What are we assessing?

We have established the broad parameters of what educators need to know - information that provides insight into how to support students to grow, both personally and academically. Anything that allows planning to focus on improvement is good information. This can include

• Stage of learning

• Learning motivations

• Approach to learning/learning how to learn

Stage of Learning

Throughout a learning process, it is important that a student’s stage of learning is informing the design and direction of their learning experiences.

Understanding a student's stage of learning is important for several reasons:

Tailoring Instruction: Students at different stages of learning have different needs, strengths and weaknesses. By understanding their stage of learning, educators can tailor their instruction to meet the specific needs of each student.

Effective Assessment: Assessing student progress and performance is an important aspect of teaching and learning. Understanding a student's stage of learning helps teachers assess their progress more effectively and design assessments that are appropriate for the student's level of understanding.

Encouraging Learning: When teachers understand their students' stage of learning, they can design learning activities that are challenging but not too difficult, which can help students stay motivated and engaged in the learning process.

Promoting Growth: Understanding a student's stage of learning can help teachers identify areas where the student needs more support and provide opportunities for the student to grow and develop their skills.

Building Relationships: By understanding a student's stage of learning, teachers can build stronger relationships with their students, which can improve communication, trust and overall learning outcomes.

The Learner is at the centre of all the IB Models, closely followed by the Learner Profile and AtL. This is deliberate!

Returning to the learner, students can experience learning blocks in many different ways. In terms of straightforward academic learning, student growth might be impeded by a lack of prior knowledge, limited understanding of key knowledge, poor conceptual awareness, and very importantly, underdeveloped skills.