C6 (Challenge): Evidencing the Inquiry

Send us Fan MailAs we are looking to assess student understanding, are we considering the entire journey and not just content objectives?  Things to consider when looking back: Do students understand the WHY of the unit and how is this demonstrated? Did they engage in a variety of inquiry thinking?Have we addressed the questions in our A-Z planner?Do students know how to ask a variety of questions?Have they gone through different stages of inquiry to stretch their thinking?To authentically assess a child, we need to see the big picture of student ability.  This is especially important with inquiry-based learning, since it tends to be more hands-on in nature.  How do we assess inquiry? How do we find a balance between collecting data on a child and evidence of student growth.  Do we know the difference? According to the IB, there are four dimensions of assessment that need to be considered when evaluating a child.  This provides a broader and more richer evaluation of student progress.  The four dimensions include: monitoring  - collecting evidence of student progress to make goalsdocumenting  - collecting and displaying the process of learning measuring - capturing student understanding at one point in timereporting - sharing and celebrating student growth throughout the yearThe four dimensions of assessment help to balance the purpose of collecting data and evidence with student goal-setting.For a written blog post and other resources, visit:   https://thinkchat2020.weebly.com/Thanks for listening!  Please join the epic learning journey at lugerlach.comJoin our Confessions of a PYP Teacher Facebook Group!  Let's have some fun!