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PYP Unit Planning
  • PYP Unit Planning
  • Faria Education Group
  • About the author
  • Introduction
  • IB approaches to teaching
  • Changes to PYP planner and planning process
  • Overview
    • Transdisciplinary theme
    • Central idea
    • Lines of inquiry
    • Key concepts
    • Related concepts
    • Learner profile attributes
    • Approaches to learning
    • Action
  • Reflection and planning
    • Initial reflections
    • Prior learning
    • Connections: Transdisciplinary and past
    • Learning goals and success criteria
    • Teacher questions
    • Student questions
  • Designing and implementing
    • Designing engaging learning experiences
      • Play, symbolic exploration and expression, and learning spaces in the early years
    • Supporting student agency
    • Teacher and student questions
    • Ongoing assessment
    • Making flexible use of resources
    • Student self-assessment and peer feedback
    • Ongoing reflections
    • Additional subject-specific reflections
  • Reflecting
    • Teacher reflections
    • Student reflections
    • Assessment reflections
  • Other considerations
    • Horizontal articulation
    • Duration of the units
    • Ongoing revision and development
    • Frequently asked questions
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  1. Reflecting

Assessment reflections

PreviousStudent reflectionsNextOther considerations

Last updated 2 years ago

Just as intentionally as ongoing opportunities for assessment and feedback were planned throughout the unit, it is crucial to reflect on their effectiveness and contribution to learning.

The following reflective prompts support in the facilitation of assessment reflections:

  • How effective was our monitoring, documents and measuring of learning informing our understanding of student learning?

  • What evidence did we gather about students’ knowledge, conceptual understandings and skills?

  • How will we share this learning with the learning community?

-PYP Planning Template