In the International Baccalaureate (IB) Primary Years Programme (PYP), assessment is viewed as a critical component of teaching and learning, designed to support the development of the whole child. The PYP emphasizes assessment as a tool for understanding and improving learning rather than merely measuring it. Assessment in the PYP is holistic and focuses not only on academic achievement but also on the development of skills, attitudes, and conceptual understanding. It emphasizes the development of the learner profile attributes, such as being open-minded, reflective, and caring.
Student-Centered Approach:
Our goal is to create assessment-capable students who can track their own progress, set learning goals, and adjust their approaches.
PYP assessments encourage student agency. Students engage in self-assessment and reflection, allowing them to take ownership of their learning and set personal goals. Peer assessment is also valued, as it helps students learn to give and receive constructive feedback.
Formative and Summative Assessment:
“When the cook tastes the soup, that’s formative; when the customer tastes the soup, that’s summative.”
Wiliam, Dylan. Embedded Formative Assessment. Solution Tree Press, 2011.
Formative assessment is integrated into daily learning, providing continuous feedback to both students and teachers, helping to guide instruction and learning progress.
Summative assessment occurs at the end of a learning period and is used to measure student understanding and performance. These are often in the form of final projects, helping measure overall achievement.
Standardised Assessment
We use GL-standardised assessments to gain a well-rounded understanding of your child’s academic progress. The New Group Reading Test (NGRT) assesses reading and comprehension skills, providing valuable insights into their literacy development. Similarly, the Progress Test in Mathematics (PTM) evaluates mathematical understanding and problem-solving abilities. These reliable assessments give us meaningful data, enabling us to tailor our teaching to support each child’s individual needs.