Decide on the format Select a range of work samples and activities Plan and rehearse Inform parents, allocate and distribute times Create prompt questions Check class displays and books

35. BEFORE THE CONFERENCE THE PARENT- YOU Attend Parent Workshop 2 Read class newsletters and handouts Seek clarification and ask questions Return reply slip for preferred conference times

36. DURING THE CONFERENCE THE STUDENT Arrive on time, introducing teacher to parents. Confidently and thoroughly present their learning. Share their portfolio, reflecting on successes and personal goals Ask parents if they have any questions or responses. Thank their parents for attending

37. DURING THE CONFERENCE THE TEACHER Welcome Move around the room, mainly observing Encourage dialogue and conversation Allocated time frame Feedback sheet and portfolio

38. DURING THE CONFERENCE THE PARENT - YOU Arrive on time Actively listen, being encouraging and supportive Give constructive and positive feedback Ask open questions to promote thinking and reflection (some ideas provided by teacher) Help set realistic goals for the remainder of the year

39. AFTER THE CONFERENCE THE STUDENT Take portfolio home Complete reflection in class Return portfolio THE TEACHER Feedback and portfolios Reflect with students & staff THE PARENT Celebrate Parent Feedback Portfolio return

40. Learner Profile and SLC - Students • Thinker – Students work hard to plan and select pieces that show their skills and learning • Risk Taker – Students share a variety of learning experiences, pushing themselves to be their best • Knowledgeable – Students have a sound understanding of their strengths and goals • Principled - Students reflect honestly, presenting an accurate portrayal of their learning • Communicator – Students confidently present their learning to their parents.

41. Learner Profile and SLC - Parents Caring– Parents are positive and encouraging, celebrating their child’s achievements Open Minded – Parents approach student led conferences with enthusiasm, a willingness to learn and listen. Inquirer – Parents ask a variety of questions to promote deeper thinking and reflection

42. Learner Profile and SLC - Teachers • Balanced – Teachers help students present a variety of activities across all curriculum areas • Reflective – teachers, students and parents reflect on student success, and set goals for further development

43. What is a Student Portfolio?(PYPMH page 58) • A portfolio is a record of students’ learning designed to demonstrate success, growth, higher-order thinking, creativity, assessment strategies and reflection. • A celebration of an active mind at work. 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 should be from a range of experiences and curriculum areas, showing all Essential Elements. Portfolio entries should document both the process of learning and the product, including images and evidence of students in the process of constructing meaning.

44. Final Assessment Summary • Difficult but Important • Positive Change & Professional Learning • Pieces of the Assessment Puzzle • All in this Together • The Conversation Continues Thank you for your time, interest and support