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The Victorian Assessment Policy aims to make assessments relevant to individual students based on observations and experiences. It divides assessment into three components: assessing, recording, and reporting. Portfolios are widely used to show evidence of student learning. Schools and teachers align their assessment policies and practices with International Baccalaureate PYP guidelines, which incorporate planning for student learning and growth along a developmental continuum. Self-assessment and reflective assessment are also part of the PYP assessment approach.
The Victorian Assessment Policy aims to make assessments relevant to individual students based on observations and experiences. It divides assessment into three components: assessing, recording, and reporting. Portfolios are widely used to show evidence of student learning. Schools and teachers align their assessment policies and practices with International Baccalaureate PYP guidelines, which incorporate planning for student learning and growth along a developmental continuum. Self-assessment and reflective assessment are also part of the PYP assessment approach.
The Victorian Assessment Policy aims to make assessments relevant to individual students based on observations and experiences. It divides assessment into three components: assessing, recording, and reporting. Portfolios are widely used to show evidence of student learning. Schools and teachers align their assessment policies and practices with International Baccalaureate PYP guidelines, which incorporate planning for student learning and growth along a developmental continuum. Self-assessment and reflective assessment are also part of the PYP assessment approach.
“Assessment is the ongoing process of International Baccalaureate (PYP)
Policy gathering, analysing and interpreting, using and reflecting on data to make -Aims to make assessments relevant to the informed and consistent judgements individual based on observations and about learners’ progress and -Promote student experiences achievement to improve learning” learning -Divides assessment component into three areas; -The policy is divided into three overarching -Assessment provides assessing, recording and reporting purposes: feedback on the learning Assessment for learning: occurs when teachers process -Portfolios are widely used to show evidence of use inferences about student progress to inform -Both formative and summative student learning their teaching (formative assessment) assessment Assessment as learning :occurs when students -Schools and teachers align their school reflect on and monitor their progress to inform -Encourage self and peer assessment policies and practices with the IB their future learning goals (formative assessment) assessment PYP guidelines, which incorporate planning Assessment of learning: occurs when teachers -Use and design assessment for student learning and growth along a use evidence of student learning to make for a range of purposes developmental continuum judgements on student achievement against goals -Learning intentions and and standards (summative assessment). requirements are shared -Self-assessment and reflective assessment and discussed openly to form part of the PYP assessment approach -Regular high stakes testing throughout ensure clarity of -Assessments through the use of schooling assessment purposes multiple and diverse strategies -Assessing against Australian (observations, performance standards assessments, process-focused -Online assessments assessments, selected responses and open-ended tasks.