It is the responsibility of all teachers, coordinators and directors to review and analyze this document as well as to disseminate it to the school community of our school. Likewise, this document must be reviewed in a collegial manner at the beginning of the school year and updated based on the guidelines of the PYP and the Mexican educational authorities, as appropriate.
Last revised and updated: July 17, 2024.
School’s evaluation philosophy
At the school we consider assessment as a process that has a fundamental role in the teaching and learning of students. The IB Primary School Program and the school’s philosophy promote the integral development of our students. That is why assessment is not only focused on academic content but, in addition to knowledge, we reflexively evaluate conceptual understanding, skills (ATLs), dispositions towards learning and the actions we carry out as part of the educational community, all with the purpose of seeking continuous personal improvement and the improvement of all our processes.
The objectives of evaluation in the school are:
- To obtain information about the teaching-learning process and make informed decisions.
- To have students actively participate in the evaluation of their learning process, identify their achievements and establish their own learning goals.
- Reflect on practice and think creatively to find solutions.
- Analyze evaluation results for continuous improvement.
An effective evaluation promotes in students the possibility of having an active attitude in their learning process, assuming the responsibility of assessing their progress, analyzing their ideas and developing individual strategies that allow them to recognize what they learn and how they learn; it also allows educators to make decisions for the achievement of the objectives; it also allows parents to closely follow their children’s learning and get involved in the academic, social and emotional performance that the student is showing. This teaches students to use the information they receive to modify and improve both their work and their understanding of what they learn (IBO, 2007, 2009).
It is important that the evaluation be continuous and varied, as well as to use different strategies and tools that allow us to observe the performance of the students and our teaching intervention. This information is detailed in the British American School’s guide for preschool and elementary school assessment.
Rights of the school community
Students:
- Receive continuous feedback on their school performance and the learning activities they perform.
- Co-design evaluation criteria for projects or performance tasks with the teacher.
- Share their achievements through tripartite evaluations.
- Reflect on their performance and, together with the teacher, establish actions for improvement, when necessary.
- Develop their digital learning portfolio together with the teacher.
- Know the results or grades obtained and, if necessary, request a review of the results.
Teachers:
- Conduct periodic evaluations to follow up on student learning.
- Establish evaluation criteria for school work and homework.
- Have a systematic record of student performance.
- Choose both continuous and summative evaluation strategies to follow up on the students’ learning process.
- Report relevant aspects of student performance to appropriate parents.
ELP (Pedagogical Leadership Team):
- Establish guidelines for evaluation.
- Collegially review, update and disseminate the evaluation policy.
- Accompany teachers in the planning of evaluation.
- Follow up on the teaching-learning process.
- Carry out the performance evaluation of the academic area.
- Design the departmental evaluation.
- Communicate with parents to follow up on student results.
- Request meetings with parents, teachers and students when necessary.
Parents:
- Receive partial, periodic and final information on the results of their children’s school performance.
- Receive information on how student learning will be evaluated during the “Welcome back to school” meeting.
- Receive information about the learning objectives through the information letter.
- Receive feedback from the teacher or management when the student’s performance is below expectations.
SEP:
- Establish guidelines for the assessment of learning in the State ofResponsibilities of the school community.
- Students:
- Actively participate in their learning and evaluation process.
- To carry out the learning activities or tasks established by teachers.
- Hand in school work or activities requested by teachers.
- Respond to tests and evaluations requested by teachers.
- Reflect on their results and establish learning goals.
- Mexico.
- Request the school to comply with current regulations.
Responsibilities of the school community
Students:
- Actively participate in their learning and evaluation process.
- To carry out the learning activities or tasks established by teachers.
- Hand in school work or activities requested by teachers.
- Respond to tests and evaluations requested by teachers.
- Reflect on their results and set learning goals.
- Teachers:
Teachers:
- Design assessment strategies and tools.
- Co-design with students the evaluation rubrics for school work and homework.
- Maintain updated evaluation records in the formats determined by the school.
- Develop report card comments including students’ strengths and areas of growth.
- Justify with evidence the grade assigned to students.
- Analyze the results for the improvement of teaching and student support.
- Record improvement actions in the student results follow-up matrix.
- Upload grades and comments to the digital consultation platform established by the school.
ELP (Pedagogical Leadership Team):
- Follow up on the teaching-learning process.
- Establish guidelines for the assessment of learning in the academic area.
- Create the record folder for evaluation and share it with teachers.
- Review internal and SEP report cards.
- Give parents access to the digital report card platform.
- Follow up on student needs through the tracking matrix.
- Establish improvement actions when necessary.
- Request the intervention of the psycho-pedagogy department when necessary.
- Manage and/or provide the required teacher training on evaluation.
Parents:
- Know the results or grades obtained by their children and if necessary, request review of the results.
- Review the student’s homework log and follow up on the teacher’s requests.
- Review the report cards in the digital platform established by the school.
- Request a meeting with teachers if deemed necessary to establish agreements.
- Accompany their children in the learning process.
Effective practice in evaluation
Understanding evaluation as a continuous process that accompanies the learning process will allow us to establish strategies to carry it out. At the school, evaluation is carried out all the time and is organized into different types: diagnostic, formative and summative.
For assessment to be effective, it is important to consider the IB recommendations, which state that assessment should be:
- Authentic: this supports making connections to the real world to encourage learner engagement.
- Clear and specific: this includes the learning objectives sought, the achievement criteria and the process students use to learn.
- Varied: uses a wide variety of tools and strategies that serve their purpose to build a complete picture of student learning.
- Developmentally oriented: focuses on the progress of individual learners rather than their performance in relation to other learners.
- Collaborative: involves teacher and student participation in the development of assessments and the assessment process.
- Interactive: assessment encompasses ongoing, iterative dialogues about learning.
- Ranges from feedback comments to proactive comments: provides feedback on current learning in order to determine what is needed to support future learning (Hattie & Timperley, 2007) and increases learner motivation (IBO, 2019). (IBO, 2019).