The document discusses assessment in education, focusing on the Primary Years Programme (PYP). It explains that the purpose of assessment is to inform learning and teaching, identify what students know and can do, and help students reflect on their progress. The document outlines different types of classroom assessment, including formative assessment (assessment for learning), summative assessment (assessment of learning), and assessment as learning. It provides details on benchmarking, formative assessment, and summative assessment practices in the PYP. The document emphasizes that effective assessment involves students and helps teachers reflect on and improve their practices.

1. Assessments and Evaluation
In Education
By Niketa Suri
B.Sc., M.Ed., TEFL

2. Assessment is central to the Primary Years
Programme (PYP) goal of thoughtfully and effectively
supporting students through the acquisition of subject-
specific knowledge and skills, the understanding of
concepts and the development of approaches to learning.
The development of knowledge, conceptual
understandings and skills requires that both teachers and
students demonstrate assessment capability.
Assessments and PYP

3. The purpose of assessment is to
• Inform learning and teaching.
• Gathering and analysis of information about student
learning
• To inform on teaching practice.
• To identify what students, know, understand and can
do at different stages in the learning process.
• Students become effective, self-regulated learners
when engaged in assessment and act on constructive
feedback.
• Helps students to reflect on their progress, set goals for
their learning.
Purpose of assessment

4. • Engaging students in making decisions about what
they need to do to achieve these goals.
• Teachers become more effective and can reflect on
their practice, adjust their teaching based on data,
and offer timely, specific and well-considered
feedback to better support learning.
• Parents are more informed and can understand the
learning goals their child is working towards, and
the progress their child is making.
• Schools become more impactful learning
communities when they use assessment as a tool to
evaluate the depth of their curriculum and the
effectiveness of their teaching.
Purpose of assessment (Contd.)

5. The PYP approach to assessment gives the
students a vital role in the assessment process
and engages the teachers in considering
assessment as fit for purpose.
Effective PYP assessment practice holistically
integrates assessment for, of and as learning
(Harlen, Johnson 2014) to support effective
learning and teaching.
PYP
Approach to Integrated Assessment

7. Types of Classroom Assessment
Assessment for Learning (Formative Assessment)
Assessment for learning is ongoing assessment that allows teachers to monitor
students on a day-to-day basis and modify their teaching based on what the
students need to be successful. This assessment provides students with the timely,
specific feedback that they need to make adjustments to their learning.
Assessment of Learning (Summative Assessment)
Assessment of learning is the snapshot in time that lets the teacher, students and
their parents know how well each student has completed the learning tasks and
activities. It provides information about student achievement. While it provides
useful reporting information, it often has little effect on learning.
Assessment as Learning
Assessment as learning develops and supports students' metacognitive skills. It is
crucial in helping students become lifelong learners. As students engage in peer
and self-assessment, they learn to make sense of information, relate it to prior
knowledge, use it for new learning, develop a sense of ownership and efficacy
when they use teacher, peer and self-assessment feedback.

8. Assessments We Use in PYP
• Benchmarking Assessment
• Formative Assessment
• Summative Assessment

9. “The purpose of benchmarking is not to
determine content mastery. Instead, the goal of
benchmarking is to identify students’ academic
strengths and weaknesses and use that
information to guide future instruction, and
support success on later summative and high-
stakes tests.” (Cornelius, 2017)
Benchmarking

10. Benchmarking ( Why)
This provides us with the current level of the
student which will allow us to prepare our
instructional delivery with the differentiation to suit
all students in the classroom.
Benchmarking helps us plan our lessons
strategically from the start, and tackle curriculum in
the most effective manner. Ensuring that all of our
students are on pace.

11. Benchmarking ( When)
To conduct benchmarking , we must do
it twice once in starting of the Academic
term and one at the end of the term..

12. Benchmarking ( How?)
We do benchmark assessment of every student separately and at the level of
their prior knowledge.
For purpose of benchmarking, we create or use differentiated assessments.
As a diverse and inclusive classrooms, as for any other assessment ,
benchmarking also will have to follow the modifications and
accommodations required for each student.
• Assessment test must be prepared for different levels of understanding
within the subject / concept (prior knowledge).
• The assessments are carried out individually for each student.
• Every student is allowed to participate in assessment without any stress or
fear . As this is just an exercise to collect data.
• Each students is assessed on the last known level benchmarked and if they
are able to perform higher , they would be assessed on next level , till we
have concluded their current level of understanding .

13. Formative
Assessment
(Assessment
FOR Learning
AfL)
Assessment for Learning
(Formative Assessment)
Assessment for learning is ongoing
assessment that allows teachers to
monitor students on a day-to-day basis
and modify their teaching based on
what the students need to be
successful. This assessment provides
students with the timely, specific
feedback that they need to make
adjustments to their learning.

14. Formative Assessment (Why)
● It provides feedback to each learner about their
learning (Berry, 2008).
● Teachers can adjust teaching methods based on the
feedback.
● It improves learner outcomes (Berry, 2008).
● It increases confidence and create a sense of self-
efficacy among learners (NSW Education Standards
Authority, n.d.).
● Learners become more independent in their learning
as they take part in peer assessment and self-
assessment.
● It changes the culture of the classroom.
(Bullock, 2019)

15. Formative Assessments (How)
● Questioning.
● Observations.
● Conversations.
● Feedback of homework.
● Quizzes, tests and examinations.
● Journals and learning logs.
● Surveys, investigations and
projects
● Computer-based assessment.
● Peer and self assessment.
Students completing a learning log (Eames, 2020).

16. Benefits of the Formative Assessment (AfL)
● Provides regular feedback to students and teachers (Berry, 2008).
● Helps in defining learning goals (Nicol & Macfarlane-Dick, 2005)
● Helps in understanding learner requirements.
● Helps in creating Personalized and differentiated learning
environment.
● Helps in improving academic achievement.
● Provides motivation to Students.
● It helps in Increasing student engagement .
● Learners can self-regulate their learning (Nicol & MacFarlane-Dick,
2005).

17. Summative Assessment
(Assessment of Learning)
Assessment of Learning (Summative Assessment)
Assessment of learning is the snapshot in time that lets the
teacher, students and their parents know how well each
student has completed the learning tasks and activities. It
provides information about student achievement. While it
provides useful reporting information, it often has little
effect on learning.

18. Summative Assessment (Why)
(Watwood, 2020)

19. Summative Assessment (How)
● End of unit tests.
● Essay’s
● Presentations.
● Project work
● Creative portfolio.

20. Benefits of Assessment of Learning

21. An assessment-capable teacher is supported through
professional development and a shared assessment
culture. As indicated in figure on next slide.
Teachers become more effective when they are open to
actively learning about student progress by monitoring
what they know, understand and can do. Teachers inquire
into student learning as a way of assessing their own
practice as educators. They continually adjust their
teaching to better support individual and group learning.
Assessment-capable Teacher

23. Students develop assessment capability when teachers
provide them with multiple supported experiences in
reflecting on their learning and how to make improvements.
Students discuss and evaluate learning and demonstrate
their assessment capability by:
•Collaborating with teachers for learning goals.
•Self-assess and discuss their progress .
•Selecting evidence, such as samples of their learning, that
best demonstrate the intended learning goals.
Assessment-capable Students

24. References
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