Assessment in the MYP

Richards Middle School

Columbus, Georgia

What is assessment?

•

“the evaluation of the ability of a student”

• usually using an

assessment task

Examples: • Test • Essay • Presentation • Experiment • Experiment Report • Artwork • Performance • Product 2

Internal / Continuous

MYP Assessment can be described as

internal

and

continuous

.

Internal

Tasks, strategies and tools are designed, developed and applied by teachers.

Continuous

Assessment in the MYP takes places throughout the programme. Not just at the end of the programme.

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The purposes of Assessment

Assessment in the MYP aims to: • support and encourage student learning by providing feedback on the learning process • inform, enhance and improve the teaching process • promote positive student attitudes towards learning • promote a deep understanding of subject content by supporting students in their enquiries set in real world contexts using areas of interaction • promote the development of higher-order cognitive skills by providing rigorous final objectives that value these skills • reflect the international-mindedness of the programme by allowing for assessments to be set in a variety of cultural and linguistic contexts • support the holistic nature of the programme by including in its model principles that take account of the development of the whole student 4

The purposes of Assessment

Assessments can be of two forms, based on how they are used. These are

formative

and

summative

.

•

Formative Assessment –

ongoing assessment aimed at providing information to guide teaching and improve student performance •

Summative Assessment –

a culminating assessment for a unit, term or course of study, providing information on a student’s achievement level against specific objectives 5

Student Learning

Most important purpose –

student learning support

For the student: •gathering and analysis of information •feedback to students •provide a basis for practice For the teacher: •identify student learning needs 6

Assessment Criteria Science

A. One world B. Communication in science C. Knowledge & understanding of science D. Scientific inquiry E. Processing data F. Attitudes in science 6 6 6 6 6 6 7

Art Assessment Criteria

A. Knowledge and understanding B. Application C. Reflection and evaluation D. Personal Engagement 8 10 8 8 8

Levels of Achievement

• Assessment in the MYP is

criterion-related

• Each criterion is split into various levels of achievement – normally in bands • Each band described in terms of general statements called level descriptors • Levels 1 & 2 on first band, 3 & 4 on second band, etc. Level 0 is available.

• Teacher determines the

best fit

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Level

0 1 – 2

Grade Descriptor

Levels of Achievement

given below.

The student attempts to communicate scientific information using some

scientific language. The student presents some of the information in an

appropriate form using some symbolic or visual representation when appropriate.

The student attempts to acknowledge sources of information but this is

inaccurate.

3 – 4 The student communicates scientific information using scientific language. The student presents most of the information appropriately using symbolic and/or visual representation according to the task. The student acknowledges sources of information with occasional errors. 5 – 6 The student communicates scientific information effectively using scientific

language correctly. The student presents all the information appropriately

using symbolic and/or visual representation accurately according to the task.

The student acknowledges sources of information appropriately. 10

Interim / Modified

• The subject-guide tables are for students near the end of the course.

• The IB provides

interim objectives

for years 1 and 3 of the programme (grades 6 and 8) • The school produces

modified criteria

that match the interim objectives 11

Assessment Tasks

Assessment Tasks …

• must be appropriate – they must cover at least one of the assessment criteria – suitable task for the skill – suitable for the students • must allow access to all levels 12

Rubrics

•

Rubric

means

assessment table

• The published criteria and the interim criteria are

holistic rubrics

•

Task-specific clarifications

can be developed from the holistic rubrics 13

Final Assessment

• Each criteria (in each subject) should be assessed several times over the semester or year • The teacher uses

professional judgement

to determine the final level of the student

at that point in time

• •

NOT

an arithmetical average

NO

fractions – whole numbers only 14

The final subject grade

• All of the criterion levels for that subject are added together • The total is converted to a 1 – 7 grade using a table

Science Grade

1 2 3 4 5 6 7

Boundaries

0 – 5 6 – 11 12 – 18 19 – 24 25 – 28 29 – 32 33 – 36 15

Standardisation / Moderation

•

Standardisation -

Teachers of each subject meet together and compare assessed work to ensure they are giving the same grades to the same work 16

IB Report Cards

• One given at the at the end of the year • IB grades based on a minimum assessment of two per criterion (per objective) • Grades given per task on an IB Assessment Rubric (grade sheet) • All IB grades will be calibrated per content area based on the criterion grades earned, student progress witnessed and teacher observation 17

Achievement Level

Criterion A: Knowledge and Understanding

Level Descriptor Formatted Descriptors

0 1-2 3-4 5-6 7-8 The student does not reach a standard described by any of the descriptors given below.

The student attempts to make deductions when solving simple problems in familiar contexts.

The student sometimes makes appropriate deductions when solving simple and more complex problems in familiar contexts.

The student generally makes appropriate deductions when solving challenging problems in a variety of familiar contexts.

The student consistently makes appropriate deductions when solving challenging problems in a variety of contexts including unfamiliar situations.

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RICHARDS MIDDLE SCHOOL 2013-2014 IBMYP Report Card

Parents, The Middle Years Program of the International Baccalaureate uses this assessment model to evaluate student achievement. These assessments are based on student work evaluated with the IB Criterion. Please review the descriptors to see how your child has performed. Teachers have placed the IB Grade earned in their subject areas on the chart below.

Name _____________________________________ Homeroom _____________ Year _______ Grade

Grade 1 Grade 2 Grade 3 Grade 4 Grade 5 Grade 6 Grade 7

Descriptors

Minimal achievement in terms of objectives Very limited achievement against all objectives. The student has difficulty in understanding the required knowledge and skills, and is unable to apply them fully in normal situations, even with support. Limited achievement against most of the objectives, or clear difficulties in some areas. The student demonstrates limited understanding of the required knowledge and skills, and the ability to apply them effectively in normal situations with

support.

A good general understanding of the required knowledge and skills, and the ability to apply them effectively in normal situations. There is occasional evidence of the skills of analysis, synthesis and evaluation.

A consistent and thorough understanding of the required knowledge and skills, and the ability to apply them in a wide variety of situations. There is consistent evidence of analysis, synthesis and evaluation where appropriate and occasionally demonstrates originality and insight.

A consistent and thorough understanding of the required knowledge and skills, and the ability to apply the in a wide variety of situations. There is consistent evidence of analysis, synthesis and evaluation where appropriate. The student generally demonstrates originality and insight.

A consistent and thorough understanding of the required knowledge and skills, and the ability to apply them almost faultlessly in a wide variety of situations. There is consistent evidence of analysis, synthesis and evaluation where appropriate. The student consistently demonstrates originality and insight and always produces work of high quality. 19

Course

Language A Language B (Spanish) Humanities Science Math Arts (Drama, Band, Orch, Chorus) P.E.

Technology/Connections(Visual Arts, Computers, Expl. In Tech.)

Teacher Grade Final Grade_______

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In Conclusion

• The MYP approach to assessment recognizes the importance of assessing the

process of learning

as well as the integrate and support both.

products of learning,

and aims to • The traditional report card reflects the final grade in each subject based on the grades earned on assignments, projects and tests.

• The IBMYP report card combines these IB earned achievement grades for specific activities as well as the demonstrated process of learning and their applications.

• The two report cards are separate and measure different things, so the results in one do not effect or influence the other.

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