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As we are looking to assess student understanding, are we considering the entire journey and not just content objectives?\xa0 Things to consider when looking back:\xa0

• Do students understand the WHY of the unit and how is this demonstrated?\xa0
• 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.\xa0 This is especially important with inquiry-based learning, since it tends to be more hands-on in nature.\xa0 How do we assess inquiry? How do we find a balance between collecting data on a child and evidence of student growth.\xa0 Do we know the difference?\xa0

According to the IB, there are four dimensions of assessment that need to be considered when evaluating a child.\xa0 This provides a broader and more richer evaluation of student progress.\xa0 The four dimensions include:\xa0

• monitoring\xa0 - collecting evidence of student progress to make goals
• documenting\xa0 - collecting and displaying the process of learning\xa0
• measuring - capturing student understanding at one point in time
• reporting - sharing and celebrating student growth throughout the year

The 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:\xa0 \xa0https://thinkchat2020.weebly.com/

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