Assessment Policy 2019-2020


    Philosophy and Purpose


    Assessment is a critical tool used in planning, teaching, learning, and student reflections. It is ongoing and provides insight to teachers and parents regarding students’ growth and achievement. It provides feedback that serves to facilitate and extend the students’ own learning.



    Principles of Effective Assessment


    • Assessment is best developed by a collaborative team of grade-level teachers who are guided by content standards, SCCCR (South Carolina College and Career-Ready Standards), students’ prior knowledge, student and teacher lines of inquiry, and expected learner outcomes.
    • Collaboration among faculty ensures that there is alignment within the programs of inquiry across grade levels and that various methods of assessment are employed.
    • The differing learning styles, multiple intelligences, varying abilities, and cultural contexts of the learners are considered.
    • Assessment data guides instruction, extension, and intervention when needed.
    • Assessment reflects both independent and collaborative learning and provides opportunities for peer and self-assessment.
    • Assessment provides record of the learners’ knowledge, understanding, skills, feelings, and actions (essential elements) that are a result of direct application of student inquiry and learning.
    • The developed assessment is reviewed annually and revised to suit the changing needs of all involved as needed.




    • Formative assessment is frequent and integrated with learning.
    • Summative evaluations reveal the culmination of learning during a unit of study and demonstrate that students are becoming self-directed learners.
    • By district and state guidelines, assessment also includes district tests, Observation Surveys in First Grade, Kindergarten Readiness Assessment (KRA), Leveled Literacy Intervention (LLI), Iowa Assessment (Grade 2), CogAt (Grade 2), Developmental Reading Assessment (DRA), the Palmetto Assessment of State Standards (PASS), and Measures of Academic Progress (MAP), SC Ready, I-Station, WIDA Access, and SC Performance Tasks Assessments.
    • Assessment results are analyzed, recorded, shared, utilized to modify instruction, and set target growth goals with students and to refine curriculum.
    • The students participate in the PYP exhibition in their final year.
    • Reporting of student assessment to parents occurs each nine weeks. Students receive letter grades and percentages in all subject areas and in citizenship.




    • Assessment includes, but is not limited to, unit summative assessments, teacher made tests, examples of student work, peer/student self-assessment, evidence of independent and collaborative learning, rubrics/criteria/checklists, dialogue and anecdotal notes, visual representations, and student reflections regarding growth in the attributes of the learner profile.
    • Students are often involved in developing rubrics that allow opportunity for choice and that establish criteria for demonstrating evidence of learning. That criterion is clearly understood by teachers, students, and parents.
    • Twice a year, students assess themselves on the Learner Profile. A rubric is used with levels indicating:  always, often, or sometimes. The profile report is shared with parents during the second and third nine week periods.
    • Representation of work is maintained in student portfolios, and the teacher and student review work together to decide which pieces of work will be added to the portfolio.  Student reflections are included.
    • Teachers and administrators agree on criteria for the contents of the portfolio, procedures for additions and removal of information, housing of the portfolios, and the logistics of moving the portfolios to the subsequent grade each year.
    • Students share their portfolios with parents and elaborate on their learning during student-led conferences.
    • Teachers and administrators actively collaborate to review and revise the assessment practices of the school as needed.