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Assessment (Educate and support key stakeholders about the changes to…
Assessment
Educate and support key stakeholders about the changes to assessment in the enhancements
IB and school provide professional development to support understanding for schools, administrators, teachers
· School administration needs to understand the enhancements to assessment philosophy and how it looks at and uses assessment
· Schools need to support teachers as they transition to students self-regulating their learning
· Teachers and the school need to educate students and provide scaffolding to support them as they transition to taking more ownership of their learning through self-regulating assessment
· The school needs to educate the parents on the changes to assessment philosophy and practices: what does it look like, sound like, purpose, why things are done the way they are, their role, reporting of assessment
Four dimensions of assessment
Schools to recognize and understand that there are four dimensions of assessment: monitoring, documenting, measuring and reporting
· Schools need to place emphasis on monitoring and documenting and less emphasis on measuring and reporting
· Support assessment “for”, “of”, and “as” learning
Student ownership of assessment
IB and schools support teachers in their understanding of students taking ownership of their assessment
· Schools emphasise the importance of self and peer feedback
· Student goal setting supporting the forward design
Assessment for early learners
Schools need to understand that assessment looks and sounds different for early learners
Schools need to support parents in understanding the key milestones for early learners
Develop an assessment culture
· Support for assessment-capable teachers and students
· IB and schools clear communicate about the changes and expectations around assessment
School ensures that assessment philosophy and practices are open, transparent and understood by all stakeholders (teachers, students, parents, school)
Assessment is backward and forward looking
IB needs to educate teachers on how to design backwards and forwards
· Schools need to support teachers as they implement forward design
· Teachers need to educate their students about the purpose of forward design and how to use it to support student self-efficacy
· Teachers, parents and the school help support the development of “soft” skills through the development of the approaches to learning and the learner profile
· School ensures that knowledge, conceptual understanding, skills and learner profile attributes are monitored, supported and valued