1. Did You Know?
There is a shift in teaching, one that
involves
1) What do we want our students to learn?
2) How do we know that they have learned
3) Think about what we will do and provide in teaching
and learning activities.

2. ASSESSMENT
How will we know what we have
learned?

3. PYP Essential Elements:
What Makes Assessment Authentic?
 How do you know that you know?
 Complete the activity “What Do I do
Well”
 Discuss characteristics of authentic
assessment.
Angela Schmidt and Nely
Miguel

4. What Makes Assessment Authentic?
What do I Do Well?
 How do I know I do it well?  What were the steps
taken to learn it well?

5. Ex. I have a good
volleyball serve
How do I know I do it well?
 I am able to always serve
to my targets and often
ace my opponents What were the steps taken
to learn it well?
 My serves are strong
 Practiced
 I can score many points
with my serves for my  Modeled by a pro
team
 Broken down to one
 I toss high, bend my legs improvement at a time
and put my body into it
 Good analogies like
throwing a ball.

6. Example: I listen well
How do I know I do it well? What were the steps taken
to learn it well?
 People confide in me and
seek me out for advice.  I have practiced active
listening in workshops with
 People tell me I am a others.
good listener.
 I have learned to listen to
 I give time to the person what is being said before
needing to talk. formulating questions or
solutions.
 I listen to what is said and
feed back what I have  I have developed this skill
heard to the speaker to in my work as a teacher
make sure I have
understood the situation.

7. Essential Elements of PYP
What is Assessment?
1. Pre-assessment
2. Summative Assessment
3. Formative Assessment

8. Assessment is integral to all teaching and learning.
It allows
 teachers and students to evaluate learning
 teachers provide more effective instruction.

9. “ You can enhance or destroy students’
desire to succeed in school more
quickly and permanently through the
use of assessment than with any other
tools you have at your disposal.”
Stiggins

10. What Makes Assessment
Authentic?
Active Learning
• Discuss characteristics for
assessment with your grade levels
•Please share

11. What is Authentic Assessment?
Researchers say…
A form of assessment in which student are
asked to perform real-world tasks that
demonstrate meaningful application of
essential knowledge and skills.
- Jon Mueller

12. What is Authentic Assessment?
Researchers say…
Engaging and worthy problems or questions
of importance, in which students must use
knowledge to fashion performances
effectively and creatively. The tasks are
either replicas of or analogous to the
kinds of problems faced by adult citizens
and consumers or professionals in the
field.
- Grant Wiggins

13. What is Authentic Assessment?
Researchers say…
Performance assessments call upon the
examinee to demonstrate specific skills
and competencies, that is, to apply the
skills and knowledge they have mastered.
Richard J. Stiggins

14. Traditional Assessment vs. Authentic Assessment
Traditional Authentic
 Selecting a Response  Performing a Task
 Contrived  Real – Life
 Recall/Recognition  Construction/Application
 Teacher-structured  Student Structured
 Indirect Evidence  Direct Evidence
Jonathan Mueller

15. What Makes Assessment
Authentic?
Active Learning/Reflection
 Any additions, changes to our
description of authentic assessment?
 Develop a summative assessment for
your Central Idea.

16. Assessment Strategies and Tools
Assessment Rubrics Exemplars Checklists Anecdotal Continuums
Tools Records
Assessment
Strategies
Observations
Performance
Assessments
Process-focused
assessments
Selected
Responses
Open-ended
tasks

17. Assessment Strategies
Observations All students are observed often and
regularly, with the teacher taking a focus
varying from wide angle to close up, and
from non-participant to participant.
Performance The assessment goal – directed tasks with
Assessments established criteria. They provide
authentic and significant challenges and
problems. In these tasks, there are
numerous approaches to the problem and
rarely only one correct response.

18. Assessment Strategies
Process – Focused Students are observed often and regularly,
assessments and the observations are recorded by
noting the typical as well as non-typical
behaviours, collecting multiple
observations to enhance reliability, and
synthesizing evidence from different
contexts to increase validity. A system of
note taking and record keeping is created
that minimizes writing and recording time.
Checklist, inventories and narrative
descriptions (such as learning logs) are
common methods of collecting
observations.

19. Assessment Strategies
Selected Responses Single occasion, one – dimensional
exercises. Tests and quizzes are the
most familiar examples of this form of
assessment.
Open-ended Tasks Situations in which students are
presented with a stimulus and asked to
communicate an original response. The
answer might be brief written answer, a
drawing, a diagram or a solution. The
work, with the assessment criteria,
could be included in a portfolio.

20. Assessment Tools
Rubrics An established set of criteria for rating students
in all areas. The descriptors tell the assessor
what characteristics or signs to look for in
students’ work and then how to rate that work
on a predetermined scale. Rubrics can be
developed by students as well as by teachers.
Exemplars Samples of students’ work that serve as concrete
standards against which other samples are
judged. Generally there is one benchmark for
each achievement level in a scoring rubric. Each
school is encouraged to set benchmarks that are
appropriate and usable within their particular
school context.

21. Assessment Tools
Checklists These are lists of information, data,
attributes or elements that should be
present. A mark scheme is a type of
checklist.
Anecdotal records Anecdotal records are brief written notes
based on observations of students. “Learning
stories” are focused, extended observations
that can be analyzed later. These records
need to be systematically compiled and
organized.

22. Assessment Tools
Continuums These are visual representations of
developmental stages of learning. They show a
progression of achievement or identify where a
students is in a process.
These assessment tools may be used in conjunction with other forms of
assessment, such as standardized tests, in order to assess both
students performance and the efficacy of the programme.

23. Creating a Balance of Assessment
Strategies and Tools

24. The Assessed Curriculum
Documentation is important as it gives us evidence of
student learning.
Things such as videos, audio, photographs and graphic
representations. Or written records of students
conversations, comments, explanations and hypotheses
can serve this purpose.

25. Portfolios
According to IB and NB standards, it is our responsibility
to show evidence of student learning.
Portfolios are one method of collecting and storing
information that can be used to document and assess
student progress and achievement.

26. Purpose of Portfolios
1.Growth Portfolios
2.Showcase Portfolios
3.Evaluation Portfolios

27. How do you Create a Portfolio Assignment?
1. Purpose: What is the purpose(s) of the portfolio?
2. Audience: For what audience(s) will the portfolio be created?
3. Content: What samples of student work will be included?
4. Process: What processes (e.g., selection of work to be included,
reflection on work, conferencing) will be engaged in during the
development of the portfolio?
5. Management: How will time and materials be managed in the
development of the portfolio?
6. Communication: How and when will the portfolio be shared with
pertinent audiences?
7. Evaluation: If the portfolio is to be used for evaluation, when
and how should it be evaluated?
Jonathan Mueller

28. Growth Portfolios: What samples might be
included?
Purpose Some possible inclusions
a. To show growth or change over time • early and later pieces of work
• early and later tests/scores
• rough drafts and final drafts
• reflections on growth
• goal-setting sheets
• reflections on progress toward goal(s).
b. To help develop process skills • samples which reflect growth of process skills
• self-reflection sheets accompanying samples or work
• reflection sheets from teacher or peer
• identification of strengths/weaknesses
• goal-setting sheets
• reflections on progress towards goals(s)
c. To identify strengths/weaknesses •samples of work reflection specifically identified strengths and weaknesses
• reflections on strengths and weaknesses of samples
• goal – setting sheets
• reflection on progress towards goal(s)
d. To track development of one or more • obviously, drafts of the specific products or performance to be tracked
products or performances • self-reflections on drafts
• reflection sheets from teacher or peer
Jonathan Mueller

29. Showcase Portfolios: What samples might be
included?
Purpose Some possible inclusions
a. to showcase end-of-year/semester • samples of best work
accomplishments • samples of earlier and later work to document progress
• final tests or scores
• discussion of growth over semester/year
• awards or other recognition
• teacher or peer comments
b. to prepare a sample of best work for • cover letter
employment or college admission • sample of work
• reflection on process of creating sample of work
• reflection on growth
• teacher or peer comments
• description of knowledge/skills work indicates
• samples of student's favorite, best or most important work
• drafts of that work to illustrate path taken to its final form
c. to showcase student perceptions of favorite, • commentary on strengths/weaknesses of work
best or most important • reflection on why it is favorite, best or most important
• reflection on what has been learned from work
• teacher or peer comments
d. to communicate a student's current aptitude •representative sample of current work
• match of work with standards accomplished
• self-reflection on current aptitudes
• teacher reflection on student's aptitudes
• identification of future goals
Jonathan Mueller

30. Evaluation Portfolios: What samples might be
included?
Purpose Some possible inclusions
a. to document achievement for grading • samples of representative work in each subject/unit/topic to be graded
• samples of work documenting level of achievement on course/grade-level
goals/standards/objectives
• tests/scores
• rubrics/criteria used for evaluation of work (when applied)
• self-reflection on how well samples indicate attainment of course/grade-level
goals/standards/objectives
• teacher reflection of attainment of goals/standards
• identification of strengths/weaknesses
b. to document progress towards standards • list of applicable goals and standards
• representative samples of work aligned with respective goals/standards
• rubrics/criteria used for evaluation of work
• self-reflection on how well samples indicate attainment of course/grade-level
goals/standards/objectives
• teacher reflection of attainment of goals/standards
• analysis or evidence of progress made toward standards over course of
semester/year
c. to place students appropriately • representative samples of current work
• representative samples of earlier work to indicate rate of progress
• classroom tests/scores
• external tests/evaluations
• match of work with standards accomplished
• self-reflection on current aptitudes
• teacher reflection on student's aptitudes
• parent reflection on student's aptitudes
• other professionals' reflections on student's aptitudes
Jonathan Mueller

31. IB & New Brunswick Expectations
Generally the expectations in terms of assessment for
PYP and New Brunswick correlate.
The difference lies in the use of standardized
achievement tests. IB does not administer nor do they
encourage the use of standardized achievement tests
however they do recognize that there may be national
requirements of such tests for IB world Schools.
NB does require the students to complete Provincial
Assessments and therefore we will continue to do so.

32. Resources
 Jonathan Mueller. Authentic Assessment Toolbox
 Angela Schmidt and Nely Miguel. IB Primary Years Level
1B pptx
 IB Handbook. “Making the PYP Happen”
 Wiggins, and McTIghe. “ Understanding by Design”.
Prentice Hall; Expanded 2nd edition, 2005.