At Quarry Bay School we believe assessment is integral to all teaching and learning; that assessment is continuous and that we should assess the process of inquiry as well as the products of inquiry.
The main aim of assessment at Quarry Bay School is to provide feedback on the learning process in order to support and improve learning by empowering students and transforming practice.
Effective assessment uses a range of tools and strategies that take into account the diversity of students’ learning to gather and analyse information about student performance. These strategies are designed to inform practice.
Effective assessment identifies and communicates what students know, understand, can do, and feel at different stages in the learning process and should focus on all five essential areas of learning; the acquisition of knowledge, the understanding of concepts, the mastering of skills, the development of attitudes and the decision to take action.
We believe that effective assessment is dependent on a partnership between student, teachers and parents who should all understand and be actively involved in the assessment process.
The assessment component in the school’s curriculum can be subdivided into three areas.
• Assessing – how we discover what the students know and have learned
• Recording – how we choose to collect and analyse data
• Reporting – how we choose to communicate information about what students know, understand and can do.
The assessment of students development and learning is an essential component of the curriculum, and helps to inform continued development, learning and teaching.
At QBS students are observed in a variety of situations and a wide range of formative and summative assessment strategies are employed, which allow students to demonstrate their achievements.
Assessment in the classroom includes:
• using samples of students’ work or performance to provide information about student learning.
• collecting evidence of students’ understanding and thinking
• documenting learning processes of groups and individuals
• engaging students in reflecting on their learning
• Students assessing work produced by themselves and by others
• developing clear rubrics (assessment criteria)
• identifying exemplary student work
• keeping records of test/task results
At QBS we aim to use a range of methods and approaches to gather information about a students learning.
Teachers use a range of methods to document the evidence of student learning and understanding. This at times includes video, audio, photographs and graphic representations. Teachers also have written records of conversations, comments, explanations and hypotheses as well as reflections on pieces of students’ work that form part of a student portfolio. The results of standardised tests are collated centrally, shared with teachers and published to parents via the Gateway system.
Reporting on assessment at QBS includes communicating what students know, understand and can do. Reporting involves parents, students and teachers as partners.
Reporting to parents, students and teachers occurs through:
• Student-teacher throughout the learning process
• Parent-teacher in term 1
• Parent-teacher in term 2
• Student-led with parents in term 3 at the Celebration of Learning day.
The purpose of these conferences is to share information about student progress and to set targets for further development. Mid-year targets are set for reading, writing, Maths and learning behaviours. These are shared with parents at the parent-teacher conference in term 2.
Celebration of Learning Day
The Celebration of Learning day takes place /in term 3. It is an opportunity for students to share their learning with their parents in the regular learning environment.
The Celebration of Learning Day consists of;
• Student led sharing of portfolios between children and parents
• A range of interactive activities which represent authentic learning from the units of inquiry, maths and language, between children and parents.
The day is organised into six 60 minute sessions with 5 families at each session.
The purpose of the portfolio is to show evidence of student learning and should demonstrate success, growth, higher-order thinking, creativity, assessment strategies and reflection.
Each student has his/her own portfolio, which is shared with parents three times a year; at the end of term 1, at the end of term 2 and on the Celebration of Learning day.
The portfolio is:
• compiled by the student and teacher
• accessible to children at all times
• shared with parents at the Celebration of learning day and provides an opportunity to celebrate and reflect
• taken home at the end of the year
Written reports are shared with parents twice a year, at the end of term 1 and at the end of the school year. The purpose of the report is to provide a summative record of progress for students, parents and the school and to document targets for further development.
End of Term 1 report
The end of term 1 reports contain personalised and concise written comments for Maths, English and Unit of Inquiry. Each written comment contains a strength and an area for development. English comments give a strength and area of development for both reading and writing. Maths comments are number focused. Unit of Inquiry comments focus on the learning behaviours of the children and make reference to the Learner Profile, attitudes and ATLs. The child will also receive a short written comment if they are receiving specific IN support.
End of term 1 reports also contain gradings (beginning, consolidating, meeting expectations or exceeding) for outcomes in:
· Unit of Inquiry
· Expressive Arts
Gradings (inconsistent, consistent, very good, outstanding) for effort are also provided in these areas of learning.
End of Year Report
The end of year reports contain more detailed written comments for Maths, English, Unit of Inquiry and a general teacher comment.
The English report provides feedback on student outcomes across the four strands of the ESF Scope and Sequence: reading, writing, listening and speaking, viewing and presenting.
The Maths report provides feedback on student outcomes across number, data handling, shape and space, pattern and function, measurement. Maths comments should focus on the number strand, particularly if the student is not meeting expectations in this area.
The UOI comment provides provides feedback against conceptual understanding and the skills acquired. This must contain reference to the learner profile attributes, PYP attitudes, student initiated action or a personal inquiry in this comment.
The pastoral comment is a narrative celebrating the holistic and socio-emotional development of the student. This will include information on action taken by them as a result of their learning, attitudes they have displayed and Learner Profile attributes they have developed. It will include evidence and comments which are personal to the student.
The child will also receive a short written comment if they are receiving specific IN support.
End of year reports also contain gradings (beginning, consolidating, meeting expectations or exceeding) for outcomes in:
· Unit of Inquiry
· Expressive Arts
Gradings (inconsistent, consistent, very good outstanding) for effort are also provided in these areas of learning.
The Primary Years Programme (PYP) exhibition represents a significant event in the life of a PYP school and student, synthesizing the essential elements of the PYP and sharing them with the whole school community. As a culminating experience it is an opportunity for students to exhibit the attributes of the International Baccalaureate (IB) learner profile that have been developing throughout their engagement with the PYP.
Students are required to engage in a collaborative, transdisciplinary inquiry process that involves them in identifying, investigating and offering solutions to real-life issues or problems.
STANDARDISED ASSESSMENT TESTS
Standardised assessments are used as part of the assessment process in an effort to gain as much information as possible about the student as a learner.
The following standardized assessment tests are used at QBS and outcomes are recorded on the QBS tracker to provide a whole school overview and enable this information to be passed on to the new teacher each year.
Assessments Mandated by ESF are as follows:
– PIPS (Year 1 and 2) – Term 1 (on entry)
– InCAS (Year 3) – Term 1
– InCAS (Year 6) – Term 2 or 3
– ISA (Year 4 and 6) – Term 1
Additional Summative Assessments completed by QBS students are as follows:
– InCAS – (Y2,4,5,6) – Term 1
– InCAS – (Y1) – Term 2
In addition, ongoing assessment in core learning areas are completed through:
· Benchmark reading assessment (Year 1 and Year 2)
· PROBE reading assessment (Years 3-6)
· PT Maths assessment (Years 1-6)
The data generated through these tests is analysed at student, class, year group and school level to inform future teaching and school priorities.
The teaching of language at Quarry Bay School is based on our belief that language is a means to express, convey, explore, expand and reinforce the learner’s ideas, concepts, perspectives and culture. We believe that every one in our community is a language learner and a language teacher. Students learn languages, learn through languages and learn about languages.
“As they go about their daily lives, they learn to talk by talking and listening to others, by exploring how language functions and by using language to get something done, with all three operating simultaneously if events make sense to them.”
Kathy Short 1999 The search for balance in a Literature-Rich Curriculum
See Appendix A
All students in the PYP programme are required to study at least one language in addition to English. At Quarry Bay School Chinese is taught across all year levels.
Language stands as the cornerstone of learning at QBS. Through language learning we promote a culture of inquiry and curiosity, new cultural perspectives on the world and an appreciation of the world’s diversity and richness. We strongly believe that language is one of the most significant factors in the development of each individual. It is our primary means of thinking and communicating and as such is essential to all learning. It provides a foundation on which to build academic success, social interaction and global understanding. Language permeates our entire curriculum; supporting and enhancing each individual’s ability to develop and reach their potential. QBS uses students, parents, teachers and others as positive role models.
Children at QBS are often multilingual and we acknowledge that progress and proficiency in these languages is interdependent. All children experience an enriched language programme in which English is the medium of instruction and Chinese is taught as an additional language. At QBS we recognise that Mathematics, PE and the Arts are examples of other languages that our students should be constantly exposed to and encouraged to use when exploring and developing a greater understanding of our world.
QBS also supports and values the mother tongue languages represented throughout our school and encourages individuals to use their first language. We believe that it is important to expose children to a variety of languages not represented within our community and therefore expand horizons and widen their awareness of the world around them.
We recognise the importance of information literacies and believe that teachers should provide experiences through which students can define, investigate and develop solutions to problems, whilst learning to make informed decisions. In order to be prepared for a world of exponential change information literacies must be embedded throughout the curriculum.
To see the full policy, you can download from the links at the bottom of the page.