CIFS PYP Assessment Policy

Assessment in the PYP

Revised by PYP Team- March 2018

PYP Definition: Assessment is the gathering and analysis of information about student performance. It identifies what students know(knowledge), understand (concepts), can do (skills) and feel (attitudes/action) at various stages in the learning process.


It is the means by which we analyze student learning and the effectiveness of our teaching and acts as a foundation on which to base our future planning and practice. It is central to our goal of guiding the child, from novice to expert, through the learning process.


Assessment is an integral part of the PYP curriculum which is the sum total of learning and teaching in schools. It is made up of three closely interrelated components.


  • The written curriculum or What do we want to learn?
    The five essential elements: knowledge, concepts, skills, attitudes and action which the school identifies in the written curriculum.
  • The taught curriculum or How best will we learn?
    The teaching strategies which will best support the types of learning that the programmeseeks to promote.
  • The assessed curriculum or How will we know what we have learned?
    Approaches to assessment, recording and reporting.


(Making the PYP Happen: Figure 2, December 2009. © International Baccalaureate Organization)


The assessment component in the school's curriculum can be further subdivided into three closely related areas:

  • Assessing : How we discover what students have learned
  • Recording : How we make note of our findings about what students have learned
  • Reporting : How we pass on that information on to the parents, administration and others directly involved in students' learning.

Who is involved in student assessment?
Everyone concerned with assessment - students, teachers, parents, administrators, and board members - must have a clear understanding of the reasons for the assessment, what is being assessed, the criteria for success and the method by which the assessment is made. Both children and teachers should be actively engaged in assessing student progress as part of thedevelopment of their wider critical thinking and self-evaluation skills. Teachers should also beconcerned with evaluating the efficacy of the programme.


Student self-assessment is a key component of all three IB programs.

Why do we assess?

  • To promote continuous student learning and growth
  • To guide children through the five essential elements of learning contained in the PYP (knowledge, concepts, skills, attitudes and action)
  • To celebrate what students can do
  • To set goals and plan for future student growth
  • To evaluate the effectiveness of the learning program

Why do we assess?

A PYP school assesses student growth in the following areas:
  • Understanding of concepts
  • Acquisition of knowledge
  • Mastering of skills
  • Development of attitudes
  • Decision to take action
  • Demonstration of the attributes of the PYP Student Profile
  • Student progress and performance in the following subject areas: language;
    Mathematics; social studies; science; the arts; science and technology; personal, social and physical education

When does assessment take place?
Assessment is a continuous process that allows teachers, parents and children to identify areas of strength and areas that need improvement, as well as the effectiveness of the program. It is an activity, carried out inside as well as outside the classroom, duringday to day teaching-learning.


There are two main categories of assessment :

Formative Assessment is interwoven with daily learning and helps teachers and students find out what children already know, understand and can do in order to plan for further student learning and growth. Formative assessment occurs throughout a learning unit or process. It is assessment for learning which gives students as well as the teachers an opportunity to improve upon their previous performance and plan the next step. Students are observed on day to day basis and are provided with engagements to self assess themselves; teachers keep anecdotal records and small notes during observations.
At CIFS, we share FA report card with parents through Unit Reporting which is held at the end of each Transdiscilpinary Unit that also includes the IB learner profile attributes, attitudes and skills also.

Summative Assessment takes Assessmenttakes place at the end of a learning unit or process. It is a chance for students, teachers and parents to evaluate progress and demonstrate what has been learned over the course of time. Also known as assessment oflearning, this assessment plays a pivotal role in deciding students' future. Itis shared with parents in the form of Summative Assessment Report Card at the end of each semester.
At CIFS, we hand over the SA report card to parents in September and March months of every academic session.


What are the characteristics of effective assessments in the PYP?

  • Have criteria that is known and understood in advance by teachers as well as the students
  • Allow children to synthesize and apply their learning, not merely recall facts
  • Promote student reflection and self-evaluation
  • promote further questioning and deepen thinking
  • Highlight children's strengths and allow them to demonstrate mastery and expertise
  • Allow children to express different points of view and interpretations
  • Provide feedback regarding every stage of the learning/teaching cycle
  • Cater for individual learning styles
  • Involve collaboration between students and teachers
  • Produce evidence of student growth and learning that can be clearly reported and understood by children, parents, teachers and administrators
  • Identify what is worth knowing
  • Begin with the end results in mind (backwards design - what students should be able to know or do by the end of a learning unit, lesson or process
  • Use of variety of strategies and tools to record assessments ensuring holistic reflection about students' learning.
  • Are ongoing.

How do students demonstrate learning in the PYP?
Students are provided with a variety of opportunities to demonstrate learning. These include, but are not limited to: presentations, demonstrations, portfolios, interviews, tests, quizzes, portfolios, reflection journals, class discussions, transdisciplinary skills assessments, day to day activitiesand action.


How do teachers gather and record data related to students' progress?
Teachers use a variety of assessment strategies to collect and analyze the data and tools to record students' progress. They form the basis of comprehensive approach to assessment in the PYP. There is variety of strategies to gather information about students' learning that include: Observations, Performance Assessments, Process Focused Assessments, Selected Responses( like quiz or exam), Open Ended Tasksetc., relevant to which the tools, including: rubrics, checklists, continuums, observations, anecdotal records( inside and outside classroom), self-assessments, peer assessments, task or subject-specific criteria, forms, benchmarks/exemplars, parents' feedback (reflections)and narrative records, are chosen.


How is student growth reported to parents and students?

  • Unit reporting at the end of each UOI
  • Parent-teacher conference after every unit
  • Report cards-Summative Assessment (September and March)
  • Student-Led conference(October and February/March)
  • Parent-Teacher Meetings as per school calendar
  • Communication with parents via notes, emails and phone calls
  • Class Blogs
  • Students' Portfolios that include assessments and other samples of work chosen by students.

Establishing essential agreements :
It is important for a school to draw up essential agreements on assessment and reporting as it clarifies the responsibilities and expectations of the teacher, the children and the parents, and increases consistency and reliability of good assessment practices. It makes explicit to the school community what is going to be assessed, how it is going to be assessed and when it is going to be assessed. Assessment and reporting should be experienced by the children and the parents as integral parts of the learning process. Drawing up essential agreements on assessment within a school should be a collaborative process, involving the teachers and the administrators. It allows the teachers to share examples of good assessment practice, thereby improving the effectiveness of the entire school's assessment practices.


References :
  • Making the PYP Happen: December 2009. © International Baccalaureate Organization
  • http://www.itari.in/categories/PYP/PYPAssessment.pdf

Developing this policy is a combined effort by:
  1. Ms. Meenu Huria, PYP Head and Coordinator
  2. Ms. Kanika Jain, Asst. PYP Coordinator
  3. Ms. Alka Kapoor, Hindi Teacher
  4. Ms. Gurpreet Kaur, Punjabi Teacher
  5. Mr. Pardeep Kumar, French Teacher
  6. Ms. Monika Gill, HRT Grade 1
  7. Ms. Samita Sharma, HRT Grade 2
  8. Ms. Kiran Dang, HRT Grade 3
  9. Ms. Tania Seth, HRT Grade 4
  10. Ms. Nidhi Tandon, HRT Grade 5
  11. Ms. Daman Chahal, HRT Nursery PYP
  12. Ms. Jyoti Tandon, HRT PYP KG I
  13. Ms. Amandeep Kaur, HRT PYP KG II
  14. Ms. Preeti Kukreja, Music Teacher
  15. Ms. Jyoti Sharma, Dance Teacher
  16. Ms. Manisha, Visual Arts Teacher
  17. Ms. Shikha, PE Teacher
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