Sample 26: Assessment through a unit of inquiry

Assessment

Primary Years Programme 1

 Sample 26: Assessment through a unit of inquiry

Pre assessment
A modified version of the Frayer model was used to establish students’ prior
knowledge of pattern and function. A modified version of the Frayer model was
used to establish students’ prior knowledge of pattern and function.

Primary Years Programme 2

 Sample 26: Assessment through a unit of inquiry

Students were given a range of

mathematical equipment to explore and
show what they know about the central
idea and lines of inquiry. During the tasks
students had the opportunity to explain
their mathematical thinking with their
peers and teacher. These tasks informed
the teacher of the various levels of
understanding in the class and assisted in
further planning to meet individual needs.

Primary Years Programme 3

 Sample 26: Assessment through a unit of inquiry

Formative assessment
Throughout the unit students engaged in a variety of
formative assessment tasks that enabled the teachers to
observe the development of each student’s knowledge, skills
and attitudes in an ongoing way. This data was used to inform
future learning.
This assessment included
• a range of differentiated patterning and function tasks
• reflections using a range of sentence starters
• and the “Up and Down” reflection tool.
The students also self-assessed themselves against the key
concepts and skills from the unit. Teachers maintained
anecdotal records on student progress and development
throughout the unit.

Primary Years Programme 4

 Sample 26: Assessment through a unit of inquiry

Examples of
differentiated
learning
engagement
Patterns at different levels of
difficulty were given to students.
Students and teachers chose the
‘just right’ level for each child.
Teachers used information from
this task to inform them of
individual student’s learning and
further areas of need. The year
5 team also used this task to
formally moderate and reflect
on the future directions of the
unit.

Primary Years Programme 5

 Sample 26: Assessment through a unit of inquiry

Primary Years Programme 6

 Sample 26: Assessment through a unit of inquiry

Moderation and future planning

The Year 5 teachers met, moderated and discussed the information gained
through these activities using the unit’s rubric. This process was essential in
order to reflect on the direction of the remainder of the unit.

Primary Years Programme 7

 Sample 26: Assessment through a unit of inquiry

“Up and Down” reflection examples

This learning engagement allowed students to communicate with the teacher areas in
which they feel they are feeling confident in, struggling, enjoying or not fully engaged in.

Primary Years Programme 8

 Sample 26: Assessment through a unit of inquiry

Primary Years Programme 9

 Sample 26: Assessment through a unit of inquiry

Summative assessment task

The summative assessment
task required the students to
use their communication
skills to plan a presentation
for a parent information
night on pattern and
function.
Students were given the
central idea and assessment
outcomes for the unit and
were asked to communicate
their understanding of
these.
Students chose and used
various modes of
communication, including
posters, PowerPoint,
booklets and written
explanations.

Primary Years Programme 10

 Sample 26: Assessment through a unit of inquiry

Parent information session

Due to the large number of students in

year 5 only a few were able to present
to parents. The audience and set-up
for these presentations will be
reconsidered next year.

Primary Years Programme 11

 Sample 26: Assessment through a unit of inquiry

End of unit
reflection
examples
At the conclusion of the
unit, students reflected on
the PYP essential elements
and self- assessed their
development against the
units’ targets.

Primary Years Programme 12

 Sample 26: Assessment through a unit of inquiry

Primary Years Programme 13

 Sample 26: Assessment through a unit of inquiry

Rubric

This rubric was developed by the Year 5 team and the PYP coordinator using the IB Scope
and Sequence for mathematics along with supporting school documentation. Teachers
used this rubric throughout the unit to moderate student learning and to reflect on future
directions for the unit. The rubric was used for the summative task. Students had access to
the rubric throughout the unit and used it as a guide them when doing the summative task.

Primary Years Programme 14

 Sample 26: Assessment through a unit of inquiry

School reporting criteria

The school uses the

following criteria to
report on student
achievement. This
criteria is what parents
see when they receive
reports on their child’s
learning.

Primary Years Programme 15

 Sample 26: Assessment through a unit of inquiry

Targets
These targets are a written in
student friendly language. Students
use these to self-assess at the
beginning and the end of the unit.
The school is considering phasing
these out as they do not fully
match the developmental approach
of the maths scope and sequence.
The intention is to develop more
student friendly rubrics, which can
also be used for self-assessment
purposes.

Primary Years Programme 16