Makowski ECC #99

At Stanley M. Makowski ECC #99, assessment is a vital part of teaching and learning that informs decisions, drives instruction, and supports continuous growth for all learners. Through assessment, students, teachers, and families gain insight into what has been learned, how it has been learned, and what next steps are needed.

Our approach to assessment reflects the belief that every member of our learning community, including students, teachers, and families, are all active participants in the learning process. We aim to develop assessment capable learners who understand learning goals, can articulate their progress, and take ownership of their growth.

Assessment at Makowski supports the following five essential elements of the IB PYP:

1. Acquisition of knowledge

2. Understanding of concepts

3. Mastery of skills

4. Development of attributes

5. Decision to take action

Monitoring is the ongoing process of observing and listening to students, recording responses, and examining learning behaviors to inform next steps.

At Makowski, monitoring takes place daily through teacher observations, questioning, conferencing, and peer and self-assessment. Teachers use this information to adapt instruction and provide timely, constructive feedback.

Monitoring Strategies include:

· Anecdotal Records and running notes

· Conferencing with students

· Peer and self-reflection activities

· Use of checklist and learning progressions

· Observation of attitudes, approaches to learning, and agency

Documenting learning provides visible evidence of growth over time. It captures students’ thinking, process, and products of inquiry and allows reflection on their development as learners and IB citizens.

At Makowski, documentation takes many forms, including:

· Student portfolios (digital and paper)

· Work samples, photos and videos

· Learning stories

· Classroom displays and learning walls

· Written and verbal reflections (both teacher and student)

Measuring learning involves gathering and analyzing evidence to determine the student’s progress toward the learning goals. Both formative and summative assessments are used to evaluate understanding, guide future instruction and capture that “point in time.”

Formative Assessment

Formative assessment is interwoven with daily learning. It provides feedback that helps the teacher adjust instruction and students refine their thinking.

Examples include:

· Exit tickets

· Quick writes

· Rubrics with success criteria

· Discussions

· Self-assessments

Summative Assessments

Summative assessments occur at the end of a learning cycle or unit of inquiry and allow students to demonstrate their understanding of the central idea or specified concepts. These tasks are authentic, engaging, and often multimodal.

Examples include:

· Unit summative tasks aligned with the central idea

· Project presentations

· Performance and products of inquiry

Standardized assessments (NYS ELA and NYS Math) and other district assessments (DIBELS, iReady, Reveal course diagnostic, unit diagnostic and unit benchmark assessments) complement teacher-created assessments and provide additional data for reflection and planning.

Reporting communicates student progress, achievement, and growth to students, families, and teachers. It is transparent, comprehensive, and encourages dialogue about learning goals and next steps.

At Makowski, reporting occurs through:

· Parent/Teacher Conference- scheduled as needed

· Report Cards- issued quarterly, including narrative feedback

· Student-Led Conferences- fostering reflection and goal setting

· IB Portfolios- housed in Toddle demonstrating growth across the PYP

· Grade 4 Exhibition- showcasing independent inquiry and action

· Parent Communication Tools- including Class Dojo, Talking Points, and planners

Reporting practices emphasize reflection, growth and student agency

Makowski is committed to building an assessment-literate community where students, educators, and families share a common understanding of effective assessment practices.

· Students learn to use success criteria, reflect on progress, and set goals.

· Teachers engage in professional collaboration to design fair, reliable, and conceptually based assessments

· The learning community, including families and staff, engages in dialogue about learning, progress, and action.

The Assessment Policy is reviewed annually by the Makowski PYP Leadership Team to ensure it remains aligned with IB Standards and Practices, Buffalo Public School initiatives, and the needs of our students and families.