Developing formative assessment strategies in the Primary Years Programme
Brendan Kean—Canadian International School of Hong Kong (Hong Kong)
The aim of this research was to identify and implement key formative assessment strategies that will improve students’ learning within the Primary Years Programme (PYP). This was achieved through action research on developing and implementing formative assessment strategies in a PYP school in Hong Kong. The research also used an in-depth case study approach on a well-known PYP school in Australia to identify the key formative assessment strategies implemented across the whole school. The research questions explored different formative assessment strategies, including stating the learning intention, developing success criteria, teacher questioning and feedback and self- and peer-assessment. The key themes identified in this research build upon the work of Black and Wiliam’s (1998b) meta-analysis of formative assessment and Clarke (2008, 2005 & 2001) and Glasson’s (2009) practical approach to assessment strategies that improve student learning. The study suggested what these findings might mean for educators and the IB in their approaches to formative assessment. The study also established a link between the different formative assessment strategies, and created a ‘framework’ for how teachers could connect the assessment strategies to ensure that learning, teaching and assessing are interwoven in the classroom.