Assessment

GRASPS Assessment Design and Student Metacognition

The WHY of GRASPS assessment design GRASPS is a model advocated for by Grant Wiggins and Jay McTighe to guide teachers in designing authentic performance-based assessment. It’s a form of assessment that engages learners to employ their thinking skills and demonstrate application of essential knowledge, conceptual understanding, and skills acquired throughout a unit of learning. 

Sanity-Saving Feedback Strategies

Feedback Principles Since we launched the Formative and Feedback Project at KIS in 2017, we received positive responses from teachers, students, and parents. Teachers and students have not only become more intentional about summative and formative assessment design but also enhanced their understanding of the assessment criteria. Students are involved in setting their own learning goals and …

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IB Hong Kong Conference 2019

Developing self-regulated learners through teacher research and innovation  Rationales  KIS International School, together with the KIS community, developed a 5-year strategic plan which runs from 2015-2020. One of our goals is to further develop the programmes to support and meet the needs of all students in preparation for them to be proud of themselves and their …

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Making assessment criteria comprehensible to increase student agency

Are our feedback comprehensible to students? Constructive and supportive feedback is an essential part of our personal growth. Feedback is only useful when receivers can understand the message and feel motivated to take actions to improve their performance. In my opinion, effective feedback should be an interactive process that involves “comprehensible input” in order for self-regulated learning …

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Develop student assessment literacy

Formative feedback  It all started when I attended Kim Edwards’s session, Changing the narrative about student expectations, formative evaluation and feedback, at the IB Conference in Yokohama in 2017. I was very inspired by how the school (Presbyterian Ladies College) has translated Hattie’s research and taken actions to examine the process of giving and receiving …

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