Assessment Plan

Formative Assessment

Type of Assessment Task and Product Assessment Tool Evaluator Feedback

Authentic performance Scientific data sheet with information on an invasive

Feedback worksheet Teacher, student Writing
1 species (non-permitted products from the ABG list).

IE comparison table: Classify different introduced

Informal Review species, and compare the causes of entry, economic, Feedback worksheet Teacher, student Writing
social and environmental consequences.

Socratic Seminar: to hold a debate in Socratic Seminar

Informal Review format to discuss the importance of preventing the Checklist Teacher Speaking
entry of invasive species (Annex Z)

Opinion text: Develop and publish an opinion text on Writing

the benefits of consuming local products versus
consuming products from the continent. Present the
Preguntas Esenciales Heading Teacher, student
text as a podcast, video, article, or open letter to the
wider community and share on social media. (Annex
DD)

Posters: Design a series of informative posters

Authentic performance explaining the benefits of consuming local products,
permitted products, restricted products, non- Heading Teacher, student Writing
2
permitted products and what to do in case they are
not on the list; and share them on social networks
 (Annex II).

Summative Assessment

Type of Assessment Task and Product Assessment Tools Evaluator Scoring

Authentic performance
Slogans (final draft) Heading Teacher 10
2

Preguntas Esenciales Opion text (final draft) Heading Teacher 10

 Assessment Tools
1. Informal Review.
WRITING CHECK LIST YES NO
I USED THE IMPERATIVE
I USED THE FIRST PERSON SINGULAR
I EXPLAINED WHY IT IS IMPORTANT TO USE
THE LOCAL PRODUCTS
I GAVE AT LEAST THREE EXAMPLES OF WHAT
PRODUCTS CAN BE USED TO REPLACE THE
“IMPORTED PRODUCTS”
EACH SENTENCE STARTS WITH A CAPITAL
LETTER
MY WORK IS NEAT AND EASY TO READ

2. Authentic performance 1

Encouraging and Giving Positive Feedback Worksheet

I encourage to explain invasive species Always Sometimes Never

I encourage to explain some of the
Always Sometimes Never
prohibited products
I encourage to give specific feedback to my
Always Sometimes Never
class.
I encourage to be a responsible inhabitant of
Always Sometimes Never
my environment.

Give a specific example of invasive species. Down here!

Give a short list of prohibited products.

3. Authentic performance

Test Your Knowledge

Categorized the species in the organizer above; invasive and endemic

 Compare the causes of entry

4. Rubric

Student Self-Assessment: Group Work

Name: Date:
Project:
No Somewhat Yes
The work was shared equally.
Our group helped each other.
We encouraged each other
I did my fair share of the work.
We set clear obtainable objectives.
We were respectful of each other.
Everyone clearly understood their roles and
objectives.
We learned from our disagreements and used
this to give constructive feedback and make our
work better.

I listened and tried to understand others.

 PYP Unit Assessment Rubric for

Transdisciplinary Theme:

Class: Unit Start Date: Unit End Date: __________________

I can talk about what I knew

at the start of the unit and
I can talk about what I
Knowledge what I now
knew at the start of the
How well have I I can recall some of the understand at the end of
unit and what I now
understood the content content from the unit. the unit. I can connect
understand at the end of
in the unit? the unit. my new understanding to
the Transdisciplinary
Theme.

I can explain how the

Key Concepts
Key Concepts are
How have I used the I can explain how the
I can identify the Key Connected to the unit. I
key concepts to guide Key Concepts are
Concepts. can describe how the Key
my inquiry and create connected to the unit.
Concepts have helped me
meaning? to understand the unit.

Approaches to I can use the skills

Learning I can use the skills I have I can use the skills I learnt in the unit
learnt in the unit with I learnt in the unit independently and can
Am I able to use the
help. independently. explain which skills help me
skills to help myself
learn? learn best.

Learner Profile I can identify the attributes

I can identify the
I used in this unit and
Have I used the I can identify the attributes I used in this
attributes to work explain how
attributes I used in this unit and can explain
successfully and unit. they helped me in my
how they helped me in my
independently with learning, as well as how
own learning.
others? they helped others.
Action I can independently
I can independently choose what I want to do
Have I used my I can take teacher
knowledge to take choose what I want to do to take action and
directed action.
action to make a to take action. can explain how this has
difference? made a difference.

PYP Unit of Inquiry - Reflection & Goals

Conference with your teacher to reflect on the unit and set goals.
Highlights: What went well in the unit?

Knowledge Next Steps: Key Concepts

How can you improve Highlight two elements that would like to How can you show a
your knowledge in the work on. better understanding of
unit? Write goals for the two elements that you the unit?
have chosen.

Skills Learner Profile Taking Action

How can you use the How can you use the attributes in a more How can you take more
skills more effectively? meaningful way? action with your
understanding?
Goal 1:

Goal 2:
7. Poster Rubric