1. Transitional Assessment (English, Math, Science)

  1. Progression test for new students at the Beginning of the Year

At the beginning of the school year, all new ISB primary students in years 3 to 6 take progression tests in English and Math, and Science. Year 1 and Year 2 students are assessed in their starting points in reading, writing and mathematics and individual targets are set.

Frequency

Progression tests for new students are taken once a year during the first twto weeks of September (years 3-6). The results are recorded in students Individual plans (stored in student folders on the teacher´s page).

Year 3 to 6 teachers must familiarize themselves with the results of the previous progression tests at the beginning of the school year and use this information to guide their teaching. Info stored in student folders on teachers page.

b) Progression Tests at the End of the Year

The tests assess performance and progress of learners in years 3, 4, 5 and 6. Students do not complete these tests in year 1 and an alternative test is taken in year 2 (SATs or internally developed ISB end of the year tests). The progression tests are designed by Cambridge University and test knowledge of the Cambridge Curriculum in English (and English as a Second Language), Math and Science. Click here to see the current test, mock versions of the tests, and the guide to conduct and mark the tests.

Frequency

These tests are written once a year (second week of June). The results are not stated on the end of the year progress report; however the report comment and the grade may be influenced by the results of the tests.

2. Periodic Assessment

  1. Summative Unit Assessment

The curriculum is divided into 6 thematic units based around the Man and Society umbrella team. Each of these units concludes with a summative assessment called summative share. For assessment to be effective and informative teachers must plan with assessment in mind and support their planning with a specific method of assessing students. Children must be aware of its  form, content, and need to be working throughout the unit to review their own progress and assess learning against the targets. The final assessment can take many forms (eg. journal, diary, science fair project, performance, unit test). There may be several components to the final assessments in one unit (eg. subject specific tests or a thematic product that links teaching and learning into one collective test). The final assessment must be indicated in the medium planning document and the results must be entered in edookit. Summative shares folders are sent home and shared with families.

Frequency

The unit assessments are conducted at the end of each thematic unit (6 times a year). Please note that there are some assessment projects that are done by the whole division (eg. the science fair).  

Assessment Meetings with the Division Principal

The teacher invites the division principal for an assessment review meeting at the end of each unit where progress of individual students is discussed.

b) Ongoing Assessment

There are two principle components of the ongoing assessment process: establishing criteria and providing feedback.

Criteria for each performance of understanding need to be: 

* clear (articulated explicitly at the beginning of each performance, though they may well evolve over the course of the performance).

* relevant (closely related to the understanding goals for the unit).

* public (everyone in the classroom knows and understands them).

Feedback needs to:

* occur frequently, from the beginning of the unit to its conclusion, in conjunction with performances of understanding. Some occasions for feedback may be formal and planned (such as those related to presentations); some may be more casual and informal (such as responding to a student’s comment in a class discussion).

* provide students with information not only about how well they have carried out performances but also how they might improve them.

* inform your planning of subsequent classes and activities.

* come from a variety of perspectives: from students' reflection on their own work, from classmates reflecting on one another's work, and from the teacher.

There needs to be evidence of formative feedback that is:

Subject Related Types of Assessment

English
1. Reading and Comprehension

ISB primary division uses A-Z reading assessment to assess reading skills. This programme is a website tool which provides developmentally appropriate texts that help us:

Reading A-Z provides a three-part assessment process to help you place students in instructionally appropriate level texts. Firstly, we select a benchmark passage or book that best approximates a student's reading level. Each reading level has 2 fiction and 2 nonfiction passages, and each level has at least 1 fiction-nonfiction passage pair on the same topic.

Please read more at Assessing a students level.

Each passage or book is accompanied by a running record that help you record and score a student's reading behavior. Please click taking a running record for more information. We use the information on error, self-correction, and accuracy rates to place the student at the developmentally appropriate instructional level.

Frequency

This testing needs to take place at least six times a year (September, November, January, March, May, June) however emergent and early readers as well as students who are not progressing at the expected rate should be assessed even more frequently. Reading levels must be recorded periodically into the ISB Running Records.

Assessment Schedule

Developmental Level

Reading Level

Schedule

Early Emergent readers

Levels aa-C

every 2 to 4 weeks

Emergent readers

Levels D-J

every 4 to 6 weeks

Early fluent readers

Levels K-P

every 6 to 8 weeks

Fluent readers

Levels Q-Z

every 8 to 10 weeks

At ISB, we often use various reading resources (eg. ORT books) that are leveled differently to A-Z. Please refer to the Level Correlation Chart  to see how A-Z reading levels approximately correlate to other leveling systems commonly found in leveled reading materials.

2. Writing 

Big Writing is used in the primary division as a consistent approach to teaching writing. The aim of Big Writing is to raise attainment level in speaking, listening and writing. The assessment tool, The Criterion Scale - Levels 1 to 5, is linked to the National Curriculum levels and therefore to the Cambridge Primary Curriculum.

Throughout the school year, students written work is regularly assessed and kept in the Writing portfolio. A portfolio is a combination growth and showcase portfolio. To demonstrate growth, teachers and students include all big write samples and other relevant writing pieces created over the course of the year. Through periodic reflection, students examine their work, document what they have learned, and set learning goals. At the end of each quarter, the portfolios are showed at parent-teacher-student conferences. Portfolios also factor into teacher evaluation as teaching and learning evidence.

Frequency  

In order to keep track of individual progress in the primary division, students writing level is assessed against the Criterion Scale and the results are recorded three times a year (September, January, May) in Writing Records. Please click Expected Writing Levels according to Year Groups - The Criterion Scale to see the levels students are expected to be at the end of each year.

Math

Abacus Evolve mathematics programme is used in primary. This programme uses the British National Curriculum levelling. The Assessment Kit is designed to help you find out at which National Curriculum level/sub-level each child is operating. Click here to access list of levels/sub levels for various math strands. For each test the class achievement record sheet needs to be filled in (a list of all the objectives tested).

Frequency  

Half-term and end of term tests are taken all together six times a year.

Science

Information about achievement of individual pupils is gathered by teachers in a variety of ways (eg. observation, discussion, short teacher-made tests, pupils’ written and oral reports). This information is used to produce a short overview of areas of success and areas where the pupil requires further support, relating to the whole science curriculum. This information needs to be organised and always available to share with the admin or the parents upon request.

In addition, final unit assessment is conducted as well as some mandatory division or school-wide projects that each child takes part in:

Frequency  

At the end of each unit (6x a year).

Other “non-cambridge” subjects 

Final Assessment is conducted at the end of each unit.

Frequency  

At the end of each unit (6x a year).

Informing Parents about their Child's Progress

  1. On-going Communication

The school informs families about learning and events via email. Parents are encouraged to communicate with their child's teacher via e-mail by default. The role of traditional school-to-home notebooks is replaced by email. Please use email to share information with specific parents at least once a week (eg. to comment on homework, behaviour)

Having said that, it is important to consider when a face-to-face meeting is more appropriate than a written exchange, depending on the issue.

  1. Informative Emails (TBD - Oct 5, 2017)

Four times a year,  an email is sent home by the class teacher to inform parents about academic progress and behaviour. The text is a short summary that in most cases will indicate to which extent the child is meeting expected standards for:

  1. in all subjects
  2. behaviour standards (respecting the school rules and values)
  3. attitude to learning (key competencies: organization skills, handing in homework

If further action is needed in order to help the child, the email will invite the family for a personal meeting.

These emails will be sent out at the end of September, mid December, at the end of February and at the end of May (or alternatively, at the end of a thematic unit if agreed with the primary principal).

  1. Minimum Number of Assessments in Edookit

There is a minimum number of grades/assignments that need to be entered in engrade each term (10 weeks):

English and Math: 10

Science: 6

All the other subjects: 4

All assignments need to be in engrade including the following

  1. Summative Shares (Christina McKellar to provide details in October 2017)

  2. Formative Assessment - Checklist for individual subjects and students (Christina McKellar to provide details in October 2017)
  3. Reporting (currently being revised to reflect on the change form engrade to edookit)

Please see the Assessment Policy for more information about the reporting process.