TAS Junior School Assessment Plan

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1 TAS Junior School Assessment Plan This assessment plan indicates how student s performance in each KLA will be assessed, monitored/recorded and reported. Purpose of Assessment Assessment is fundamental to all teaching and learning and is a necessary aspect of all teaching and learning. It is for the student and needs to be used in order to effectively guide students through their learning and to provide them with feedback. It is also for the teachers, parents, school leadership and BOSTES. The purpose of assessment at TAS Junior School is to gather valid, reliable and useful information about student learning in order to: monitor student achievement in relation to outcomes guide future teaching and learning opportunities provide ongoing feedback to students to improve learning. A range of assessment strategies are implemented at TAS Junior School and they aim to demonstrate a child s knowledge and skills. There is a place for formal and informal assessments, which are used through the administration of both summative and formative assessment tasks. Assessment of Learning: allows for clear insight into student learning. It gives the students the power to demonstrate to the teacher what they have learnt. Assessment for Learning: is interwoven with learning and provides information to the student and teacher in order to plan the next stage in learning. Assessment as Learning: students are encouraged to be reflective learners monitoring their own learning, asking questions and using a range of strategies to decide what they know and can do. Learner Profile: The use of the Learner Profile attributes within planned assessments allows students time to reflect on the attitudes of a PYP learner. Grades are not allocated to these attributes, however, reflection of these aims to drive goal setting. Student Portfolios: The purpose of the portfolio is to provide information on learning and development throughout the PYP. As an assessment tool, the portfolio will serve as evidence of authentic assessment material that has been selected by students and teachers throughout the year, with reflections and 1

2 analysis of several pieces being conducted each semester during parent teacher interviews and/or student conferences. The portfolio will accommodate assessments related to the 5 essential elements. Assessment in the classroom will include: Student work samples to provide information about student learning Anecdotal notes to record learning process of students Students reflecting upon their learning Rubrics - teacher and student developed Records of test/task results (recorded in a mark book) Strategies used to assess student learning: Teacher Observations Performance assessments Peer and Self Assessment (self assessment and self-evaluation) Collaborative Activities Inquiry Based Research Activities Practical Activities Presentations Collections of Student work As outlined in the K-6 assessment strategies Recording: how data will be collected and analysed Assessment tasks occur regularly throughout a Unit of Inquiry, and recording takes place in many different ways and may vary across year groups and stages. Pre-testing Rubrics Exemplars Checklists Anecdotal Records Continuums Documentation of Assessments Videos Audio Photographs Graphic representations Portfolios-these go home either termly, each semester or yearly depending on the year level/stage. The purpose of the portfolio is to provide an indication of the growth made over a period of time. As an assessment tool, the portfolio will have a collation of assessment material that has been selected by students and teachers throughout the year. Reflection and analysis of several pieces is encouraged. 2

3 Written reflections Staff at TAS JS make reference to past work samples, which are stored on the school server and the BOSTES Assessment Resource Centre. Additional Testing (to inform of progress made and to allow for tracking to occur. See addendum for further breakdown of additional testing). PAT Standardised Testing: Reading Comprehension, Spelling, Grammar and Punctuation (for selected grades) Waddington Reading SA Spelling Test PIPS NAPLAN Years 3 and 5 All teachers are responsible for assessing students and collecting the data. It is also their responsibility to clearly communicate this data to colleagues and parents. The data from these tests is collated by the PYP coordinator and stored on the school server. This allows for effective and ongoing tracking of student learning. The data provides important information when handing over a current class to a new teacher. The data is made available to the school leadership for analysis. Reporting: Term 1 - Parent teacher interview - portfolio/ work samples shared or summation of content Term 2 - Written report Term 3 - Parent teacher interview - portfolio/ work samples shared or summation of content Term 4 - Written report Grading Scale for written report: Experiencing Difficulty - The student has an elementary knowledge and understanding in few areas of the content and has achieved very limited competence in some of the processes and skills. 3

4 Developing - The student has a basic knowledge and understanding of the content and has achieved a limited level of competence in the processes and skills. Competent - The student has a sound knowledge and understanding of the main areas of content and has achieved an adequate level of competence in the processes and skills. Proficient - The student has a thorough knowledge and understanding of the content and skills, and is able to apply this to most situations. Outstanding - The student has and extensive knowledge and understanding of the content and skills, and can readily apply this to new and demanding situations. BOSTES and PYP Alignment Within each aspect of assessing, recording and reporting, TAS JS staff have collaboratively planned our Unit of Inquiry assessments to link to BOSTES guidelines and IB PYP requirements, to create a seamless assessment policy. This is reviewed annually and is an essential component of all NSW Schools Registration processes. It is also a requirement of a candidate and verified PYP Schools. TAS JS Assessment Policy and connection to our Mission Statement The TAS JS Assessment policy aims to develop and allow student exploration of their abilities. This process is completed within the: Written curriculum (What do we want to learn?) Taught curriculum (How best will we learn?) Learned curriculum (How will we know what we have learned?) The students are provided opportunities to be fully involved in the assessment process. TAS JS School strives to create responsible global citizens, resilient, independent and life long learners. As students are central to all assessment, the aim is to ensure opportunities to reflect and provide feedback on academic, spiritual, social, emotional and physical growth. 4

5 TAS Junior School Additional Testing Additional Testing is conducted in Term 4 and data stored on school server in order to track growth. Early Stage 1- Kindergarten Stage 1- Year 1 Stage 1-Year 2 Stage 2- Year 3 Stage 2-Year 4 Stage 3- Year 5 PIPS (Term 1 and 4) SA Spelling Waddington Reading Maths SA Spelling Waddington Reading Maths PAT Comprehension R2 PAT Maths A PAT Spelling 3 PAT Comprehension R3 PAT Maths 1 PAT Spelling 3 PAT Grammar and Punctuation 3 PAT Comprehension R4 PAT Maths 2 PAT Spelling 4 PAT Grammar and Punctuation4 PAT Comprehension R5 PAT Maths 3 PAT Spelling 5 PAT Grammar and Punctuation 5 5