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Assessment and Reporting


At Holy Trinity we consider assessment to be a fundamental element of teaching and learning, continuously collecting evidence to determine that educational goals are being met and there has been expected growth in learning. The evidence sets collected provide a basis to construct effective and informative feedback and to assist in determining a pathway for future teaching and learning.


The International Baccalaureate's Primary Years Programme (IBO Website, 2016) states that the purposes of assessment are to: promote student learning, provide information about student learning, contribute to the successful implementation of the programme.


The PYP's understanding and method to assessment focuses on assessing the process of inquiry as well as the product that is constructed throughout the inquiry.


The five essential elements of learning that assist in assessing learning are:

-knowledge: which is both disciplinary, represented by traditional subject areas (language, maths, science, social studies, arts, PSPE) and transdisciplinary

-concepts: which students explore through structured inquiry in order to develop coherent, in-depth understanding, and which have relevance both within and beyond subject areas

-skills: which are the broad capabilities students develop and apply during learning and in life beyond the classroom

-attitudes: which contribute to international-mindedness and the wellbeing of individuals and learning communities, and connect directly to the IB Learner Profile

-action: which is an expectation in the PYP that successful inquiry leads to responsible, thoughtful and appropriate action.

(IBO Website, 2016) 



Holy Trinity Assessment Policy

 Holy Trinity Assessment Policy







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