Assessment and Reporting

Purpose of Assesment at Immanuel

The main aim of assessment at Immanuel Primary School is to provide feedback on the learning process and the development of the five essential elements to inform further learning.
Students and teachers are actively engaged in assessing the students’ progress as part of the development of their wider critical thinking and self assessment skills.
At Immanuel Primary School we believe assessment is integral to all teaching and learning. It is central to the PYP goal of thoughtfully and effectively guiding students through the five essential elements of learning:
  • the acquisition of knowledge
  • the understanding of concepts
  • the mastering of skills
  • the development of attitudes
  • the decisions to take action

Assessing

The assessment of the students development and learning is an essential component of the curriculum, and helps to inform continued development, learning and teaching.
Students are observed in a variety of situations and a wide range of assessment strategies are implemented.
At Immanuel the classroom employs a range of formative and summative assessments which demonstrate student achievements.
 
Summative assessment: aims to give teachers and students a clear insight into students’ understanding.  Summative assessment is the culmination of the teaching and learning process, and gives the students opportunities to demonstrate what has been learned.
It can assess several elements simultaneously: it informs and leads to improvement in student learning and the teaching process; it measures understanding of the central idea, and prompts students towards action.
 
Formative assessment: provides information that is used in order to plan the next stage in learning. It is interwoven with learning, and helps teachers and students to find out what the students already know and can do. Formative assessment and teaching are directly linked and function purposefully together.
Formative assessment aims to promote learning by giving regular and frequent feedback throughout the learning process. This process helps learners to improve knowledge and understanding, to foster self motivation and enthusiasm for learning, to engage in thoughtful reflection, to develop the capacity for self-assessment, and to recognize the criteria for success. There is evidence that increased use of formative assessment particularly helps those students who are low achievers to make significant improvements in their understanding.
 
Assessment in the classroom includes:
  • using representative samples of students’ work or performance to provide information about student learning
  • collecting evidence of students’ understanding and thinking
  • documenting learning processes of groups and individuals
  • engaging students in reflecting on their learning
  • students assessing work produced by themselves and by others
  • developing clear rubrics
  • identifying exemplary student work
  • keeping records of test/task results

Reporting at Immanuel

Reporting on assessment at Immanuel includes communicating what students know, understand and can do. Reporting involves parents, students and teachers as partners and is honest, comprehensive and understandable to all parties.
Reporting to parents, students and teachers occurs through:
  • Conferences (parent-teacher) (student-teacher) and (Student Led)
  • The Portfolio
The Portfolio is the core of the school’s reporting program. It provides a record of student effort and achievement in all areas of school curriculum and life as well as a dynamic means of three-way communication between parents, students and teachers.
Each student has his/her own Portfolio, which is taken home four times a year.
Examples of units studied are reported on within the Portfolio using a standard Unit Report format. This Unit Report includes:
  • A unit overview
  • A list of student outcomes
  • An indication of the level of attainment in relation to the specified outcomes
  • An indication of the level of effort the student displayed throughout the unit
  • A dated sample of work completed within the unit, (which is not necessarily a summative assessment task).
One report per unit
Program of Inquiry
Christian Studies
Mathematics
English
(These reports may be part of the trandisciplinary unit of inquiry)
Learning Support Program (where relevant)
 
One report per Semester
Visual Arts
Language – beginning and end of year writing samples
Performing Arts
Physical Education
Japanese
Information Technology (linked to a Unit of Inquiry)
Transdisciplinary Skills
 

End of Year Summative Report

On the final day of the school year students take their Portfolios home containing an End of Year Summary Report. This includes a teacher summary comment and, (for students in Years 3 – 6) a record of co-curricular participation throughout the year. This summary needs to include references to the IB Learner Profile, the inquiry process, the transdisciplinary units and the essential elements of the PYP.

Student Led Conference

Student Led Conferences are formal reporting sessions with parents, led by the students themselves. The teacher’s role is to guide and prepare the students for this important role. The emphasis is on the discussion between a child and his/her parent.
 
The focus of the Student Led Conference is on students’ progress – academic and social. Student Led Conferences are designed to give students ownership of their own assessment of their learning, so they can become more actively involved and committed. These conferences make students accountable for their learning and encourage student/parent communication.
 

The Exhibition

Students in the final year of the PYP carry out an extended, collaborative inquiry approach – the PYP Exhibition. At Immanuel this takes place towards the end of Year 6.
One of the purposes of the PYP Exhibition is to provide a forum for student driven reporting. Other key purposes include the following: 
  • For students to engage and report on an in-depth, collaborative inquiry
  • To provide students with an opportunity to demonstrate independence and responsibility for their own learning
  • To provide students with an opportunity to explore multiple perspectives
  • For students to synthesize and apply their learning of previous years, and to reflect on their journey through the PYP
  • To provide an authentic process of assessing student understanding
  • To demonstrate how students can take action as a result of their learning
  • To unite the students, teachers, parents and other members of the school communityn in a collaborative experience that incorporates the essential elements of the PYP
  • To celebrate the transition of learners from primary to middle/secondary education

 

Reporting at Immanuel Primary School

The following table gives parents a guide to Reporting at Immanuel Primary School over the period of the school year.

 
Term 1
Term 2
 
(Units will be assessed but portfolios may be sent home early Term 3)
Term 3
Term 4
Reception
Portfolios
Portfolios
 
Parent/Teacher Interviews
 
Student Led Conference
Portfolios
 
Optional Parent/Teacher Interviews

Portfolios
 
End of year Summary Reports
Year1
Portfolios
Portfolios
 
Parent/Teacher Interviews
Portfolios

Optional Parent/Teacher Interviews
 
Student Led Conference
Portfolios
 
End of year Summary Reports
Year 2
Portfolios
Parent/Teacher Interviews
 
Portfolios
Portfolios

Student Led
Conference
Portfolios
 
End of year Summary Reports
Year 3
Portfolios
Portfolios
 
Parent/Teacher Interviews
Student Led Conference
 
Portfolios
Portfolios
 
End of year Summary Reports
Year 4
Portfolios
Portfolios
 
Parent/Teacher Interviews 
Student Led Conference
 
Portfolios
Portfolios
 
End of year Summary Reports
Year 5
 Portfolios
Portfolios
 
Parent/Teacher Interviews
Student Led Conference
 
Portfolios
Portfolios
 
End of year Summary Reports
Year 6
 Portfolios
Portfolios
 
Parent/Teacher Interviews
 
Student Led Conference
 Portfolios
 
Portfolios
 
Exhibition
 
End of year Summary Reports