EL Genesis Assessment Policy

Introduction: 

The purpose of this document is to create clarity around our assessment, evaluating, and reporting policies and procedures. 

EL Genesis Mission Statement: 

To develop inquiring, knowledgeable and caring learners who contribute positively to their communities. 

ASSESSMENT 

Purpose of Assessment:

The purpose of assessment is to inform, support and encourage effective learning and teaching. 

Definition of Assessment: 

Assessment is a term used to cover all the various methods by which student progress and achievement can be evaluated. A distinction can be made between: 

Summative assessment which is the culmination of the teaching and learning process 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, and

Formative assessment which 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. 

Principles of Assessment: 

Assessment is an intrinsic part of learning, is inherently a process of professional judgment and influences student motivation and learning. 

To be effective, assessment must: 

·      put the learner at the center of the learning process 

·      measure what is truly valued 

·      be reliable, fair, and rooted in a culture of learning 

·      include a balanced range of formative and summative strategies and tools, including peer- and self-assessment 

·      be developmentally appropriate and differentiated according to student needs 

·      rely on frequent, timely, actionable feedback that students can use to self-adjust and improve performance 

·      generate data that can be analyzed to inform teaching and learning 

·      be carried out according to explicit criteria established at the beginning of each unit using common rubrics that reflect common planning and development of tasks 


·      be reported to students and parents in a clear and meaningful way in line with the requirements of each IB programme and the school’s philosophy and mission 

Common Practices: 

i) Collecting Evidence 

· Assessments are aligned to curriculum standards and IB learning objectives 

· A range of strategies and tools are used to assess student learning  

· Assessments are regularly differentiated  

· Assessment tasks are common across grade levels and are created and moderated in collaboration with grade level/subject team members  

· Assessment is continuous and essential agreements about pre-assessment, feedback, and summative assessments are developed at each grade level.

· Learners’ well-being and workloads are considered in the setting of assessments and assessment timelines and sharing information about assessment is in place at each grade level.

ii) Feedback to Learners 

· Feedback is at the center of discussions about improving performance 

· Clear guidelines for responding to student work are in place at each grade level. 

iii) Evaluating Evidence 

· Learners are full participants in the evaluation process and are fully aware of what is expected of them

· Exemplars, rubrics and criteria are in routine use and given to students ahead of teaching  

· Evaluation is always criterion-related and is based on a model of progression and consistency with consideration for the most recent and fullest performance. Awarding of achievement information is not arrived at through averaging

· Learners should have multiple opportunities to show evidence of their learning without penalty. Essential agreements about evaluation of evidence are developed at each grade level. 

iv) Recording Evidence 

· There is a full, systematic, shared process for recording evidence of learning at each grade level.

· In reporting, there is a clear distinction between work that is strong evidence of learning and work that is practice or formative.

v) Communicating Evidence 

· All forms of reporting are based on specific evidence of agreed upon standards 

· Learning results are consistently used to modify teaching.

· All reports are action oriented, and suggest next steps for learners and teachers  

· Essential agreements about reporting on culminating tasks are developed at each grade level.

Types of Assessment: 

Internal Assessments 

These assessments are designed to measure how well our students are meeting grade level learning targets. They are developed and administered by teachers here at EL Genesis. 

External Assessments 

External assessments are externally moderated assessments that are administered by EL Genesisteachers, but developed externally. 

Norm-Referenced External Assessments 

These assessments are designed to compare the scores of individuals or groups of individuals with the scores achieved by a representative sample of individuals with similar characteristics, members of a so-called reference group. 

Levels of Achievement 

EVALUATION 

Levels of Achievement (Nursery – Kindergarten) 

Assessment of student achievement is measured against course expectations for a particular assessment period an EE, ME, AE, or LP. These levels correspond to 1-4 scale used in the report cards. 

REPORTING 

At the early childhood levels, student progress and achievement reports constitute the official record of achievement and as such are provided to other schools as necessary, for example in the case of a student’s transfer. 

The purpose of these reports is to provide parents and third-party institutions with an official record of a student’s achievement during a specified period of time at El Genesis. 

Students Receiving Reports 

If a child is listed as a member of a classroom, but has not attended school for a complete school day, no reports are written. If a student has been at school for 1-5 days and a family requests a report, the classroom teacher can submit 1-2 sentences that notes the number of days attended within the period.If a student has been at school for 6-15 days and the family requests a progress report, the homeroom teacher (only) shall write a brief paragraph that speaks to the child's social-emotional transition to our program and notes the number of days attended within the period. All students that have attended class for 16 or more school days in a semester receive a full progress report. 

Semester Progress Reports 

The semester report is tied directly to students’ achievement and is produced twice each academic year (refer to the school calendar). Levels of achievement are determined for each academic subject and these reports serve as the official documentation of a student’s progress. 

Conferences 

El Genesis sets aside dedicated time for conferencing three times per academic year. These conferences may take on various forms – from student-led, to three-way, to the more traditional parent-teacher conference. 

They provide students, parents, and teachers with an opportunity to reflect on a student’s attitudes and actions that lead to academic success during each semester. As we seek to develop students’ thinking skills, communication skills, social skills, self-management skills and research skills, we will also reflect with students on the actions they are taking to achieve success. 

During all of these, the focus is on learning skills and the learning process and often include the student’s learning goals. 

Neither of these conferences are intended to serve as a venue to primarily focus on major issues of concern. In the event of such issues, teachers should provide parents with this information in a timely manner and meet with them in addition to the general formal conference. Teachers are required to keep administration informed of major issues or concerns. 

Portfolios 

EL Genesis teachers will use portfolio assessment with each of their students. Portfolios are used to document and share a collection of a student’s work samples and corresponding reflections which serve to capture the essence of their learning opportunities, their learning goals, and their growth as a learner. Documentation is added by classroom and specialist teachers. It is expected that the portfolio pieces and reflections will align with the learning expectations and standards associated with the unit they are working on at the time of selection. Although portfolios may be a central form of communication in the student-led conference, it is not intended that the portfolio be limited to the conference or that the conference be limited to the portfolio. 

Review Process: Policies are to be reviewed at the commencement of each academic year involving a team of returning and new teachers under the supervision of respective Principals. 

Appendix A

PYP Essential Agreements for Assessment 

Introduction: 

The teachers at EL Genesis agree to follow the core assessment practices as outlined below. Additionally, teachers will ensure that assessment is relevant to the curriculum, as well as accurate, fair and appropriate for all students. Assessment is to be integrated into the teaching and learning cycle of the classroom and serve as a means to provide useful information to teachers, students and parents. Teachers are expected to draw from a wide range of evidence and learning experiences to assess students. Assessments are designed to be manageable for teachers and students. Likewise, assessment experiences are meant to be engaging and meaningful to each student. Subject area assessments are documented on Managebac and referred to throughout the planning process. 

Pre-Assessments will: 

· Occur at the onset of each new unit or topic being studied. 

· Be used to guide curricular instruction and serve as a base for measurement of learning processes. 

· Pre-assessment data may come from a variety of sources, including summative data from a previous unit. 

Formative Assessments will 

· Occur regularly as part of the teaching and learning process. 

· Take on a variety of forms including, but not limited to observations, performance assessments, process-focused assessments, selected responses, and open-ended tasks. 

· Be directly related to the stated learning goals, relevant curricular standards, the PYP elements and attributes of the Learner Profile. 

· Demonstrate a balance of knowledge, skills, and higher order thinking. 

· Guide instructional practices by supporting the planning of instructional strategies that consider the needs, knowledge, abilities and experiences of students. This may include adapting and modifying lessons, differentiating instruction and assessments, providing additional support or extension experiences, and making accommodations for students as necessary.

· Be used as a means to provide students with timely feedback to inform and improve the learning process. 

· Be evaluated when appropriate through the use of rubrics, exemplars, checklists, anecdotal records, continuums and other tools. 

· Allow for regular self-reflection and peer reflection. 

Summative Assessments will 

· Serve as one of many assessments used to determine each students’ level of understanding. 

· Include a variety of formats such as: projects, presentations, reports, models, etc. 

· Be based upon selected standards, as well as the central idea, concepts, skills and attitudes for each unit. 

· Be communicated to students at the beginning of each unit (if possible) and accompanied by rubrics and / or exemplar work, to ensure student understanding of assessment expectations. 

· Include clear and specific teacher feedback to support student progress. 

· Provide opportunities for self- and peer-assessment and reflection on learning. 

Additional Assessment Formats include: 

· A growth-orientated portfolio displaying evidence of learning over time. 

· Student self-reflections. 

· Peer reflections. 

· Student-Led Conferences. 

· Mid-Semester and Semester Reports.

· The PYP Exhibition. 

Appendix B

PYP Narrative Comment Guidelines for Semester Reports 

Audience 

Semester reports serve as an additional component of a student’s permanent record. The audience includes a student’s parents/guardians as well as prospective school admissions departments. EL Genesis follows the guidelines below for creating quality semester report card narratives. 

Unit of Inquiry Comments: 

· Written with parent-friendly language by the homeroom teacher 

· Written in third person form 

· Three to five sentences in length: 

o Includes the student’s understanding of the big ideas and conceptual understandings. 

o Includes the student’s ability to exhibit the transdisciplinary skills. 

The Subject Specific comments are: 

· Written with parent-friendly language 

· Written in third person form 

· Two to three sentences in length: 

o The first sentence addresses learning performance as it relates to the expected attainment of the standards at the particular time of the school-year. It specifically references assessment tasks, and highlight successes. 

o The second sentence addresses learning goals and next steps. It provides specific suggestions that lead to improved performance or skill development. 

Subject Specific Example Comment: 

NAME is a hardworking student and has been very principled in Mandarin. Her spoken fluency and accuracy continue to progress with the proper use of words and sentence patterns. The goal for NAME is to apply new words and expressions in conversations on a consistent basis. 

NAME continues to make significant growth in his musical abilities. He is purposefully playing instruments utilizing proper gentle technique and creating simple quarter and eighth note rhythmic patterns. A goal for him next quarter is to continue practicing more complex rhythms and participating in more challenging movements. 

Homeroom Teacher Comment: 

· Written with parent-friendly language by the homeroom teacher 

· Written in third person form 

· Three to five sentences in length: 

· Must address a learner profile attribute or attitude and explain how the child demonstrates this throughout the learning process. 

· Must address the child' social emotional development.

· Can include personal information on the student surrounding something specific or unique to them as a learner. 

Appendix C

PYP Narrative Comment Guidelines for Mid-Semester Reports 

Audience 

Mid-Semester reports serve as an additional component of a student’s permanent record. The audience includes a student’s parents/guardians as well as prospective school admissions departments. SCIS follows the guidelines below for creating quality mid-semester report card narratives. 

Mid-Semester Report includes an inclusive Homeroom Teacher comment that will address the student’s approaches to learning, as well as their ability to demonstrate the attributes of the Learner Profile. In addition to the above, the student’s ability to meet the standard will be reported on during the semester report and discussed with parents during Parent-Teacher-Student Conferences or Parent-Teacher Conferences. 

The narrative comments are: 

· Written with parent-friendly language 

· Written in third person form 

· Must address a learner profile attribute or attitude and explain how the child demonstrates this throughout the learning process. 

· To address the child’s social-emotional development 

· To include personal information on the student surrounding something specific or unique to them as a learner. 

Example Comment:

Nursery 

NAME had an easy transition into the school year. He is an enthusiastic learner who has eagerly made new friends by inviting others to play with him in the classroom and outside on the playground. He is a caring student who often is seen comforting friends when they are upset. NAME is gaining confidence in his friendships and relationships with adults in the classroom. He quickly acquires new knowledge and is now able to refer to teachers by name. A goal for NAME is to work toward becoming a risk-taker by trying new things to further his understanding of the world around him. 

NAME is a caring student who frequently demonstrates concern for the feelings of his peers and teachers. When he sees that someone is upset or hurt, he will ask “Are you okay?” or will offer comforting words. NAME is also a risk-taker as he often enjoys exploring the materials in the classroom environment, and actively participates in new and unfamiliar play situations. 

Pre-School – Pre-Kindergarten

NAME is a creative, independent, and cooperative student who is willing to assist others. He displays a positive attitude towards school and is apply to apply his learning in new and meaningful ways. He is becoming a more confident and regular participant in class discussions and when he contributes, his ideas are well-regarded by his classmates. He is still developing his time- management skills and strives to complete tasks neatly, on time, and to the best of his ability. NAME is encouraged to work on developing his ability to be an inquirer, by taking action to research some areas of interest. 

NAME is an enthusiastic learner who brings enjoyment and excitement to the classroom and his peers. He is a regular communicator during class discussions and is able to express his ideas, understandings and wonderings in an articulate manner. He seeks out opportunities to apply his knowledge, and has made great progress in his ability to analyze information and build connections between different areas of the inquiry-based curriculum. NAME approaches all tasks with confidence and a positive attitude and is making appropriate progress in all academic areas. 

Kindergarten

NAME has shown he is principled in class by encouraging his classmates to make good choices, and by following our Class Essential Agreement. His communication skills are developing, which has helped to raise his confidence when speaking in front of others. He captured the attention of the audience during his class presentation on the Respiratory System by speaking clearly and sharing interesting details. NAME shows commitment to his learning, and spends time to improve the standard of his final product. He worked hard editing and revising his written report comparing the respiratory and circulatory systems. NAME is caring and cooperates well. He willingly works with all classmates and listens to their ideas as well as shares his own. 

NAME is a caring and has great empathy for others. She notices when students need help and often tries to help classmates understand instructions, so they can be successful. She puts time and effort into everything she does and the high quality of her work is proof of this. Her Food Diary was detailed, neat and very informative. NAME is a thinker who has creative design ideas and innovative solutions to problems. She effectively led her small group through a cooperative building challenge. She shows integrity in class by being honest and doing the right thing. She encourages her classmates to make good choices, respect others and follow the classroom essential agreements.