Discover the journey a team took to design summative assessments that create authentic projects which give the students an opportunity to continue learning as well as to show their understanding in a meaningful context.
Tag Archives | summative assessment
Imagine beginning day one of a unit of inquiry with nothing but a blank planner. Learn how two grade 5 teachers pushed the limits of inquiry-based design by planning, communicating and implementing a completely student-developed unit of inquiry event with collaborative input from parents, students and administration.
In this article you will read how first graders explore the transdisciplinary theme ‘Who we are’ and learn to compare and contrast cultures from around the world.
This article provides year 2 and 5 examples of modeling, developing and assessing approaches to learning in both stand alone and integrated inquiries in a Mandarin classroom.
Giving students the opportunity to participate in deciding and designing their assessment tools, and finally reviewing their learning through peer editing and feedback were the highlights of this unit on economic activities under the transdisciplinary theme How we organise ourselves. ‘Assessment’ in PYP is aimed at knowing the child better; understanding his/her areas of interest and […]
Over the years I have seen PYP teachers grapple with the concept of cultivating student initiated action. One common misconception is the idea that student initiated action needs to happen within the tight 6/7 week frame of a unit of inquiry. However, like the development of the learner profile, student action needs to be nurtured […]