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W. H. Council Traditional School Assessment Policy
Posted On: 10/3/2016

 

 

W. H. Council Traditional School – an I.B. World School

 

IB PYP Assessment Policy

 

Established: September 2006

Revised: February 2011

             February 2016

 

          

Philosophy

W H. Council Traditional School acknowledges that assessment is integral to teaching
and learning. At Council, assessment is an ongoing process. Formative and summative
assessments are used to evaluate student performance, plan for further student learning,
and address individual learning styles. Council follows the standardized system of
assessing student academic performance mandated by the Mobile County Public School
System as well as incorporating the assessment methods and strategies recommended by
the International Baccalaureate Primary Years Programme.

 

Assessment should effectively guide students through the five essential elements of learning:

  •          The understanding of concepts
  •          The acquisition of knowledge
  •          The mastering of skills
  •          The development of attitudes
  •          The decision to take action

These elements are addressed through collaboration and planning units of inquiry as
defined by International Baccalaureate Organization. At Council, we use a variety of
assessments which are continually modified in order to reach all students' individual
learning styles.

 

Assessment Tools

We at W. H. Council Traditional School are committed to using a variety of testing
methods and formats to assess our students' knowledge, growth, and ability to apply
skills and concepts. The following assessments are those which we use to evaluate all
aspects of the educational program at Council:

  •          Pre/post assessments
  •          Formative assessments
  •          Rubrics (knowledge, skills, collaboration, performance)
  •          Performance assessments
  •          Self-evaluations
  •          Peer evaluations
  •          Mobile County Public School System End of Quarter Tests (EQT)
  •          Reading (K-5), Math (K-5), Science (4, 5)
  •          Accelerated Reader/ Universal Screening
  •          DIBELS (Dynamic Indicators of Basic Early Literacy Skills, grades K, l and 2)
  •          ACT Aspire
  •          Common Formative Assessments (CFAs)
  •          Anecdotal records
  •          Teacher-made tests and quizzes

 

Assessment Recording and Reporting

Assessment-reporting occurs continuously and systematically throughout the school year Teachers record student performance using INOW, a grade book and reporting software, which generates a printed assessment report. Teachers record narrative comments in addition to the printed reports. Parents receive a formal report every nine weeks and a mid-quarter report is also provided for additional monitoring and feedback to parents. Parents are able to access their child's progress from home via INOW.

 

Communication of a student's progress is essential to student success and should be seen as an opportunity for parents, teachers, and students to exchange information that will help the student. In addition to assessment reports, Council teachers communicate informally with parents throughout the school year via notes, e-mails, the school website, parent meetings and phone calls. Fall conferences with parents are designed to share specific information regarding the student's academic, social, and emotional needs and goals. Additional conferences are scheduled by the teacher and/or parent as needed. Annual parent, teacher, student conferences are required by the Mobile County Public School System for students in grades 4 and 5 and must be completed before the end of the first semester. IB/PYP Learner Profile Reflections are completed by students at all grade levels and sent home at the end of each semester.

 

Documentation

Portfolios

Portfolios are cumulative, developmental in nature, and show evidence of student learning and achievement on a year-to-year basis. Classroom teachers store portfolios in their classrooms during the school year. At the end of the year, all portfolios are stored in the IB coordinator’s office. Students select work samples for the portfolio, and reflections are then attached. During student-led conferences, parents, teachers, and students are given the opportunity to review the portfolios at the end of the fifth grade year. Conferences allow students to reflect upon their strengths and areas for growth. In turn, students set personal goals for future learning. Students are allowed to keep the portfolios after these conferences.

 

Exhibition

Exhibition is presented in the final year of the PYP. It is a significant event and a culminating experience in the life of a PYP student and school that allows each student to exhibit the attributes of the IB LEARNER PROFILE they have been developing through the years while attending Council. Newsletters are sent home, and a parent meeting is held to discuss the Exhibition. Students engage in a collaborative inquiry that involves identifying, investigating, and offering solutions to real-life issues or problems. Students will have the opportunity to demonstrate independence and responsibility for their own learning and to reflect on their journey through the PYP experience. This event showcases students as important members of their community while incorporating the essential elements of the PYP. The exhibition is shared with members of the wider school community. There are many formats an exhibition presentation could take, for example, an interactive display, a performance, a debate, or a combination of formats.