Fundamental Assessment Principles:
Effective assessments at Le Monde should:
Be frequent enough to inform instruction by providing data about student performance against students themselves, their grade, school and/or broader benchmarks, but not detract from instructional time;
Be varied, to recognize and accommodate diverse learners;
Measure growth, as well as the process and products of inquiry;
Provide agency for students to be actively involved in their own learning through individual and peer-to-peer reflection;
Provide opportunities for the entire community to support, recognize and celebrate learning, through varied and continuous reporting on learning; and
Comply with state requirements.
Assessments at Le Monde:
We want to provide assessments that help teachers to inform their instruction of all students, and give both students and teachers an opportunity to analyze learning and understand what needs to be improved. We want to provide opportunities for all students to support, recognize and celebrate their own learning. Students are varied, in terms of learning styles, cultural and family backgrounds, needs, and expectations, as well as historical and daily experiences that may impact them, and this should be taken into account in providing assessments. Assessments should be both formative and summative, and can come in many forms, including but not limited to:
- Open-ended tasks
- Written, digital, or oral tests or quizzes
- Anecdotal records
- Produced materials (papers, audio or visual recordings, photographs, drawings)
- Classroom discussions
Documentation and Reporting:
Reporting on assessments should show what students currently know, their historical growth, and where they might consider future action, to show learning over time. Reporting on assessments should involve students, parents, and teachers, and may occur informally and formally, through notes or messages home, sharing of standardized and other results, conferences, report cards, newsletters and blog platforms, classroom visits, performances, and/or exhibitions.
All students at Le Monde will receive the following reported assessments:
At various grades students will participate in various standardized assessments the results of which will be provided to parents at conferences, including but not limited to:
- Measures of Academic Progress (MAP) Assessments in Reading, Math and/or Science (which is a locally and nationally-normed adaptive test that provides comparative data and personalized feedback);
- DIBELS for English and IDAPEL for French (which are fluency measures for universal screening, benchmark assessment, and progress monitoring);
- DELF (which is French Ministry of Education diploma granted after assessment of French language oral and written comprehension for learners for whom French is not their native language); and
- Smarter Balanced state assessments in English Reading, Math and Science, as required by state law at various grades.
Offered at least twice per year, these are conferences that involve teachers, parents, and can involve students, to identify social, emotional and academic strengths and areas for improvement. Parent and/or teachers may call for additional meetings throughout the year as needed.
Formal report cards are provided to the parents three times per year, and capture various aspects of the student’s learning experience throughout the year. Over time these may be revised to include more aspects of the IB Learner Profile.
The learning process in the PYP will culminate in a Fifth Grade Exhibition, in which students will engage in an in-depth inquiry that synthesizes their PYP learning and provide a report to the community.
In addition, as determined by co-grade teams, students in various grades may provide or participate in additional assessment reports, such as:
- Maintenance of a portfolio or journal to track and document student ongoing growth and progress in self-selected areas throughout the year;
- Participating in student performances;
- Providing peer-to-peer evaluations; and
- Hosting classroom visits.