Ellis Elementary School PYP Assessment Policy

IB Standards:

Culture 5.1: The school implements and reviews an assessment policy that makes the school’s philosophy clear and is aligned with the IB philosophy concerning learning and assessment. (0301-05-0100)

 

Culture 5.2: The school identifies in its assessment policy all necessary local and IB requirements, and outlines how the school is adhering to these requirements. (0301-05-0200)

 

Culture 5.3: The school describes in its assessment policy the rights and responsibilities of all members of the school community and clearly states what constitutes good assessment practice. (0301-05-0300)

 

Culture 5.5: The school describes in its assessment policy the value of assessment for continuous learning and growth. (0301-05-0500)

 

Philosophy

Assessment is the gathering and analysis of information about student performance and continually informs practices in the classroom. Assessment identifies what students know, understand, can do and feel at different stages in the learning process. Students and teachers should be actively engaged in assessing the student’s progress as part of the development of their wider critical-thinking and self-assessment skills. (Making the PYP Happen, 2007). Ellis Elementary School is committed to the IB PYP standards and practices and ensuring that the assessment policy is implemented, understood and supported by all staff members. Parents will be informed about the policy through parent meetings, team newsletters, the school website and at parent/teacher conferences.

 

Purpose of Assessment

 

Introduction

The purpose of assessment at Ellis Elementary is to continuously improve student learning, to provide information on student learning and to contribute to the efficacy of learning programmes. Assessment is the ongoing process of gathering evidence of learning. This evidence is used to feedback to the learners and all other stake holders. Assessment at Ellis Elementary reflects best practice that supports the learner and the teacher in the promotion of student achievement.

 

PYP

At Ellis Elementary 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

 

At Ellis Elementary, we recognize the importance of assessing the process of inquiry as well as the products of inquiry. The main aim of assessment in the PYP at Ellis Elementary 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.

 

Types of 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 Ellis Elementary the classroom employs a range of formative and summative assessments, which demonstrate student achievements as follows:

 

Pre-Assessment:

Occurs before embarking on new learning and as a way of establishing students’ prior knowledge and experiences.

 

Informative assessment:

is woven into the daily learning process. It provides teachers and students with information about how the learning is developing. The information is used to plan the next stage in learning and helps teachers and students discover 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.

 

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.

 

Assessment in the classroom includes:

· 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

 

Gathering Data:

The Ellis Elementary community uses a range of methods and approaches to gather information about a student’s learning. This information is recorded using a variety of tools. Assessment Strategies include:

· Observations:

Students are observed with a focus varying from one on the whole class to one on one student or activity.

· Performance assessments:

The assessment of goal-directed tasks with 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.

· Process-focused assessments:

Students are observed, noting the typical as well as non-typical behaviors, collecting multiple observations to enhance reliability, and synthesizing evidence from different contexts to increase validity. Checklists, inventories and narrative descriptions (such as learning logs) are common methods of collecting observations.

· Selected Responses:

One-dimensional exercises such as tests and quizzes.

· Open-ended Tasks:

Situations in which students are presented with a stimulus and asked to communicate an original response. The answer might be a brief written answer, a drawing, a diagram or a solution.

 

Assessment tools include the use of:

· Rubrics

: Established sets of criteria used for scoring student tests, portfolios, or performances. The rubric descriptors tell the student and teacher what to look for in a successful effort.

· Anecdotal Records:

Brief written notes based on observation

· Checklists:

Lists of information, data, attributes, or elements that should be present

· Continuums:

Visual representation of developmental stages of learning that shows a progression of achievement or identity

· Exemplars/Benchmarks:

Samples of student work that are concrete standards against which other samples are judged

· Teachers collect and compile records of conversations, comments, explanations, and hypotheses

 

· Under the Every Student Succeeds Act, teachers are required to administer State assessments, as follows:

 

· Grade 3: Fall Growth Assessment

· Grade 3: Virginia Standards of Learning in Language Arts, Mathematics

· Grade 4: Fall Growth Assessment

· Grade 4: Virginia Standards of Learning in Language Arts, Mathematics, and Virginia Studies

· Grade 5: Fall Growth Assessment

· Grade 5: Virginia Standards of Learning in Language Arts, Mathematics, and Science

 

· Teachers in grades 2-5 also administer locally mandated Common Formative Assessment (CFA) tests in Mathematics, Science and Social Studies.

· Teachers in Grade 1 and 2 administer the AMC test for math

· Kindergarten Teachers administer the Virginia Kindergarten Readiness Program test

 

Reporting

Reporting on assessment at Ellis Elementary 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 in several ways including:

 

Back to School Night

Parents gain information about the school from the classroom teachers regarding the curriculum and classroom routines via this important evening that is held at the beginning of the school year.

 

Conferences

Conferences are held in November and may occur more frequently as needed. These conference days are built into the school schedule and occur at the end of the first nine weeks and at the end of the second nine weeks, as needed. Conferences can be requested by teacher or parent at any time.

 

The Exhibition

Students in the final year of the PYP carry out an extended, collaborative inquiry – the PYP Exhibition. At Ellis Elementary this takes place towards the end of the school year. 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 learning

· To provide students with an opportunity to explore multiple perspectives of their topics

· 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 community in a collaborative experience that incorporates the essential elements of the PYP

· To celebrate the transition of learners from PYP to MYP education

 

Reporting at Ellis Elementary

The following table gives parents a guide to Reporting at Ellis Elementary over the period of the school year.

First Semester Pre-School

Parent Teacher Conferences
 IEP Progress Reports
Home Visit
 PWCS Preschool Progress Report (twice a semester)
VA Foundation Blocks for Early Learning: Comprehensive Standards for 4-year Olds
Virginia's Early Learning and Developmental Standards
High Scope Key Developmental Indicators
Early Screening Inventory (ESI's)
COR assessment - Head Start Outcomes
PALS PreK 
VKRP 
Anecdotal Records

Second Semester Pre-School

Parent Teacher Conferences
 IEP Progress Reports
Home Visit
 PWCS Preschool Progress Report (twice a semester)
VA Foundation Blocks for Early Learning: Comprehensive Standards for 4-year Olds
Virginia's Early Learning and Developmental Standards
High Scope Key Developmental Indicators
Early Screening Inventory (ESI's)
COR assessment - Head Start Outcomes
PALS PreK 
VKRP 
Anecdotal Records

First Semester Kindergarten

Conferences
PALS Pass/Fail Letter
DRA-II (Developmental Reading Assessment)
Benchmark CSA Pre-Test
Letter Identification and Sound Assessment
End of Unit Math Assessments
Quarterly Interims and Report Cards
Learner Profile Report Card
Beginning of the year writing prompt
Virginia Kindergarten Readiness Program


Second Semester  Kindergarten

Parent Teacher Conferences (as needed)
Mid-Year Benchmark CSA
End of Unit Math Assessments
Quarterly Interims and Report Cards
Student Led Conferences and Portfolios
Learner Profile Report Card
Learner Profile Student Self-Assessment End of year writing prompt

First Semester 1st Grade

Conferences
Weekly Progress Reports
Word Study Assessment
PALS Pass/Fail Letter (new and selected students)
Benchmark CSA Pre-Test
AMC Math Pre-Assessment
Quarterly Interims and Report Cards
IB Summative Assessments
Beginning of Year Writing Prompt
DRA Progress Monitoring


Second Semester 1st Grade

Parent Teacher Conferences (as needed)
Weekly Progress Reports
Mid-Year Benchmark CSA
DRA-II (Developmental Reading Assessment)
Word Study Assessment
PALS Pass/Fail Letter (all students)
End of Year Benchmark CSA Test
AMC Mid-Year and Post- Assessment
Quarterly Interims and Report Cards
IB Summative Assessments
Mid & End of Year Writing Prompts
DRA Progress Monitoring Student Led Conferences and Portfolios

First Semester 2nd Grade

Conferences
Word Study Assessment
PALS Pass/Fail Letter (new and selected students)
MAPS Reading Pre-Test
MAPS Math Pre-Assessment
Quarterly Interims and Report Cards
Math CFA Reports
Project Based Assessments – Sci & S.S.
IB Summative Assessments
Beginning of the Year Writing Prompt
DRA Progress Monitoring
Portfolios
Learner Profile Report Card
NNAT
Monthly spiral reviews in all content


Second Semester 2nd Grade

Parent Teacher Conferences (as needed)
Weekly Progress Reports
Mid-Year MAPS Reading
DRA-II (Developmental Reading Assessment)
Word Study Assessment
PALS Pass/Fail Letter (all students)
MAPS Math Mid-Year and Post-Assessment
Quarterly Interims and Report Cards
Math CFA Reports
 
Project Based Assessments – Sci & S.S.
IB Summative Assessments
End of Year Writing Prompt
DRA Progress Monitoring
Monthly spiral reviews in all content

First Semester 3rd Grade

Conferences
Word Study Assessment
PALS Pass/Fail Letter (all students)
MAPS Reading & Math Pre-Test
CFA Tests-Math and Reading
Project Based Assessments – Sci & S.S.
IB Summative Assessments
Beginning of Year Writing Prompts
DRA/QRI Progress Monitoring
Portfolios
CogAT and NNAT Reports
Fall Growth Assessment Tests


Second Semester 3rd Grade

Parent Teacher Conferences (as needed)
DRA-II (Developmental Reading Assessment)
Word Study Assessment
Mid & End of Year MAPS – Reading & Math
PALS Pass/Fail Letter (all students)
CFA Tests-Math and Reading
Project Based Assessments – Sci & S.S.
IB Summative Assessments
End of Year Writing Prompts
DRA/QRI Progress Monitoring
SOL Simulation Test VA SOL Test Reports

First Semester 4th Grade

Student-led Parent Teacher Conference
Quarterly Report Cards
CFA Reports
IB Summative Assessments
Beginning of Year Writing Prompts
DRA Progress Monitoring
Fall Growth Assessment Tests


Second Semester 4th Grade

Student-led Parent Teacher Conferences (as needed)
DRA-II (Developmental Reading Assessment)
Quarterly Report Cards
CFA Reports
IB Summative Assessments
DRA Progress Monitoring 
VA SOL Test Reports

First Semester 5th Grade

Conferences
Benchmark CSA Pre-Test
STAR Math Pre-Assessment
Flanagan Test - Math
Quarterly Interims and Report Cards
CFA Reports - Math & Science
DBQ – Social Studies Reading Spiral Reviews
IB Summative Assessments
Exhibition Research
Quarterly Writing Prompts
DRA/QRI Progress Monitoring
Portfolios
Fall Growth Assessment Tests


Second Semester 5th Grade

Parent Teacher Conferences (as needed)
DRA-II (Developmental Reading Assessment)
Mid & End of Year Benchmark CSA Test
STAR Math Mid-Year and Post-Assessment
Quarterly Interims and Report Cards
CFA Reports - Math & Science
DBQ – Social Studies Reading Spiral Reviews
IB Summative Assessments
Exhibition Action and Presentation
Quarterly Writing Prompts
DRA/QRI Progress Monitoring
SOL Simulation Tests
VA SOL Test Reports

*Selected Students (all grades): IEP Progress Reports, WIDA (Access Test) Reports, and Gifted Education Progress Reports

 

 

Access to Policy and Complaint Procedures

This policy is accessible to the school community by a physical copy of the policy being posted in the front office of Ellis Elementary School, and it is posted on the Ellis Elementary School Website under the International Baccalaureate tab on the site. This policy is available in English and Spanish in the front office and on the website.

 

The complaint and egregious documentation is also available to the school community by a physical copy of the document being posted in the front office of the school and on the school website. This documentation is also available in English and Spanish.