Primary Years Programme Making the PYP happen - ITARI

Making the PYP happen
! produce evidence that can be reported and understood by students, parents, teachers,
administrators and board members
! are continuous and cumulative
! are subject to continuous review and improvement.
Assessment informs every stage of the learning and teaching process. In the earliest stages of curriculum
planning, assessment requires the teacher to translate the purposes of the unit of inquiry into outcomes of
the students’ learning. With these purposes and outcomes in mind, activities and resources are selected.
Assessment of the students’ prior knowledge will help the teacher determine any necessary changes in
purposes and outcomes of the students’ learning.
Continuous assessment provides insights into students’ understanding, knowledge, skills and attitudes. These
are necessary to plan further activities which address issues of concern to the teacher and the students.
Continuous assessment is also a means of exploring the learning styles and individual differences of the
students in order to customize the unit of inquiry. Making modifications to the planning of inquiry in the light
of feedback from assessment improves the overall programme.
How do I develop assessments
In planning for assessment it is important to ask these questions:
! What is the function of the assessment
! What broad purposes or objectives are being assessed
! What specific purposes or objectives are being assessed
! How can I collect evidence
! What teaching approaches are being used to help the students be successful with the
assessment
! Which assessment activities fit into the flow of the classroom
! Will the assessment task measure what is intended
! Is the assessment activity reliable enough to allow sound conclusions to be drawn
! How will the assessment activity be carried out
! How will the assessment data be recorded
! How will the assessment data be analysed
! How and when will feedback be given
After the assessment task is complete it is important to ask these further questions:
! Have the tasks provided ample information to allow a judgment to be made about whether the
purposes or objectives have been met
! What does the students’ performance reveal about their level of understanding
! Have any unexpected results occurred
! What changes should be made in the assessment procedure
! How should the teaching and learning programme be modified as a result of the assessment
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