1. The main features of assessment in the PYP
Reference
International Baccalaureate organization (2009) Making the PYP Happen: A Curriculum Framework for International Primary Education, International Baccalaureate Organization, 142 p.
Making the PYP Happen Online course - Module 3, Assignment 2.

2. What?
Assessment guide students through the 5 elements: (1) Acquisition of knowledge, (2) Understanding of concepts, (3) Mastering skills, (4) Developing the attitudes and (5) Decision to take action
Assessments help gathering and analyzing information about performance and to help improve practices, shows what students know, understand, can do and feel through their learning process and help students take ownership of their learning by co-creating assessments, self- or peer- assessing and thinking critically.
Portfolios are one example of collecting and storing evidences of student’s learning.
The Exhibition is the culminating project of the PYP and acts as a key assessment of the inquiry mindset of students. It is both formative and summative.

3. What? We can divide assessment components in 3 categories:
(1) Assessing
2 types: Summative or Formative assessments. Effective assessments make the learning visible for students, teachers and parents.
(2) Recording
Teachers use strategies (observations, performance assessments, process-focused assessments, selected responses, open-ended tasks) and tools (rubrics, exemplars, checklists, anecdotal records, continuums) to collect and analyze data on student’s learning.
(3) Reporting
Reporting is done is an inclusive way through conferences (such as: three-way, student-led, teacher-parents, teacher-student) and the written report.

4. Why?
The purpose of assessing is to provide feedback on the learning process
It’s important to understand what is being assessed, what are the success criteria and what are the ways the learners are being assessed (methods).
Through assessments, we can evaluate how efficacious the school is in terms of delivering the PYP
Data provides us information rather than assumptions
Through assessing, “we” (educators, learners, administrators, parents) are learners and can grow

5. How?
Assessment procedures and methods of reporting should reflect the philosophy and objective of the PYP.
Before: think about the purpose and cater for the needs of the diverse learners. Balance a focus on the content and the process.
During: assess understanding of the central idea (Summative) and the Lines of Inquiry (formative) as well as the Learner Profile, attitudes and transdisciplinary skills. Assessments take different forms modalities and strategies and tools.
Tools: Rubrics, Exemplars, Checklists, Anecdotal records, Continuums.
Strategies: Observations, Performance assessments, Process-focused assessments, Selected responses, Open-ended tasks.
After: reflection (from the students and teachers)