Transcript MYP Induction Global Jaya International School Pak Liam

Parents’ Workshop :
MYP Assessment
Global Jaya International School
Pak Liam & Bu Popy
WHAT IS THE PURPOSE OF
ASSESSMENT AND GRADES
Rate the following ideas/questions using the scale 14
(1= not at all  4= to a great extent )
7/7/2015
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1. To what extent is assessment used for:
Least
Most
student motivation
administrative purposes (promotion to next
grade level, 1 2 3 4 class rank, credits, etc.)
guidance (choice of courses, career,
orientation)
instructional planning (curriculum
development, lesson planning)
1
2
3
4
1
2
3
4
1
2
3
4
1
2
3
4
feedback (to parents and students)
1
2
3
4
2
2. to what extent should assessment and grading
take into account ?
Least
academic achievement
effort
behaviour
attendance
1
1
1
1
2
2
2
2
Most
3
3
3
3
4
4
4
4
3
3. which of the following is considered the most
appropriate?
Type of Assessment
Least
Most
norm-referencing
(or using the curve)
1
2 3
4
criterion-referencing
1
2 3
4
referencing to knowledge gain
(distance travelled)
1
2 3
4
4
What is assessment ?
The ongoing process of collecting and
analysing information about the students’
achievements to enhance learning and
improve teaching.
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Assessments
Assessments are demonstrations or
performances of learning
Assessments provide observable evidence
of performance
Assessments should be directly linked to
desired objectives and outcomes.
Assessments should be authentic tasks i.e
enabling the demonstration of real skills
We assess using Rubrics
 Rubrics:
• measure the level of achievement
• describe what is expected from the students
• inform the student on their level of
achievement.
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Rubrics —generalities
 A good assessment rubric:
• is clear
• is detailed
• reflects the main/important aspects of the task
• describes what is expected from the students.
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Example of a rubric
Awesome
Leaps tall
Quality of work buildings in a
single bound
Productivity
Is faster than a
speeding bullet
Ability to take More powerful
than a
on
responsibilities locomotive
Admirable
Acceptable
Jumps over
medium
buildings with a
running start
Uses a ladder to
climb over
building
Is as fast as a
speeding bullet if
there is a good
tailwind
Can arrive at the
Can beat a water
same time as
pistol nine times
the bullet if given
out of ten
the head start
More powerful
than a bus
Can push a
stalled car
Ability to
Can see through Can see through Can peek over
wall-paper
the top of walls
perceive needs walls
Flexibility
Can bend steel
with bare hands
Amateur
Can bend lead
with bare hands
Can bend
aluminium foil
with bare hands
Trips when
stepping up to
curbs
Needs a jump
start
Can see through
a window if the
shades are up
Can break
pencils if
wearing
protective gloves
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Rate your favourite Restaurant
• Your task (right now)
• design a quick rubric (checklist) that would
assist you in choosing your favourite
restaurant.
• Decide what qualities are important, and write
a description for each standard for that quality
Example of a Restaurant Rubric
High Medium Poor
N/A
Location
Descriptions of each level go here !
Design
Descriptions of each level go here !
Quality
Descriptions of each level go here !
Value
Descriptions of each level go here !
Criterion based assessment
• Each level has a corresponding description
• The description is the most important thing! Not the
number
• Focus on personal achievement; not a comparison
against others
• Students are involved in the assessment process
• Formative and summative assessment
Criterion based assessment
• Every subject
- assessment criteria (between 3 and 6)
- levels of achievement (a number)
** Level 3 is not 50% of level 6! **
• MYP Grade 1-7
• MYP General Descriptor
• MYP Grade Boundaries
Introduction to the notion of criteria
• Significant Concept :It is important to know what
is expected of you before you begin the
assessment task.
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Objective : Through completing this activity
participants should be able to:
• Understand the concept of criterion related
assessment
Activity question : How will you win if you do not
know the rules?
WHICH PICTURE IS BETTER?
• Criteria are similar to water buckets placed on
pyramidal steps which get filled gradually, from
the lowest level of achievement to the highest,
depending on how well the student’s work meets
the requirements.
Example Criterion
6
5
4
3
It uses colour, shows a correct
proportion among the parts of the
human body and conveys a clear idea.
It uses colour and shows an acceptable
proportion among the parts of human
body.
1
It is complete and shows some
proportion among the parts of the
human body.
0
It does not reach any of the above
mentioned levels.
2
Assessment
6
5
4
3
2
1
0
It uses colour, shows a
correct proportion among
the parts of the human
body and conveys a clear
idea.
It uses colour and shows an
acceptable proportion among
the parts of human body.
It is complete and shows some
proportion among the parts of the
human body.
It does not reach any of the above
mentioned levels.
Assessment
6
5
4
3
22
1
1
0
It uses colour, shows a
correct proportion among
the parts of the human
body and conveys a clear
idea.
It uses colour and shows an
acceptable proportion among
the parts of human body.
It is complete and shows some
proportion among the parts of the
human body.
It does not reach any of the above mentioned
levels.
Assessment
66
5
5
44
3
3
22
1
1
0
It uses colour, shows a
correct proportion among
the parts of the human
body and conveys a clear
idea.
It uses colour and shows an
acceptable proportion among
the parts of human body.
It is complete and shows some
proportion among the parts of the
human body.
It does not reach any of the above mentioned
levels.
Assessment
66
5
?
5
44
3
3
22
1
1
0
It uses colour, shows a
correct proportion among
the parts of the human
body and conveys a clear
idea.
It uses colour and shows an
acceptable proportion among the
parts of human body.
It is complete and shows some
proportion among the parts of the
human body.
It does not reach any of the above mentioned
levels.
• Criteria are similar to water buckets placed on
pyramidal steps which get filled gradually, from
the lowest level of achievement to the highest,
depending on how well the student’s work meets
the requirements.
Assessment in language A:
relationship between objectives and criteria
Language A objectives
• Content (receptive and productive)
• Organization
• Style and language mechanics
Criteria
A
B
C
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Criterion A—content (receptive and productive)
Achievement
level
Level descriptor
7–8
The student demonstrates a good understanding of the text, topic and
the author’s choices, using substantial detail, development and support.
In creative work, pieces reflect imagination and sensitivity; the student
employs literary and/or non-literary features that serve the context or
intention.
Relevant terminology is used accurately and appropriate.
9–10
The student demonstrates a perceptive understanding of the text, topic
and the author’s choices, consistently using illustrative detail,
development and support.
In creative work, pieces reflect a lot of imagination and sensitivity; the
student employs literary and/or non-literary features effectively that
serve the context or intention.
The student shows a sophisticated command of relevant terminology,
and uses it appropriately
Language A assessment criteria
Assessment criteria
Levels of achievement
Criterion A: content (receptive and productive)
0–10
Criterion B: organization
0–10
Criterion C: style and language mechanics
0–10
Total
30
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Final objectives;
Content (receptive and productive)
At the end of the course, the student should be able to :
•understand and analyse the language, content, structure, meaning and
significance of both familiar and previously unseen oral, written and
visual texts
•understand and apply language A terminology in context
•analyse the effects of the author’s choices on an audience
•compose pieces that apply appropriate literary and/or non-literary
features to serve the context and intention
•compare and contrast works, and connect themes across and within
genres
• express an informed and independent response to literary and nonliterary texts.
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Objectives/examples of
possible assessment
tasks
1.
Year 1
Year 3
Year 5
Objectives
At the end of the given
year, students should be
able to:
recognize and
comment on the
language, content,
structure and
meaning of familiar
pieces of ageappropriate writing.
appreciate and
comment on the
language, content,
structure, meaning
and significance of
both familiar and
previously unseen
pieces of ageappropriate writing.
understand and
comment on the
language, content,
structure, meaning and
significance of both
familiar and previously
unseen pieces of
writing.
Examples of possible
assessment tasks
Students complete
graphic organizers to
examine the
progression and
sequence of events in
a text. The teacher
leads a discussion on
the cause–effect
pattern and the role of
other story elements.
Students share their
draft work of
responses to literature
with peers and offer
constructive feedback
on how the content,
organization, style
and language usage
may be developed in
further drafts.
Students write closereading commentaries
on extracts from a work
studied in class.
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Tailoring assessment to the objectives
Three guiding questions:
1. What are the objectives to be achieved?
2. How will students demonstrate achievement?
3. How will I teach to enable this achievement?
Importantly, the first two answers must also be made clear to students, as
well as other teachers.
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Question 2: How will students demonstrate achievement?
•
Teachers will design a variety of tasks that give students
the opportunity to achieve all levels of the criteria
(students often need to be prompted to demonstrate specific
skills and knowledge).
•
Students will complete this variety of tasks and will be
assessed by the subject-specific criteria.
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Question 3: How will I teach to enable this achievement?
The teacher must:
 teach knowledge and skills specific to achieving the objectives
 share the desired results and assessment criteria with the students
(how will the students know what you expect if you do not tell them?)
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• Assessment should be a balance of summative
assessment and formative assessment!
7/7/2015
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Example of formative assessment form
Approaches to learning
Needs improvements
Satisfactory
Good
Excellent
Needs improvements
Satisfactory
Good
Excellent
Attends class punctually, equipped
and ready to work
Works co-operatively
Works independently
Organizes time effectively
Completes assignments on time
Share ideas willingly
Seeks help when necessary
Subject specific
Grasps mathematical concepts
Performs mental arithmetic
adequately
Understands mathematical ideas
Demonstrates the ability to
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evaluate the significancePage
of results
Example of summative assessment
Student’s name: Pak Liam
Subject: Mathematics
Criteria
Criterion A
Criterion B
Project
8
8
Poster
7
7
Leaflet
8
7
Units
Criterion C
Criterion D
4
6
Oral presentation
5
5
Examination/test
6
5
6
5
Final level
8
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7
Benefits of criterion based assessment
 Corresponds to subject-specific objectives and is not
subjective to teachers’ judgment
 Provides clear and specific standards of expected student
achievement
 Fosters self-assessment and improvement
 Shows the state of students’ conceptual understanding,
knowledge and skills
 Gives flexibility for curriculum design
 Can be applied in a variety of circumstances and contexts
and with a range of assessment tasks.
Assessment Process
Assessment
Task 1
• Criteria A :6
• Criteria C: 8
Assessment
Task 2
• Criteria B: 7
• Criteria C: 6
Assessment • Criteria B: 7
Task 3
• Criteria C: 8
Example Summative Assessment
Grade Book
Task 1
Task 2
A
2
2
B
8
2
C
4
7
Task 3
Task 4
Total
4
4
4
2
2
3
7
2
7
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Assessment Process
Assessment
Task 1
• Criteria A : 6
• Criteria C: 8
Final Criteria A : 6
Assessment
Task 2
• Criteria B: 7
• Criteria C: 6
Final Criteria B: 7
Final Criteria C : 8
Total Criteria
A+B+C = 21
MYP
Grade
Boundaries
Assessment • Criteria B: 7
Task 3
• Criteria C: 8
Based on what the student has
demonstrated that they can achieve,
not an average.
MYP GRADE
1 to 7
Activity 7 – Formative and summative assessment
Language A grade boundaries
Grade
Boundaries
1
0–4
2
5–9
3
10–14
4
15–19
5
20–23
6
24–27
7
28–30
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Assessment Process
Assessment
Task 1
• Criteria A : 6
• Criteria C: 8
Final Criteria A : 6
Assessment
Task 2
• Criteria B: 7
• Criteria C: 6
Final Criteria B: 7
Final Criteria C : 8
Total Criteria
A+B+C = 21
MYP
Grade
Boundaries
Assessment • Criteria B: 7
Task 3
• Criteria C: 8
Based on what the student has
demonstrated that they can achieve,
not an average.
MYP GRADE
5
General grade descriptors
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Grade
Descriptor
Grade 1
Minimal (…)
Grade 2
Very limited (…) even with support.
Grade 3
Limited (…) limited understanding (…) able to apply (…) with support.
Grade 4
A good general understanding (…) in normal situations. (…) occasional
evidence (…).
Grade 5
A consistent and thorough understanding (…) in a variety of situations. (…)
generally shows evidence (…) occasionally demonstrates (…).
Grade 6
(…) in a wide variety of situations. Consistent evidence (…) generally
demonstrates (…).
Grade 7
(…) almost faultlessly in a wide variety of situations. (…) consistently
demonstrates (…) and always produces work of high quality.
Some confusing words
Evaluation: involves interpreting and making a judgment about
assessment information.
Testing: one type of assessment strategy.
Measurement: assignment of marks based on an explicit system.
Score: number or letter assigned to a task via the process of
measurement.
Grade: number assigned to standards of student achievement. A grade is
reached by applying the grade boundaries table to the student’s criterion
levels total. A grade can only be arrived at when all subject-specific
criteria have been used for assessment.
Criterion-related assessment: assessment process based on
determining levels of achievement against previously agreed criteria. MYP
assessment is criterion-related.
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Questions ?
7/7/2015
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MYP Parent
WORKSHOP
Developing Coaching
Strategies
Kelly Millar
[email protected]
Identify and
Understand the
Decision Required
in your Job
Review your
Decision-Making
Experiences
Practice the
Difficult Decisions
in Context
Improve Coaching Decision Making
• Size up situations more quickly
• Recognize problems and anomalies more quickly
• Feel confident that your first option you think of will
usually be a good one
• Have a good sense of what is going to happen next
• Avoid getting overloaded with data
• Be calm in the face of time pressure and uncertainty
• Find alternative solutions when plans run into
difficulty
Commitment To Excellence
The 4C's
• Concentration - ability to maintain a high
level of focus in practices and games.
• Confidence - believe in one's abilities
• Composure – ability to control oneself in
good and challenging times.
• Commitment - ability to continue working
to agreed goals
4C’s
2012-13
• Commitment 1st Priority
Strong team commitment
Strong commitment to practice and
fitness training
• Communication 2nd Priority
Basketball talk Team support
Communication with coach
• Composure 3rd Priority
Composure when tired
Composure at end of half and games
Composure at the end of practice
• Confidence 3rd Priority
Increase confidence in dealing with
stress
Confidence in their abilities
Demonstrate confidence when warming
up for games
2013-14
• Commitment 1st Priority
Commitment to full court whole
game defensive pressure that
is unrelenting
• Composure 2nd Priority
We will impose our will so that
other team will lose theirs
• Confidence 2nd Priority
Increase confidence in our
basketball systems
• Communication 3rd Priority
Basketball talk Team support
Communication with coach
Decision Making Exercise (DMX)
Creating a good DMX is taken form of a compelling story
or experience that builds to climax, which should put the
other participants in the hot seat, forcing them to make a
decision.
It is important that there is not one correct answer but
create a discussion with different perspectives.
Decision Making Exercise (DMX)
Before December Holiday
One of my starting players did not show up to a game and provided no
information. This player has miss many parts of practices for academic reason
that was agreed to before the season. At this point we have a strong team
bond with everyone else on the team.
My captain has informed me that the rest of the team was confused and
disappointed because of this player’s absent.
1.
2.
3.
How would you handle this situation?
What is the key issue to the team?
What is the key issue for the coach and the player?
• Questions ?
7/7/2015
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