Assessment Policy

OIS School-Wide System of Assessment

Philosophy

Assessment is a key part of teaching and learning that forms the basis from which teachers and students make decisions about academic and personal development. It gives direction for setting instructional goals and also provides information about the overall growth of students.

Aim

Omololu International School has established a program of student assessment with the goal of improving student learning and performance. Assessment, record-keeping, and reporting to parents is a meaningful process. The aim of student assessment is to facilitate the learning of each student by providing information which supports student success. Parents are key players in their children’s’ educational development and accurate, informative reports (both written and oral) facilitate their active involvement. Teachers use a variety of assessments which are both formative and summative. Qualitative assessment provides an in-depth understanding of students’ experiences, perspectives in the context of their personal circumstances or setting. It focuses on the student’s work, reasoning capacity, and measures skills acquired. It is a process of knowledge-building through ideas, connections and extensions. Assessment is also differentiated to students’ level of ability and learning styles. Accurate teacher assessment is crucial to inform future planning as well as to chart students’ progress.

Assessment Policy Photo

Objectives

  • Measure students’ personal & academic growth
  • Provide cumulative information on personal & academic growth PK – 6
  • Reflect upon & evaluate teaching & learning
  • Engage students in their own learning & monitor their progress
  • Provide a variety of assessments to encourage student learning
  • Provide a record & acknowledge students’ achievements
  • Inform parents, administration & outside agencies of assessment outcomes

 Principles of Assessment

Effective assessments:

  • Show what students know, understand, and can do
  • Have criteria that are known and understood in advance
  • Are both summative and formative
  • Are valid, relevant, and reliable
  • Demonstrate mastery and expertise
  • May be open-ended
  • Are fair, objective, and significant
  • May be differentiated

 Learning Strategies that Align with the Principles of Assessment

Teachers ensure that a range of learning experiences and teaching strategies are:

  • embedded in the curriculum
  • built upon prior learning
  • age-appropriate, thought-provoking and engaging
  • based on the differing needs of all students, including those who are learning in a language other than their mother tongue, and students with learning support requirements
  • open-ended and involves teaching problem-solving skills.

Teachers choose strategies that provide for learning through disciplined inquiry and research; involve communication of ideas and personal reflection; and give students the opportunity to practice and apply their new understandings and skills

 Types of Assessment

Different types of assessment are used to track student progress and improve student learning

Pre-Assessment is the assessment that gives information about students’ prior knowledge.

 Formative Assessment (Assessment for Learning) is the on-going assessment of how students are learning, undertaken by the teacher and the student during the course of the learning process. It provides feedback on students’ understanding and application of knowledge, concepts and skills. The process of using formative assessment allows adjustments to be made in teaching and student practice to better assure students achieve targeted learning outcomes within a set time frame.

Formative assessment is interwoven into the daily learning which:

  • Provides timely feedback and shares learning goals with students
  • Encourages students to  reflect on performance and set goals for learning
  • Guides teacher planning and instruction to meet student learning needs.

Teachers develop ways of understanding students’ prior learning so that they can plan appropriate learning experiences and teaching strategies. Teachers also monitor and support learning as students engage with the unit. Formative assessment provides teachers and students with insights into the ongoing development of knowledge, understanding, skills and attitudes. Effective formative assessment also provides teachers and students with a way to explore personal learning styles as well as individual student strengths, challenges and preferences that can inform meaningful differentiation of learning. Formative assessment can also provide important opportunities for students to rehearse or refine performances of understanding as they prepare to complete summative assessment tasks. Peer and self-assessment are often valuable formative assessment strategies.

Summative Assessment (Assessment of Learning) is the assessment of learning that takes place at the end of a unit or course of study in order to measure how students have met curriculum standards. This assessment allows students to synthesize, apply, and present information in a variety of forms.

Summative assessment:

  • Compares the student’s learning with the benchmarks for a grade level
  • Informs students, parents and others of progress
  • Measures students’ understanding of the central idea of the unit

Assessment is the collection and analysis of data about student learning. It identifies what students know, understand, value, and what they can do at various stages of the learning process.

 Assessment Practices

Multiple measures are used to develop a comprehensive understanding of how curriculum design and delivery relate to student learning. The following practices are often used to assess student learning:

Portfolio assessment Checklist Open-Ended tasks
Anecdotal records Narrative Pictorial
Observations Tests Self; peer assessment
Performance task Rubrics Continuums
Exemplars Presentations (oral, visual or dramatic) Models/projects
Exhibition Benchmarks Selected response

Assessment tasks will include, but not be limited to:

written work/projects Art participation
reflective writing multi-media presentations Journals (e.g., math, language)
Compositions – musical, physical or artistic Essays Examinations
Questionnaires Investigations Research
Performances Presentations – verbal (oral or written) Presentations – graphic (through various media)
Tests Demonstrations Portfolio assessment
oral presentations (drama, skits, role play, debates, etc.)

 

External Assessments

External assessments are given at OIS to provide students and their parents with additional, objective information about their learning and progress. Results of external assessments are not incorporated into a student’s course grades or his/her report card. This information is only provided to students and parents as additional information and is presented in accordance with the external assessment agencies policies and national testing procedures and guidelines of Anguilla.

The external assessments in the bulleted list below are given at OIS

  • Anguilla Test of Standards (Gr. 3, 5, 6)
  • Caribbean Primary Education Assessment (Gr. 6)

Recording/Reporting

Recording of achievement & effort is an essential part of all assessment procedures. It is the responsibility of all teachers to keep records which contain:

  • Assessment outcomes (Grades, portfolio samples)
  • Level of student effort
  • Identification of strength & weaknesses
  • Student self-assessment and peer assessment data
  • Information relating to issues which may affect learning

 

Conferences

We offer three different types of conferences at OIS to provide information to both students and parents.

 Teacher-student conferences

These conferences are usually informal. They are incorporated into the regular classroom routines and are meant to provide the students with feedback on their progress. These conferences also allow students to reflect on their own work and to make decisions regarding their portfolios.

Teacher-parent conference

This conference is a formal conference among teachers, other professionals who work with the student, and parents to provide feedback about the child’s progress and needs. Students may also be included. Teachers take this opportunity to report student progress, answer the parent’s questions, address any concerns, and help define each person’s role in the learning process. At OIS this type of conference takes place once a year.

Student-led conference

This conference is a formal conference between students (PK-6) and parents. The students will, with the support and guidance of the teacher, select the work to be discussed. Students reflect on their progress and share the responsibility of informing their parents.

Teachers and parents can request a conference during any time of the year to discuss the progress of a student.

Grading Policy – Pre-Kindergarten to Grade 6 (PYP)

All teachers are responsible for ensuring that grading takes place consistently within a subject.

Grading of students’ work should follow individual subject policy. In general, these should allow for:

  • Grading of students’ work by their teachers on a weekly basis
  • Accurate self-marking and peer/group assessment where applicable
  • Identification of strengths/weaknesses of students’ work with respect to objectives
  • Homework recognition by effort/or achievement marking
  • Relating outcomes/meaning of marking back to students using appropriate comments/grades
  • Communication of outcomes of marking to parents

It is expected that the main emphasis when marking will be to convey to the students an understanding of their progress within the subject area. Feedback to students emphasizes achievement with respect to learning objectives in the form of useful comments and annotation of work, wherever possible, giving guidance to support future progress.

Students are monitored using varied internal and external assessments throughout the year in order to inform future learning requirements. Teachers also assess the progress of each student based on both internal and external assessments. Teachers utilize the data collected to facilitate the setting of individual strategies and targets in conjunction with the student and the parent. These strategies will be monitored and reviewed at agreed intervals, with further strategies/targets being set as appropriate.

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