The document outlines the agenda for two faculty development sessions on best practices in assessment techniques. Session 1 will cover topics such as common assessments, the role of feedback, formative assessment techniques, and differentiating assessments. Session 2 will focus on why rethinking assessment is important given changes in schools, controversial practices like allowing retakes, and removing penalties from assessments. The document also provides an overview of an EARCOS workshop on making classroom assessment a priority and using it to improve student learning.

1. BEST PRACTICES IN ASSESSMENT TECHNIQUES
Oct. 18 SFS Faculty sessions
Content:
Range of topics that we could take a look at: as you requested. Some of these will be
repeated to some degree on the full EARCOS day so just keep that in mind as we
design these sessions. And really just about anything related to assessment that is on
their minds I can work with them on...
Common assessments - purpose, design features, practical examples
Feedback - the neuroscience, how it is now the most essential factor and how that
impacts day to day instructional;/assessment practice
Critical role of context in assessment
Formative ( ongoing) assessment techniques, including how we record evidence and
what we do with the recorded evidence
A review of the five types of assessment tools and when each is most useful
Differentiating assessment - when and how although this requires some background in
the 5 types and practice with aligning with standards; Assessing 21st. Century skills
Evaluation strategies - the use of narrative rubrics, criteria, grades - when each is
Organisation
8:00 – 10:00 Session 1 ES/ BS KS1/2
10:00-10:30 Break
10:30 – 12:30 Session 2 MS/ BS KS 3
12:30 – 1:30 Lunch
1:30- 3:30 Session 3 HS

2. EARCOS DAY Oct 19, 20 BEST PRACTICES IN ASSESSMENT TECHNIQUES
Suggested write up
Oct 19: 8:00- 12:00 EARCOS Workshop; (30-40 participants) SFS attendees to
have release time
1:00 -4:00 pm Whole Faculty (and some EARCOS participants)
Why Rethink Assessment?
Teachers have been assessing students since the invention of 'schooling'? What's
changed? Why all the focus these days on this age-old concept? Plenty. In this this
session we will explore 4-5 of the major reasons that schools worldwide are spending
their resources to doing a better job of collecting and using evidence of learning and
begin the journey from theory to practice.
Controversial but essential practices that are HIGH LEVERAGE such as always
providing second and third opportunities; the notion of removing the culture of penalty;
homework as NOT an assessment;
Grading: ( I know you are focusing on this the following year but it is often hard to
avoid as it is an integral practice in most schools)
Oct 20 EARCOS Workshop(30-40 participants)
Classroom Assessment Really Matters: Getting it right
There is now compelling evidence that classroom assessment practices can have a
dramatic impact on student achievement. The idea that assessment is our most
essential toolkit in improving learning is firmly established. In international schools,
where little benchmarking data is available, an effective classroom-based assessment
program is even more critical.
Through a series of interactive, practical activities participants will be introduced to
several classroom-based assessment practices which are designed to use the
assessment process to improve, rather than simply audit student learning.
Participants will also explore where assessment fits in the bigger picture of curriculum, and what
practices are critical in the international school classroom. We will explore the research and practice
related to:
• Aligning the 5 major types of assessment with outcomes to ensure
learning evidence is accurate and usable for guiding instruction
• The role of contextual assessment as a ‘summative' assessment tool
• The now ESSENTIAL practice of giving effective feedback
• The HUGE role of 'ongoing' or formative assessment tools in
improving learning and its relationship to summative assessment
• Evaluation tools that support learning
Most suitable for teachers of grades 3 and above