✔️
Assessment: A Whole-School Approach
  • Assessment: A Whole-School Approach
  • Faria Education Group
  • About the Author
  • Overview
  • First Principle Thinking
  • The Purpose of Assessment
  • Developing an Assessment Culture
  • Assessment in Context – Teaching and Reporting
  • What is Assessment?
  • Why do we Assess?
  • Establishing and Using an Assessment Framework
    • Designing an Assessment Framework
  • What are we assessing?
    • Learning Motivations
    • Approach to Learning/Learning how to Learn
  • Assessment and the Report Card
  • Planning for Assessment
  • Phase One: Preparation (Establishing Capabilities and Resources)
  • Phase Two: Implementation (Design and Implementation/Integration)
    • Backwards by Design
    • Effective Classroom Assessment Practices
      • Micro-Assessments
    • Assessment Design Principles
      • Validity
      • Reliability
      • Authentic
      • Sufficient
    • Key Principles of Design
  • The Assessment Framework and a Development Pathway
  • Phase Three: Feedback and Reflection
  • Learning, Assessment, Feedback Routine
  • Good Feedback Practices
    • Feedback Strategies
    • Moving from Feedback to Feedforward
    • Delaying the Grade: How to Get Students to Read Feedback
    • Flash Feedback: How to Provide More Meaningful Feedback in Less Time
  • Assessment within the Learning Experience
  • Implementation and Monitoring
  • Further Reading
  • Looking for More Support in This Area?
Powered by GitBook
On this page

Overview

Welcome to Assessment: A Whole-School Approach.

In 2021, the IB published their research into the role of assessment as an important aspect of whole school practice, titled “Teaching and learning informed by assessment in the Diploma Programme” (IB website requires MyIB Login). The publication was an outcome of a process of reflecting on the role of formative assessment and the ambition to offer a cohesive but contextually sensitive framework for using assessment for and as learning.

This publication uses this research and its conclusions as a starting point; it is not a summary of the findings and recommendations in the 89-page publication. Instead, it is supplementary, taking the research as a base and looking to support schools reflecting on their understanding of assessment and therefore their assessment practices. It is also not the only publication by the IB that references assessment. The following IB publications are worth consulting, if necessary:

• Assessment principles and practices—Quality assessments in a digital age. (IB website requires MyIB Login)

• What is an IB education? (IB website requires MyIB Login)

• Programme standards and practices. (IB website requires MyIB Login)

• Diploma Programme: From principles into practice. (IB website requires MyIB Login)

• Diploma Programme: Approaches to teaching and learning. (IB website requires MyIB Login)

The underlying principle of this publication is that assessment is constant in a school’s existence and therefore ongoing throughout the student’s learning. This learning is both academic and personal, focused not just on preparation for pre-tertiary summative assessments, but also on their ability to develop motivation, metacognitive awareness self-regulation, and self-evaluate their own work (Carless: 2011 (1)). These abilities can be captured under the umbrella term of ‘independent learning’ and are key to the OECD’s Transformative Competencies for 2030 (2).

1. David Carless, From Testing to Productive Student Learning: Implementing Formative Assessment in Confucian-Heritage Settings, Routledge

2. https://www.oecd.org/education/2030-project/teaching-and-learning/learning/transformative-competencies/Transformative_Competencies_for_2030_concept_note.pdf

PreviousAbout the AuthorNextFirst Principle Thinking

Last updated 2 years ago