Assessment

PP Report Writing Sentence Starters

6 Report Writing Strategies and Sentence Starters for the MYP Personal Project

/ Assessment, ATL Skills, Differentiation, MYP Personal Project, Second Language Acquisition / Leave a Comment

Introduction Writing strategies and critical reflection are essential for mastering the art of report writing for the MYP Personal Project. This process can be a challenging task for students, as they must strike a balance between structure and creativity while ensuring clarity and alignment with IB requirements. Without proper guidance, reports often tend to resemble […]

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Developing Self-regulating Learners through a Systematic Formative Feedback Process

/ Assessment, ATL Skills, MYP Criteria, Self-directed Learning / 14 Comments

Why did I conduct this action research? Professor Hattie’s research emphasizes the learners’ engagement with the feedback process and its role in developing assessment-capable learners who are able to regulate their own learning. Hattie notes that developing assessment capable students who know the learning intention for what is being taught can describe where they are

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Critical Reflection through Prompt Questions

Reflective Writing Guide

/ Assessment, ATL Skills, Self-directed Learning / 2 Comments

This post is writing to introduce a reflection protocol: What? So What? Now what? to promote student reflection and critical thinking. Critical Self-reflection How do we guide students to reflect critically? I have been researching this question and hope to increase high-level thinking of my students. I have observed that my students’ reflections were superficial

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GRASPS Assessment Design and Student Metacognition

/ Assessment, MYP Criteria, Self-directed Learning / 4 Comments

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. 

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Sanity-Saving Feedback Strategies

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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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