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Assessment Policy English

 Dillon Valley Elementary Assessment Policy

 & Essential Agreements about Assessment 2015-2016


The purpose of this document is to clarify teachers’ understanding of the assessment process within our school setting. Our Assessment Policy applies to the whole school and is to be communicated to and understood by all continuing and new teachers, students, parents, and administrators.

PHILOSOPHY  (WHY)

Why do we assess the way we do at Dillon Valley Elementary School?

ACTIONS (WHAT)

What assessment actions do we take because of our philosophy?

EXAMPLES (HOW)

How does assessment look at our school specifically?

We assess in order to guide instruction.  We do this so that we can enhance, support, and drive the points of inquiry we will develop.

Because assessment guides our planning and instruction, we make sure it is frequent, on going, and varied. This can be through formative and/or summative assessments.

  • Rubrics
  • Checklists
  • Benchmarks/exemplars
  • Continuums
  • Observations/discussions
  • Standardized and non-standardized assessments

Using a backward design allows us to effectively plan instruction and evaluate our students’ progress.

We assess frequently to find out what the student already knows and can do in order to discover what the next best teaching/learning steps would be.  

  • Pre-assessments before all units
  • Anecdotal records and checklists. See above.

We believe that teachers are professionals with the ability to create and evaluate student performance.

We collaborate regularly with other teachers to design, discuss and reflect on student learning.

The Coordinator helps develop the summative assessments through discussions and during collaborative weekly meetings.

Weekly Response to intervention team meetings

Students are guided to self – assess, and to reflect on learning in order to grow and change as life-long learners.

We actively teach our students to self-assess in both academic and behavioral areas.  

On an ongoing basis, students are asked to self assess their experiences and make contributions to their portfolios. Portfolios are developed PK-5 and students contribute to them throughout their DVE career.

We believe our students can demonstrate their conceptual knowledge in a variety of ways.

Our goal is to allow students to showcase their learning in a variety of ways.

Teachers use multiple means of assessing students’ learning such as written responses, oral presentations (including video), plays, action and making models. The element of choice is provided within the structure of the assessment.

We believe assessment data is important for teachers, parents, students, administration, and the community.

We regularly communicate this data to students, teacher, parents, administration, and the community.

We share assessment data, successes and/or concerns on an ongoing basis.  For example: assemblies, RTI, conferences,  and phone calls

 

Teachers and students will assess, record and report learning through:

Transdiciplinary Learning


Units of Inquiry

Learner Profile

Student Portfolios

Conferencing (including student-led)

District/State Assessments (including PARCC, NWEA)


Units of Inquiry     

Using a transdiciplinary approach for assessing student learning, teachers will assess all the elements of the PYP; knowledge, concepts, skills, attitudes and action. Teachers will use both formative and summative assessments and the purpose and means of assessment will be clearly explained to the students. Each Unit of Inquiry will include both formative and summative assessments. The purpose and means of assessment will be clearly explained to the students.  Assessments may include one or any combination of the following: synthesis of information, application of knowledge and process.

Formative Assessments are interwoven throughout the day.  Formative assessments will determine a student’s prior knowledge as well as their progress in order to plan the next stages of learning.  Formative assessment and teaching are directly linked; neither can function effectively or purposefully without the other.  

Summative Assessment takes place at the end of each unit of study and is an opportunity for students to demonstrate what has been learned; highlighting the knowledge, concepts, skills, attitudes and action acquired over a period of time.  

Student self assessments are ongoing. It is understood that self assessments will happen throughout the unit.  This reflective process will be evident in student portfolios.  Self assessments may look like any of the following: written, drawings, photos, student graded rubrics etc.


Learner Profile

Purpose: At Dillon Valley Elementary all teachers, staff, students and parents are expected to model the attributes of the Learner Profile.  Students are expected to self reflect and set goals on their development of these attributes.

Tools / Strategies:

  • Preschool through fifth grade will introduce the Learner Profile attributes.
  • All Units of Inquiry have focus attributes that will be revisited during the duration of the unit.
  • Students are recognized for demonstrating the Learner Profile by all teachers with which they work.
  • 5th grade will reflect their personal growth/journey through demonstration in the exhibition.

 

Student Portfolios

What is a Portfolio?  Portfolios are collections of student work that reflect and provide a picture of each child’s learning throughout their years of study at Dillon Valley Elementary.  

Purpose

What is the purpose of a Portfolio?

Selection

How items are selected for the Portfolio?

  • A Portfolio is a continuous collection of student’s work that demonstrates and celebrates growth and learning over time.  
  • It documents the process of active learning.  It allows students to reflect and communicate with parents, teachers and peers.      
  • Portfolios are comprised of self selected pieces of student work from each unit of inquiry every year including goals and reflections.
  • Portfolios will contain a variety of evidence of student learning, encompassing all five IB essential elements. This evidence may include formative and summative assessments, reflections, photos, videos, learner profiles, attitudes, actions and leadership across subject areas including specials.

 

Central Agreements

How Portfolios are organized and managed?

  • Portfolios are kept in three inch binder and can be easily accessible in their current grade level teams’ classrooms.
  • Beginning in Preschool, teachers support children by selecting pieces of work.  If a child did not attend Preschool, then this process begins in Kindergarten.  Students that enter after Kindergarten begin a portfolio.  
  • The PYP coordinator is responsible for supporting classroom teachers by providing the paper for their cover and spine, two printed name labels, as well as the POI table of contents.  
  • The office will provide teachers with student photos to be placed on the front cover.
  • Kindergarten will put dividers on the beginning of the year school supply lists.
  • Students’ artifacts chosen for portfolios must include; name & date.
  • Items in the portfolios should be in sequential order behind the appropriate tab.  Therefore with the current grade on top.  
  • Teachers are responsible for passing on students’ portfolios to their new classroom.  Within the first quarter of school, teachers will provide time for students to revisit their portfolio.  
  • Portfolios will include a writing sample, a work sample from each unit of inquiry and quarterly reflections on students’ growth as a learner (Learner Profile). Other samples of work may be included. Preschool will provide self-portraits from beginning and end of year, cutting sample with name writing sample and a drawing of child’s family
  • A short reflection will be included with each piece of work
  • Work will be filed with the most recent work on top
  • Each piece of work will be dated.




For New Students

To make a portfolio for students entering the school after Kindergarten, obtain from the PYP coordinator:

Cover page, spine label, grade cover sheet

 

Conferences

Philosophy:  Parent-Teacher conferences will be conducted in the fall. Winter conferences will be student led with teacher support.  The purpose of conferences is to establish and maintain a relationship with families and set student goals.

Purpose of Student Led Conferences:

  • For students to gain confidence with explaining their learning and thinking
  • For students to plan and execute the conference with teacher support
  • To have student’s reflect on their own growth and take ownership for their own learning
  • To set goals with the student and parent to insure the student’s continued success.

 

District/State Assessments

As with all assessment at Dillon Valley, formative assessment is required to inform instruction and student progress.  The chart below lists required district assessments consistent in all Summit Schools.

District/State Assessment

Students

TS Gold

Kindergarten - Fall

WIDA Screener

For Kindergarten and newly enrolled students

NWEA Measures of Student Progress  (MAPS) Math

Grades 2-5

DRA – Developmental Reading Assessment

Grades K – 5

Sept. – Dec. – May   

i-Ready

On-going for students on a read plan

PARCC (state required assessment)

March-May

CMAS

4th grade Social Studies/5th Grade Science

WIDA

January ELL only

COGAT

February

 


 

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