Assessment for Learning

Assessment for Learning

How do we know children have learned?

The IPC is a curriculum focused on improving learning; designed to help children learn and to enjoy what they are learning. To be focused on improving learning, we must also be focused on the assessment’ and evaluation of the IPC Learning Goals.

The IPC Learning Goals define what children might be expected to know, what they might be able to do and the understandings they might develop in their academic, personal and international learning. We believe that differentiating between knowledge, skills and understanding is crucial to the development of children’s learning. We also believe that knowledge, skills and understanding have their own distinct characteristics that impact on how each is planned for, learned, taught, assessed and reported on.

Knowledge, skills and understanding are learned differently, therefore taught differently and assessed or evaluated differently:

  • Knowledge refers to factual information. Knowledge is relatively straightforward to teach and assess (through quizzes, tests, multiple choice, etc.), even if it is not always that easy to recall.
  • Skills refer to things children are able to do. Skills have to be learned practically and need time to be practised. Skills are developmental and develops through the stages of beginning, developing and mastering. The boundaries between these three levels are not clear-cut and different people have different ideas of what each stage looks like. That’s why the IPC Assessment for Learning Programme is created the way that it is – built around children and teacher rubrics for the different stages, and learning advice to lead to improvements in learning.
  • Understanding refers to the development or ‘grasping’ of conceptual ideas, the ‘lightbulb’ moment that we all strive for. Understanding is always developing. None of us ever ‘gets there’, so you can’t teach or control understanding, but the IPC units do provide a whole range of different experiences through which children’s understandings can develop and deepen.

The IPC Assessment for Learning Programme

Skills cannot be assessed by tests and they can’t reliably be assessed in one single assessment. They need time, practice, and a consistent and simple process to support both teachers and learners. This is where the IPC Assessment for Learning Programme will help you.

The Assessment for Learning Programme provides:

Assessment for Learning in nine subjects.

The IPC AfL Programme provides assessments of skills for Art, Geography, History, ICT & Computing, Music, Physical Education, Science, Technology and International.

Assessment in each milepost

The IPC AfL Programme provides developmentally appropriate teacher and children’s rubrics for the assessment of a range of skills from the different subjects in Milepost 1 (5-7 years), Milepost 2 (7-9 years) and Milepost 3 (9-12 years).

Three developmental stages of assessment.

The IPC AfL Programme enables each child’s skills learning to be assessed and progressed through ‘beginning’, ‘developing’ and ‘mastering’ stages.

Success criteria for teachers

The IPC AfL Programme provides success criteria (or ‘rubrics’) that help teachers identify learning stage of each skill in each subject at each age phase.

Here is an Example of the Teachers’ Rubic:

Beginning Developing Mastering
The child uses more than one type of material and process to produce a piece of art with teacher help. He/she may need help to choose the materials and processes for his/her work, e.g. suitable materials to make a collage, etc. The child chooses more than one type of material and process and successfully produces a piece of art. The child understands that materials are suited to different processes and chooses accordingly, with some help from the teacher. The child uses a variety of materials and processes in his/her work with success. The child understands that materials are suitable for different processes and chooses accordingly. The child needs little or no direction from the teacher.

Success criteria for children

The IPC AfL Programme provides the same success criteria for children, written in language that’s easy for them to read and follow. These children’s rubrics help children take an active role in the assessment of their own learning and in setting next steps for improvement.

Children’s Rubic:

I’m Getting Used to it I’m Getting Better I’m Really Getting it
I know how to use some art materials. I’m not sure when I should use each material and my teacher helps me with this – e.g. when I make a collage my teacher helps me collect all the materials I need and helps me make my collage. I know how to use some art materials and I can choose the right materials for a process, e.g. to produce a painting, I need paints, brushes, etc. I check my choices with my teacher and sometimes I need help with this. I can produce a piece of art using the materials and processes I have chosen. I know many different ways of doing art and can use different materials without any help from my teacher. I can make different types of art and decide for myself what I need to do this.

Specific teaching and learning advice.

The IPC AfL Programme provides practical advice and activities to help children improve their learning from beginning to developing to mastering in each assessed skill of each subject in the different age phases.

Advice on the implementation process

A comprehensive IPC AfL implementation file explains clearly how and when to use the programme. Our Brainwave units (in each milepost) also introduce teachers and children to the IPC AfL process, ensuring that the children are active partners in their own learning from the very beginning.

Online assessment tracking tool.

The IPC is excited to have developed an online assessment tracking tool in partnership with Classroom Monitor - keeping paperwork to a minimum and ensuring your assessments are accurate and that progression can be tracked over time, analysed to make improvements in learning and then reported to parents, care givers and guardians.