Assessment Policy

Concordia International School Ningbo Assessment Policy

Purpose

The purpose of this Assessment Policy is to define the principles and practices of assessment at Concordia International School Ningbo, ensuring they align with the International Baccalaureate (IB) Primary Years Programme (PYP) and support the holistic development of our students.

Scope

This policy applies to all teaching and learning activities within the PYP, from Pre-Kindergarten to Grade 5.

Principles

Our approach to assessment is guided by the following principles:

- Student-Centered: Assessment is designed to support student learning, providing feedback that guides students in their learning journey.

- Inclusive and Differentiated: Assessments accommodate diverse needs, and linguistic backgrounds, ensuring all students can demonstrate their understanding.

- Formative and Summative: Assessment includes both formative (ongoing) and summative (end of unit) practices to support and evaluate learning.

- Authentic: Tasks are relevant, engaging, and connected to real-world contexts, allowing students to apply and transfer their learning.

- Reflective: Students are encouraged to reflect on their learning and self-assess, fostering self-regulation and metacognitive skills.

- Collaborative: Teachers, students, and parents collaborate in the assessment process, recognizing that learning is a shared responsibility.

Practices

1. Planning Assessments: Teachers collaboratively plan assessments as part of the unit of inquiry, ensuring they are aligned with the central idea and lines of inquiry.

2. Strategies and Tools: A variety of assessment strategies and tools are used, including observations, performance tasks, projects, portfolios, reflections, and self-assessments, to capture the depth and breadth of student learning.

3. Feedback: Constructive feedback is provided regularly, focusing on strengths and areas for growth, guiding students toward achieving their personal best.

4. Recording and Reporting: Student progress is systematically recorded and reported to parents through conferences, written reports, and student-led portfolios, reflecting both achievement and progress.

5. Inclusion: Special considerations are provided for students with identified learning needs, ensuring assessments are fair and provide an accurate picture of their abilities.

Roles and Responsibilities

- Teachers are responsible for designing and implementing assessment tasks, providing feedback, and reporting on student progress.

- Students are expected to engage actively in the assessment process, including self-reflection and action on feedback.

- Parents are encouraged to support their child's learning by participating in conferences, reviewing reports, and engaging in home-based learning activities.

Assessment in Action

- Formative Assessment is ongoing, informing daily instruction and providing students with opportunities for reflection and improvement.

- Summative Assessment occurs at the end of each unit of inquiry, allowing students to demonstrate their understanding of the central idea and related concepts.

- Portfolios are maintained for each student, showcasing a selection of work that reflects growth, achievements, and reflections on learning.

Review and Development

This policy is reviewed annually by the PYP coordinator, teaching staff, and the school's leadership team to ensure it remains aligned with the latest IB guidelines and best practices in assessment. Feedback from the school community is sought and valued in this process.

All policies need to be collaboratively developed, well-documented, communicated to all stakeholders, and regularly reviewed and updated to reflect changes in the school community or IB standards. It's also important to keep these policies aligned with local educational regulations and cultural expectations in Ningbo.