Victorian Assessment

“Assessment is the ongoing process of International Baccalaureate (PYP)

Policy
gathering, analysing and interpreting,
using and reflecting on data to make -Aims to make assessments relevant to the
informed and consistent judgements individual based on observations and
about learners’ progress and -Promote student experiences
achievement to improve learning” learning
-Divides assessment component into three areas;
-The policy is divided into three overarching -Assessment provides
assessing, recording and reporting
purposes: feedback on the learning
Assessment for learning: occurs when teachers process -Portfolios are widely used to show evidence of
use inferences about student progress to inform
-Both formative and summative student learning
their teaching (formative assessment)
assessment
Assessment as learning :occurs when students -Schools and teachers align their school
reflect on and monitor their progress to inform -Encourage self and peer assessment policies and practices with the IB
their future learning goals (formative assessment) assessment PYP guidelines, which incorporate planning
Assessment of learning: occurs when teachers -Use and design assessment for student learning and growth along a
use evidence of student learning to make for a range of purposes developmental continuum
judgements on student achievement against goals -Learning intentions and
and standards (summative assessment). requirements are shared -Self-assessment and reflective assessment
and discussed openly to form part of the PYP assessment approach
-Regular high stakes testing throughout
ensure clarity of -Assessments through the use of
schooling
assessment purposes multiple and diverse strategies
-Assessing against Australian (observations, performance
standards assessments, process-focused
-Online assessments assessments, selected responses
and open-ended tasks.