Assessment of student development and learning in IB PYP schools Toe, Dianne, Lang, Josephine, Paatsch, Louise, Yim, Bonnie, Jobling, Wendy, Doig, Brian and Aranda, George 2015, Assessment of student development and learning in IB PYP schools, International Baccalaureate Organisation, The Hague, The Netherlands. Attached Files Name Description MIMEType Size Downloads Title Assessment of student development and learning in IB PYP schools Author(s) Toe, Dianne orcid.org/0000-0002-0936-5933 Lang, Josephine orcid.org/0000-0002-0334-1316 Paatsch, Louise orcid.org/0000-0003-3978-9603 Yim, Bonnie orcid.org/0000-0002-8793-8119 Jobling, Wendy orcid.org/0000-0003-3723-4989 Doig, Brian orcid.org/0000-0001-8971-6619 Aranda, George orcid.org/0000-0001-8707-8107 Publication date 2015-11 Total pages 154 Publisher International Baccalaureate Organisation Place of publication The Hague, The Netherlands Summary The aim of this study is to examine how International Baccalaureate (IB) Primary Years Programme (PYP) schools define the purpose of educational assessment in their assessment policies and practices. Educational assessment in this study is broadly defined to include standardized tests, and formative and summative assessment. This investigation offers a deeper understanding of the assessment cultures of eight PYP schools and provides insights into the current assessment literacy of teachers. The researchers employed a multiple case-study approach, with two phases of data collection: an online survey of teachers and detailed teacher focus groups and coordinator interviews to follow-up on themes identified in the survey. Assessment in the PYP case-study schools was described as holistic and ongoing, and involved a wide range of assessment strategies. Assessment as learning, however, emerged as an approach still in development in the schools. Teachers enthusiastically supported the development of learner profile attributes, although assessing progress in any particular attribute was regarded as challenging. Finally, while teacher feedback and student self-assessment were common practices, teachers were more equivocal about peer assessment. The authors conclude the report with a number of recommendations for further improving PYP assessment practices. Language eng Field of Research 130202 Curriculum and Pedagogy Theory and Development 130303 Education Assessment and Evaluation Socio Economic Objective 930301 Assessment and Evaluation of Curriculum HERDC Research category A6 Research report/technical paper Copyright notice ©2015, International Baccalaureate Organisation Persistent URL http://hdl.handle.net/10536/DRO/DU:30081223 Document type: Report Collections: Faculty of Arts and Education School of Education Related Links Link Description Connect to published version Go to link with your DU access privileges     Unless expressly stated otherwise, the copyright for items in DRO is owned by the author, with all rights reserved. Versions Version Filter Type Mon, 08 Feb 2016, 12:32:53 EST Tue, 09 Feb 2016, 04:00:46 EST Tue, 09 Feb 2016, 07:14:53 EST Sat, 05 Mar 2016, 05:15:12 EST Fri, 22 Apr 2016, 10:16:48 EST Mon, 15 Aug 2016, 10:17:04 EST Mon, 15 Aug 2016, 10:22:43 EST Mon, 15 Aug 2016, 10:23:48 EST Wed, 12 Oct 2016, 14:48:09 EST Wed, 01 Mar 2017, 07:45:17 EST Thu, 02 Nov 2017, 13:34:11 EST Filtered Full Citation counts:   Cited 0 times in TR Web of Science Cited 0 times in Scopus Search Google Scholar Access Statistics: 247 Abstract Views, 6 File Downloads  -  Detailed Statistics Created: Mon, 08 Feb 2016, 12:32:53 EST

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