Assessments provide the opportunity to receive valuable feedback and understand the areas of strength and areas to focus future learning.
Students at PSI are involved in a variety of assessments, as outlined in this document. In this report, we’ll discuss students' progress on the Measure of Academic Progress (MAP), Developmental Reading Assessment Version 2 (DRA2), Junior Assessment of Mathematics (JAM) and Global Strategy Stage (GloSS).
Students in Grades 3 through 9 participated in the fall and spring in the MAP assessment. This is an adaptive assessment in both mathematics and reading, in which we are able to both look at student growth in comparison to a normed group of student data from the United States, as well as comparing our students' progress at each grade level compared to other international students. The normed group of data was gathered in the U.S.A. prior to the pandemic, and international student comparison data is not yet available for either this spring’s testing or 2020 – 2021 growth data. We will report during an October Parent Education Tuesday event the data showing PSI student data in comparison to other international school students. When considering student growth, we see that in mathematics, 37.7% and in reading 50.6% of our students met pre-pandemic levels of expected growth. With our students already performing strongly, when we compare our students to the pre-pandemic spring data out of the United States, we see that 97.5% of our students tested either at or above grade level in mathematics, and 91.4% of students performed at or above grade level in reading during the spring testing.
Our students in Kindergarten through Grade 5 participate in the DRA2 in the fall and spring. It is administered individually to each student to understand each child’s reading capabilities. It is a tool to be used by teachers to identify a student’s reading level, accuracy, fluency, and comprehension. Teachers use this information for planning instruction. All students demonstrated growth between the fall and spring, and over 80% of our students who are not in the EAL programme were assessed as reading above grade level in the spring.
All of our students in Kindergarten through Grade 5 are also individually assessed with either JAM or GloSS assessment in the fall and spring. These are assessments of a conceptual understanding of students’ numeracy abilities by considering what stage they are operating with different strategies in the different strategy domains: additive, multiplicative and proportional. Our youngest students are assessed with the JAM and once their mathematical abilities in one or more domains are high enough, they transition to the GloSS. We piloted the GloSS and JAM last year, and this was our first year assessing all students with these tools. Like the DRA2, these assessments provide teachers with additional understanding of individual student’s understanding in order to inform instruction. Unlike DRA2, the JAM and GloSS provide a deeper understanding of the conceptual strategies students use rather than assessing if students are in comparison to grade level. On these assessments, all our students demonstrated growth by using more advanced mathematical strategies in the spring than in the fall.
Who:
KG - G5
When:
Beginning and end of year.
Mid year dependent on needs
Description:
A formative reading assessment system that allows teachers to assess student reading level and progress
How we assess:
One on one assessment, teachers listen and record reading cues/miscues, fluency and ask comprehension questions. Scores based on answers and rubrics from DRA2
Uses:
- Student reading level (independent and instructional)
- Shows student progress from level to level
- Enhances instruction in 1:1 and small group reading instruction
Who:
G12
When:
May
Description:
A set of papers or exams in each DP course
How we assess:
Externally assessed by IB examiners against a set of criteria for each course
Uses:
- Students can earn certificates for each course or the full IB Diploma
- Part of student applications to universities
- Used internally to assess the strength of our programme
Who:
KG - G5
When:
Mid year and as needed
Description:
A formative reading assessment system that allows teachers to assess student reading levels
How we assess:
One on one assessment, teachers listen and record reading cues/miscues, fluency and ask comprehension questions. Scores based on answers and rubrics from F&P
Uses:
- Student reading level (independent and instructional)
- Shows student progress from level to level
- Enhances instruction in 1:1 and small group reading instruction
Who:
G3 - 5
When:
Beginning and end of year
Description:
A formative mathematics assessment system that allows teachers to assess student mathematics conceptual understanding
How we assess:
Majority is 1:1 with students showing understanding and fluency in mathematical concepts - determines stage of progression and understanding in maths
Uses:
- Inform instruction and where the child is in conceptual understanding
- Determine strategies to use to help fill in the gaps of student understanding
- Demonstrates progress
Who:
G11 - 12
When:
Through- out the year based on discipline
Description:
A variety of papers, projects and presentations that students submit to the IB as part of their coursework
How we assess:
Students are assessed against IB DP criteria in each subject area. Teachers assess internally and the final grades as assigned externally by IB readers
Uses:
- Required by the IB to receive certificate or for whole DP
- Teachers assess student understanding of course content
Who:
G9 - 11
When:
May
Description:
A variety of papers / tests to all students in English, Mathematics, I&S, Languages and Science
How we assess:
Students are assessed against MYP or DP criteria
Uses:
- Gives students practice exams before Mocks in G12
- Used as one additional assessment for report cards
(Exams do not carry more weight than any other course assessment.)
Who:
G3 - 10
When:
During admissions
Description:
Online, multiple choice tests in English language and mathematics
How we assess:
Provides a percentile grade indicating a student’s grade level equivalency
Uses:
- Provides additional data about a potential student’s ability to be successful at PSI, and to identify possible gaps in learning that need to be addressed upon admission.
Who:
KG - G2
When:
Beginning and end of year
Description:
A formative mathematics assessment system that allows teachers to assess student mathematics conceptual understanding
How we assess:
Majority is 1:1 with students showing understanding and fluency in mathematical concepts - determines stage of progression and understanding in maths
Uses:
- Inform instruction and where the child is in conceptual understanding
- Determine strategies to use to help fill in the gaps of student understanding
- Demonstrates progress
Who:
G3 - 9*
When:
October and May
Description:
An adaptive, online multiple-choice test in reading and mathematics
How we assess:
Measures students growth over time and their skills against US grade-level standards
Uses:
- Identifies individual student levels and needs to inform instruction
- Used internally to assess the strength of our programme
Who:
G12
When:
February
Description:
Practice exams in the IB style held over two weeks
How we assess:
- IB criteria in each subject
- Internally assessed by teachers
Uses:
- Providing predicted grades for courses
- Practice in the style of IB and following exam protocols
Who:
EC4 - KG (as needed inG1-2)
When:
Beginning, middle (as needed) and end of year
Description:
Reading readiness
How we assess:
1 on 1 (student - teacher); sounds and letters and scored according to rubrics
Uses:
- Determine knowledge of letters and sounds that then moves into words and sentences.
- Determines what letters/sounds a student may need to learn
Who:
G10 - 11 - by choice
When:
Nov and May
Description:
A multiple choice test in mathematics, reading and writing
How we assess:
Serves as a prediction of success on the SAT
Uses:
- U.S. students get feedback on how to prepare for the SAT. For U.S. students who score well, can also provide scholarship money
Note: We encourage all students to try, but this is voluntary, recommended for students interested in US universities. Because of the small numbers involved, we do not track the overall data.
Who:
G11 - 12 -by choice
When:
November and May
Description:
- General English and Maths multiple choice tests
- Students may also opt to take SATs in a range of subjects
How we assess:
- Students receive a raw score based on external criteria
Uses:
Used as part of admissions process for North American universities
Note: Students may re-sit exams if they don’t like their initial results
Who:
G1 - 10, and KG in spring
When:
Fall and Spring
Description:
Students produce a first draft writing sample based on a common prompt.
How we assess:
- The work is assessed by teachers in cross-grade groups.
- School-created rubrics that outline writing standards at each grade level
Uses:
- Identifies individual student writing levels and needs
- Identifies any areas to be addressed across a grade level or levels
Who:
EC - G5
When:
Sept-June
Description:
End of unit assessment
How we assess:
Scored against teacher/student developed rubrics as part of the UoI
Uses:
- Determine student understanding of a concept, lines of inquiry, central idea. May also include AtL’s
Who:
KG - G10
When:
Admissions
and in May to students in EAL programme
Description:
A battery of tests in reading, writing, speaking and listening in English
How we assess:
Externally created rubrics that place students on a continuum or phase of learning as second-language English speakers / users
Uses:
- Identifies what students can do at each phase and what they need to do to move to the next phase
- Used for placement into, within and upon exit from EAL
Who:
EC3 - G5
When:
September
Description:
A goal setting conference with student, teacher and parent present.
How we assess:
-Goals are academic and personal (LP and AtL); reviewed in January and May
Uses:
- Determine progress, edit goal, create a new one
Who:
G5
When:
May
Description:
Students work collaboratively to conduct an in-depth inquiry into real life issues or problems.
How we assess:
Students are marked against a rubric
Uses:
- A requirement of the PYP
Who:
G12
When:
Dec
Description:
A 4000-word original research paper developed over approximately 12 months
How we assess:
Students are marked against IB DP criteria. Papers are cross-scored by PSI teachers for accuracy. Final grade is assigned externally by IB readers
Uses:
- A requirement for the IB Diploma
- Used to teach university level research skills
Who:
G11
When:
June
Description:
Combines students in groups across all Science subjects in the creation of an original research project / presentation
How we assess:
Students are assessed against DP criteria in Science
Uses:
- A requirement for the IB Diploma
- Used to assess student understanding of key concepts
Who:
EC3 - G5
When:
3x/year - dates vary by grade level and subject
Description:
Parents are invited to come to classes to celebrate, along with their children, the learning that is taking place. Some celebrations may include listening to children read their published work, observing children while they explain a science experiment and the procedures they followed, or listening to children work through math problems using manipulatives.
How we assess:
Students gain a better understanding of their own learning through the process of both preparation for and whilst sharing their learning.
Uses:
Helps students better understand themselves as learners.
Who:
EC3 - G12
When:
Secondary November and April
Primary
January
Description:
Scheduled meeting times between parents / students and individual teachers to discuss progress and to set goals
How we assess:
Feedback from teachers is based on academic assessments and student behaviour
Uses:
- Allows parents and students to work together to support student learning
Who:
G10
When:
March
Description:
An originally created project or event accompanied by a 3500-word research and reflection paper
How we assess:
- Internally assessed by project supervisors in teams against IB criteria
- Externally moderated by the IB
Uses:
- Teaches research and independent learning skills
- Used as one criteria for entrance into the DP
Who:
G12
When:
Nov and May
Description:
Grades submitted by PSI teachers to universities (Nov) and to the IB (May) to predict students’ final scores in their IB courses
How we assess:
- IB criteria in each course
- Nov grades based on all assessed work
- May grades based on IAs and Mock Exams only
Uses:
- Give students feedback on their performance in the DP
- Provided to universities as part of their requirements for application
- Used by teachers to determine the accuracy of their grading practices
- Used by the IB to look at overall programme effectiveness
(Analysis of May predicted grades is part of the annual analysis of our DP)
Who:
G6 - 12
When:
November and April
Description:
Teachers provide some numerical scores and written comments on each student
How we assess:
Students are marked internally by teachers against IB criteria and on internally-developed Attitude and Application (A&A) criteria
Uses:
- Provides a ‘snapshot’ of student progress against grade level criteria to provide feedback to students and their parent
- In Q1 (November) MYP students do not receive holistic scores as not all criteria have been assessed
Who:
EC3 - G12
When:
January and June
Description:
Teachers provide feedback to students with holistic scores on a 1-7 scale
How we assess:
- Students are marked internally by teachers against IB criteria
- Secondary students are also marked on internally-developed Attitude and Application (A&A) criteria
Uses:
- Providing feedback to students and parents about progress
- Identifying students at risk and those achieving well
Who:
EC - G5
When:
May
Description:
Conference on student learning which is led by the student.
How we assess:
Students gain a better understanding of their own learning through the process of both preparation for and whilst sharing their learning.
Uses:
Helps students better understand themselves as learners.
Who:
G6 - 9
When:
June
Description:
Students present to their parents digital and hard copy examples of what they have learned in a school year
How we assess:
-Work has been assessed internally throughout the year on course criteria
Uses:
- Allows students to summarise what they have learned and communicates to parents what and how students have learned