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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.

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Title Assessment of student development and learning in IB PYP schools
Author(s) Toe, DianneORCID iD for Toe, Dianne orcid.org/0000-0002-0936-5933
Lang, Josephine
Paatsch, LouiseORCID iD for Paatsch, Louise orcid.org/0000-0003-3978-9603
Yim, Bonnie
Jobling, Wendy
Doig, BrianORCID iD for Doig, Brian orcid.org/0000-0001-8971-6619
Aranda, George
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
Collection: School of Education
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