Assessment

Assessment  is important to understand and support young children’s development. Assessment in ECP is an ongoing process.

The majority of assessment in ECP involves informal methods that are used to evaluate children on tasks that are meaningful, take place in real life contexts, and are grounded in naturally occurring instructional activities.  Multiple methods are used to evaluate student learning as well as their motivation, achievement, and attitudes. Assessment remains consistent with the goals and objectives of the PYP program.

Teachers in our ECP program use observation and anecdotal records to record each individual child’s learning experiences.  This takes place over a period of time, by carefully observing each student in various learning situations. Evidence is recorded through photos, video,  and written records. This style of assessment includes not only language and mathematics but also elements of the learner profile and transdisciplinary skills such as social and physical skills, as well as initiative and  creativity. Children in the kindergarten class continue to be assessed using this method but also are introduced to  additional forms of assessments of  literacy and numeracy related knowledge and skills.

The assessment in ECP focuses on each individual student’s learning process.

 

Why is assessment important in ECP?

  • Indicates what a child already knows and understands
  • Documents a child’s learning process and learning progress
  • Can allow for early identification of needed support
  • informs teachers for quality and useful instruction
  • Allows for evaluation of teaching and programs

Reporting

KIS has an ongoing system of reporting student work and achievement.

 Parent-teacher Conferences

There are 3 formal opportunities for parents to meet with teachers throughout the year, however additional meetings are encouraged as needed. The first meeting is to primarily gain information from the parents or caregivers about the child.  The two subsequent meetings are used to share information and report to the parents how the child is doing at school as well as to share any issues.

Student-led conferences

Student-led conferences allow students to share their learning with their parents, as well as show their parents around their school and their classroom.

Portfolios

Portfolios are kept by each student at KIS.  Portfolio’s in ECP are a combination of student work and teacher documentation throughout the course of a year. It tracks development in learning areas, skills and attitudes. It represents the process of learning for each individual student. The portfolio is developed throughout the year and is often used at the student-led conference. Students take the portfolio home at the end of the year.

 Classroom blogs

Blogs are updated weekly by classroom teachers and serve as the main communication tool between teachers are parents.  Blogs update parents on learning engagements happening in the classroom and communicate special requests and announcements unique to the individual class. Specialist teachers also post updates to their blog based on events and learning engagements happening within the school.

 Formal Written Reports

Written reports are sent home to parents both at the end of first term and the end of third term. Reports inform parents of the learning happening at school along with the areas of strength and weakness for their individual child in each area of the curriculum.