• Pinkerton Assessment Policy 2016

    The purpose of assessment in a Primary Years Program is to help learners develop the five essential elements of learning: the understanding of concepts, the acquisition of knowledge, the mastering of skills, the development of attitudes and the decision to take action. We regularly communicate assessment data to students, teachers, parents, administration, and the community. Our assessment policy is directly linked to our mission statement, which is:

    At Pinkerton Elementary we empower learners to become inquirers and compassionate individuals who make innovative contributions to our global society.

    Philosophy: Assessment promotes learner success when used intentionally to uncover each learner’s level of mastery and to determine the next steps in instruction. In the process of assessment, educators regularly check for understanding through systematic monitoring. A solid assessment process ensures that educators, learners, and parents have an understanding of where each learner is along the continuum of content and skill mastery. Assessments, when considered as a product ( e.g.,portfolios, multiple choice tests, constructed response items, and performance assessments) provide a measure of mastery which typically occurs at the end of instruction. Assessment informs multiple aspects of learning, including differentiation of instruction, mild or intensive interventions, and placement decisions. To this end, assessment provides valid and reliable qualitative and quantitative data, which improves the learning of each individual.

    Why do we assess?

    • To collect data that drives instruction and student learning
    • To evaluate and strengthen our learning process and practices as educators
    • To identify student’s strengths and needs to better understand our learners
    • To individualize instruction based on student needs.
    • To monitor progress and growth within a community of learners
    • To communicate student progress with students and parents
    • To facilitate student’s own understanding of their growth and progress

    What do we assess?

    • Understanding of concepts (big ideas that transcend traditional subject areas)
    • Acquisition of knowledge
    • Mastery of skills
    • Development of attitudes
    • Decision to take action
    • Demonstration of the attributes of the IBl learner profile
    • Student progress and performance in the following subject areas: language; mathematics; social studies; science; the arts; personal social and physical education

    What types of assessment do we use?

    The goal of our comprehensive assessment plan is to provide a balance between formative and summative assessment.

    Formative Assessment: Educators use quantitative and qualitative data, acquired through formal and informal means to determine where the learner is, where the learner should be, and how to move the learner forward on the learning continuum.

    Anecdotal records
    Learner reflection
    Classroom observation
    Rubrics-learner and teacher created
    Peer review
    Progress monitoring
    Check lists
    Student teacher conferences
    Curriculum based measures
    Individual review

    Summative Assessment: Educators use assessments for summative purposes as a means for the measurement of learning, effectiveness of instruction and the alignment of the curriculum. The summative assessment process evaluates and communicates performance at established times.

    Benchmark assessments
    Performance assessments
    Learner reflections
    State mandated assessments
    Individual or group project or presentations
    IB Unit assessments (includes knowledge, concepts, skills, attitudes, action)

    What are characteristics of effective assessment in the PYP?

    Have criteria that are known and understood in advance
    Allow children to synthesize and apply their learning, not merely recall facts
    Promote learner reflection and self evaluation
    Focus on the production of quality products or performances
    Allow learners to express different points of view or interpretations
    Based on learner needs, interests and learning styles (student-driven)
    Identify what is worth knowing

    How is learner growth reported?

    Report cards four times a year
    Digital Portfolio
    Pre Unit Planner at the beginning of each unit
    Pre-assessments for each unit
    IB unit reflection
    Conferences Learner-Educator,
    Culminating Events (e.g. Showcase, Exhibition, Forum, Performance)
    State Mandated Assessment (STAAR)
    District Benchmark Assessments