Assessment & Reporting

Information evening for parents

Tuesday 15th September
7pm

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Why change?

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improve learning and
instruction
aim?
provide better, more detailed and targeted
information
increase participation
improve consistency
common
understanding
implicit to explict
What are the
changes?

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 Summative
Assessment
of learning

Formative assessment for learning

Formative
Summative
Assessment
for learning assessment
of learning
 Focus for
assessment

Summative Formative

Assessment Assessment
of learning for learning
 Focus for
assessment

Summative Formative

Assessment Assessment
of learning for learning
What research informed the
change?

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Based upon in four major studies over 25 years,
Stiggins reports that the effective use of “assessment
for learning” increased student test scores.
(Stiggins, 2004)
Hattie - quoted by Calnin - Feedback 1.13 - strongest effect on student learning, stronger than instructional quality and quantity (#2 & #3

ni n - fe e d b a ck ha s th e stro ng es t effect
Hattie - quoted by Cal l qu al ity and
ng , st ro ng er th an in st ru ct io na
on student learni
quantity
 !

Philosophy

“Assessment at YIS is integral to all aspects of the

curriculum.  Assessment is not only a means of
measuring student achievement; it informs decisions
made by teachers and students about what will be
learned and how it will be learned. “ 
YIS Assessment Philosophy and Policy
New Assessment Policy:
Key characteristics and
features

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 students

teachers
parents

communication
 Folios
Parent - teacher
conferences
YIS
Eng
Stud lish MS student led
ent conferences
Foli
o
End of semester
!

stud
ent:
Gr 6 reports
Gr 7 a b
c
Gr 8 a b 20..
a c ..../..
b 20.. .....
c ..../..
20.. .....
..../..
.....
Roles & Responsibilities
Parents - supporting and communicating
Students - participating and learning
Teachers - designing and adapting
Curriculum leaders - monitoring and moderating
authentic and personalised
Authentic and personalised assessment

Tasks with a specific audience and context

Broad range

Elicits higher order thinking in addition to basic skills

Concrete evidence
In practice
Criteria for each subject
Feedback
 In practice
Criteria focus students on
specific elements within a
subject
e.g. History

Criterion A Criterion B Criterion C Criterion D

knowledge concepts skills presentation
& organisation
Assessment in practice
Levels of achievement -
summative tasks
HS - 1-7
Grades represent
current levels of
achievement, not
predicted grades
Assessment in practice
The qualities of each grade:

7    Excellent               

6    Very good                
5    Good              
4    Satisfactory              
3    Mediocre                     
2    Poor
1    Very poor
 Yokohama International School Semester 1 August 2008 – January 2009
Student Name: Student X Grade: 11 Subject: English A1 SL Teacher: SMc
Reporting period course outline: Part 4 (School’s Free Choice) of the IBDP English A1 SL course
covering A Clockwork Orange, selected 20th century poetry and a collection of Japanese science
fiction short stories.

Sample HS end Subject specific assessment

Criteria
Recently sustained
achievement level
Grade boundaries

1 very poor 1-4

of semester report Knowledge and understanding (max 5)

Interpretation and personal response (max 5)

4

5
2

3
poor

mediocre
5-8

9 - 10
Appreciation of literary features (max 5) 4
4 satisfactory 11 - 13
Presentation (max 5) 4
5 good 14 - 16
Use of language (max 5) 4
6 very good 17 - 19
Total (max 25) 21
7 excellent 20 - 25
End of semester achievement level 7

Approaches to learning – current level of development

Criteria needs improvement - improving - capable - effective - highly developed

Organisational skills

Collaborative skills

Critical thinking skills

! Reflection and
communication

Achievement
Student X has made great efforts this semester to improve his understanding of the use and effects of
literary features. He has done this very consistently and also made great improvements in how he
structures his work.
Goals
Student X has had difficulty in completing work in a timely manner and has sometimes relied too
much on other class members. He should take more responsibility for his work, take advantage of the
support offered and plan to meet deadlines.
Yokohama International School Semester 1 August 2008 – January 2009
Student Name: Student X Grade: 8 Subject: General Science Teacher: SH
Reporting period course outline: Biology section of the middle school Grade 8 programme.
Topics studied this semester – Plant, Human reproduction and variation.

Subject specific assessment

Sample MS end
Recently sustained
Criteria achievement level

Science in society (max 6) 3

Communication (max 6) 6 of semester report

Processing data (max 6) 4

Experimental skills (max 6) 2

Approaches to learning – current level of development

Criteria needs improvement - improving - capable - effective - highly developed

Organisational skills

Collaborative skills

Critical thinking skills

Reflection and
communication !

Achievement
Student X has made great efforts this semester to improve his understanding of world issues in
relation to the topics studied. He has done this very consistently, particularly in relation to our
work on reproduction.
Goals
Student X has had difficulty in completing experimental work fully and so for the next semester
he should concentrate on making coherent conclusions to his experiments.
Approaches to
time management—including using time effectively in class, keeping to deadlines
Organisational self-management—including personal goal setting, organization of learning materials
skills referencing—including the use of citing, footnotes and referencing of sources, respecting
the concept of intellectual property rights

learning criteria
working in groups—including delegating and taking responsibility, adapting to roles, resolving group
conflicts, demonstrating teamwork
Collaborative accepting others—including analysing othersʼ ideas, respecting othersʼ points of view, using ideas critically
skills personal challenges—including respecting cultural differences, negotiating goals and limitations with
peers and with teachers

generating ideas—including the use of brainstorming

planning—including storyboarding and outlining a plan
inquiring—including questioning and challenging information and arguments, developing questions, using
the inquiry cycle applying knowledge and concepts—including logical progression of arguments,
Critical thinking inquiring in different contexts— including changing the context of an inquiry to gain various perspectives.
skills identifying problems—including deductive reasoning, evaluating solutions to problems
creating novel solutions—including the combination of critical and creative strategies, considering a
problem from multiple perspectives
making connections—including using knowledge, understanding and skills across subjects to create
products or solutions, applying skills and knowledge in unfamiliar situations

self-awareness—including seeking out positive criticism, reflecting on areas of perceived limitation

self-evaluation—including the keeping of learning journals and portfolios, reflecting at different stages in
Reflection and the learning process
communication being informed—including the use of a variety of media
informing others—including presentation skills using a variety of media
 Assessment in practice - GPA
Excellent 7 4.0 YIS median GPA = 3.5
Very good 6 3.67
YIS average IBDP
Good 5 3.33
subject score = 5.15
Satisfactory 4 3.0
Mediocre 3 2.33 YIS average IBDP total
score = 33
Poor 2 1.33
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Very poor 1 0
 Sample HS
transcript

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Reporting timeline

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 W
W
1
AUG 1
2
2
FEB 3
3 BTSN
4
SEP 4
5
5 Progress Report
6
7
Key dates MAR
6
7

OCT 8
9
PTC
PTC
for 8
9
PTC
SLC

parents
HolidayA
10 Field Study
APR 11 PTC
Holiday

2009/10
12
NOV 11
13
12
14 FOLIOS
13 FOLIOS ! MAY 15
14 A 16
DEC 15 17
16 18
JAN 17 19
18 Report Card JUN 20 Report Card
Time for questions...