1. IPC Assessment for Learning at Kidurong International School

2. Our Entry Point Knowledge, Skills and Understanding Tell us something you KNOW, something you ARE ABLE TO DO and something you UNDERSTAND

3. Our Learning Targets  To know about IPC Assessment for Learning  To be able to share your child’s IPC learning

4. What do you already know about IPC Assessment for Learning?

5. IPC Learning Goals  KnowledgeTo know…  SkillsTo be able to…  UnderstandingTo understand..

6. Knowledge…  Data, facts, information  Relatively simple  Knowing ‘ that ’, knowing ‘ about ’  Continually expanding  Knowledge explosion!  Can be researched or taught by presentation

7. Skills  Practical: to be able to do something  Take time to develop through practise and experience: need to be revisited  Essence of many subjects: What scientists do...what historians do …  At the heart of every subject  Fewer key skills than ‘ facts ’  Cross-cultural  Transferable

8. Understanding  Complex relationship between knowledge and skills, developed over time  Is facilitated, rather than taught.  Do we ever truly understand something or do our knowledge and skills over time help us to develop an understanding?  How often to we ask if or say that we understand something? Should we be really ask ‘Do you/I know…?

9. Assessing Knowledge, Skills and Understanding  Knowledge is easily assessable by tests, check ups and quizzes.  Skills is difficult to assess out of context, no right/wrong. Skills need to be assessed more than once, as they are developmental.  Understanding is more complex. It is longer, multidimensional process. Can we ever truly assess understanding?

10. Assessment in the Primary School SUMMATIVE  A one off event/test  May be feedback but no feed forward  Grades not necessarily with actions  Don ’ t need to know the learner  Aimed at reporting FORMATIVE  Continuous  Related to learning targets  Looks forward: target setting  Feeds forward: gives learning advice  Personalised Learning  Learning to Learn  Leads to improvement  Encourages engagement and self assessment  Self Motivation/ownership of learning WIIFM

11. Assessments we use to track progress and inform individual needs and to future planning for learning.  Vocabulary Picture test: Sept. & June  Salford Reading test: Sept. & June  Daniels & Diack Spelling test: Sept. & June  On going assessments in Literacy & Numeracy using the ENC levels  IPC Assessment for Learning

12. Primary School Assessment for Learning Assessment for Learning is…. ¨…the process of seeking and interpreting evidence for use by learners and their teachers to decide where the learners are in their learning, where they need to go and how best to get there.¨

13. It ’ s good to tell her how high she has jumped. (Assessment of Learning - Summative) It ’ s much better to recognise the height and help her to jump higher. (Assessment for Learning – Formative)

14. The skill of Juggling

15.  Watch the jugglers in action.  Are they working at ‘Beginning’, ‘Developing’ or ‘Mastering’ level?  How do you know?

16. A rubric for juggling Beginning The person is able to throw one ball up and catch it. Catching is usually accurate but not always. They still need to watch and follow the ball with their eyes. Developing The person is able to throw two balls up and catch them with different hands. There is still some confusion about which hand to use. They can sometimes look straight ahead when throwing but often use their eyes to follow the ball. Mastering The person is able to throw three balls up and catch them with succession in different hands. They are able to look straight ahead when juggling and can automatically sense where to throw the balls

17. Giving learning advice Using the rubric to decide what advice you can give each other to help you move from ‘ Beginning ’ to ‘ Developing ’ or from ‘ Developing ’ to ‘ Mastering ’.

18. IPC Assessment for Learning  Skills based: over a Milepost  Identifies Key Skills  Rubrics for children: self assessment  Rubrics for teachers: ongoing assessment  Learning advice, to help children to improve their skills  Tracker to record assessments & progress

20. For all of these subjects … ArtGeographyHistory ICTMusicPhysical Education ScienceTechnologyInternational

21. Geography Key Skill 1.10 Be able to make maps and plans of real and imaginary places, using pictures and symbols (Milepost 1: age 5-7 years, Primary 2 and 3 )

22. Teachers’ Rubric Details what the key skill will ‘look like’ in action and exactly how a child performs within each learning stage. Beginning Developing Mastering

24. IPC Assessment for Learning: Toys Art 1.2 Art 1.3 Art 1.4 I nternational 1.4 To be able to respect indiv & indep. I nternational 1.5 To be able to work with each other in an appropriate way. History 1.4 Be able to use key words and phrases relating to the passing of time. History 5: To be able to order events and objects History 6: To be able to identify differences between their own lives and those of people who lived in the past. History 1.7 Be able to find out about aspects of the past from a range of sources Science 1.2 Be able to pose simple scientific questions Science 1.3 To be able to identify ways of finding out about scientific evidence Science 1.4 To be able to help to conduct simple investigations Technology 1.2 Be able to plan the structures they are going to make Technology 1.3 Be able to describe their plans in pictures and words Technology 1.4 To be able to use simple tools and materials to make structures. Technology 1.6 Be able to comment on their plans and structures and suggest areas for improvement PE 1.2PE 1.3 PE1.5 IT: 1.5 To be able to enter save and retrieve information B B B D D B B B B D D D B D D D D D D D

26. Children’s Rubrics Corresponds to and reflects the teachers’ rubric, written in ‘child-speak’. I’m getting used to it I’m getting better I’m really getting it

28. Using the Children’s Rubric Using the Children’s Rubric  Used to explain the key skill, success criteria and expectations, in children’s language  Used to involve children in their learning and assessment process, including target setting  Used before, during and after a learning task: encourages reflection on their learning

31. Learning Advice Learning advice given for each key skill  How to progress from Beginning to Developing  How to progress from Developing to Mastering For individual children/groups/class For children at ‘Mastering’ level, used to consolidate learning and to move to the next learning stage

33. What evidence will you see of IPC Assessment for Learning? Your children will be talking about their learning (not only what they are doing) in terms of knowledge, skills and understanding. They will be able to talk about learning skills: some new and some consolidated, and using rubrics to self assess. Rubrics and other methods will be seen with their IPC subject learning, as evidence of their own self assessment. The IPC section of your child’s termly reports will include comments about their learning achievements in IPC with reference to knowledge, skills and understanding.

34. Any questions or further clarification? www.greatlearning.com/ipc www.internationalprimarycurriculum.com