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Learning and growing through assessment

Breakout group discussion tookit

Below are resources and materials, as well as questions you may like to use to guide your discussion.

 
 

Click on a preferred focus and use a live Google slide deck to document your group discussion

TOPIC: What is learning and teaching informed by assessment, in practice?

How do we want students to engage in assessment?

How should students engage in the assessment process with their teachers?

How should students engage in the assessment process with their peers?

 

As you discuss, think about how assessment as it is integrated in the learning and teaching experience makes the learning experience more relevant, meaningful, authentic, stimulating, valid, and fit for a purpose in ways that are recognized by students.

 

ALTERNATE DISCUSSION FOCUS A: The IB Learner Profile

Would your group like to use one of the IB Learner Profile questions to help focus your discussion?

  • INQUIRERS - How can assessments be designed and feedback be shared to motivate students’ love of learning? 

  • KNOWLEDGABLE - Are there opportunities for students to engage with issues and ideas that have local and global significance? 

  • THINKERS - How can meaningful and challenging formative assessments be designed to assess higher-order reasoning skills, instead of the ability to memorize and comprehend facts? 

  • COMMUNICATORS - How can student ability to collaborate, respect and listen to the perspectives of others be assessed? 

  • PRINCIPLED - How can assessments be designed so that students respect fairness and demonstrate academic integrity in the process?

  • OPEN-MINDED - How can formative assessments be designed and evaluated so that they reward students’ abilities to seek and evaluate a range of perspectives? 

  • CARING - Can formative assessments be designed to encourage and value students’ abilities to show empathy, compassion and respect? 

  • RISK-TAKERS - Do current formative assessments and feedback encourage students to take challenges in their learning, and to approach uncertainty with forethought and determination? 

  • BALANCED - Do current formative assessments and feedback reflect the value of a balanced and well-rounded development in students, including their social and emotional growth? 

  • REFLECTIVE - How can students’ abilities be assessed to reflect on their own thinking and experience? 

From Teaching and learning informed by assessment in the Diploma Programme (2021)

Build your toolkit for activating the learning process using this Google slide deck

 

ALTERNATE DISCUSSION FOCUS B: Assessment informed learning design

What have you learned about the IB Assessment components of the course you have been exploring in your IB Schoolwide Adoption Project journey?

EXAMPLE: How might you consider some of the underlying design principles of effective assessment and feedback when designing engagements that prepare students for the Individual Oral (IO) assessment, without simply conducting a mock IO?

Read further on the text selection requirements in the subject guide. (MyIB registration required)

NETWORKING SESSION 4: Learning and growing through assessment Download the Presentation slide deck (.pdf)

What is Labor-based grading?

Bernard College - Columbia University (2024) What is labor-based grading? (web)

Inoue,. Asao B. (2022) Labor-Based Grading Contracts: Building Equity and Inclusion in the Compassionate Writing Classroom, 2nd Edition (digital book)