Transcript Assessment in the myp - Century Middle School

Assessment in the MYP
CENTURY MIDDLE SCHOOL
What is Assessment?
Assessment is integral to all teaching and learning. MYP assessment requires
teachers to assess the subject using the criteria. In order to provide students
with opportunities to achieve at the highest level, MYP teachers develop
rigorous tasks that embrace a variety of assessment strategies.
Types of Assessment

Formative Assessment – on going monitoring aimed at providing information to guide teaching
and improve student performance. Formative assessments are recorded as PRACTICE and do
not affect the grade.


Teachers use this type of assessment to gather, analyze, interpret, and use a variety of evidence to
improve student learning and help students achieve their potential.
Summative Assessment – after a period of instruction with formative assessments along the way,
the summative tasks are what determine the student’s grade.

Examples could be: speeches, essays, projects, presentations, performances, lab experiments, tests,
constructed responses, etc.
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

Provide opportunity for students to exhibit transfer of skills across each class

Promote positive student attitudes towards learning

Promote the development of critical and creative thinking skills

Promote a deep understanding of subject content by supporting students
in their inquiries set in real-world contexts
Some Key Features of MYP Assessment

Distinction between summative assessment and the supporting formative
process

Attention to the most accurate demonstration of student performance,
rather than averaging achievement levels over given reporting periods

Assessment of students’ understanding at the end of a course, based on
the whole course and not individual components of it

Provide evidence of student understanding through authentic
performance (not simply the recall of factual knowledge)
Criteria vs. Standards

MYP is criteria-related grading (CRG)

Most of the district uses standards based grading (SBG)

SAME idea, different terminology
Some new things in the 2014-2015
school year

All classes have 4 criteria

All criteria are based on an 8 point scale
Sample Rubric: Science Criterion A
Year 3 (8th Grade)
Achievement Level
0
1-2
3
Descriptor
The student does not reach a standard described by any of the descriptors below
i.
ii.
iii.
recall scientific knowledge
apply scientific knowledge and understanding to suggest solutions to problems set in familiar
situations
apply information to make judgments
i.
ii.
iii.
state scientific knowledge
apply scientific knowledge and understanding to solve problems set in familiar situations
apply information to make scientifically supported judgments
i.
ii.
outline scientific knowledge
apply scientific knowledge and understanding to solve problems set in familiar situations and
suggest solutions to problems set in unfamiliar situations
interpret information to make scientifically supported judgments
4
5-6
iii.
7-8
i.
ii.
iii.
describe scientific knowledge
apply scientific knowledge and understanding to solve problems set in familiar and unfamiliar
situations
analyze information to make scientifically supported judgments
Descriptor
Level of
Achievement
0
The Color Bands
Explained
You will see charts like this in
most every classroom
Teachers will be using this
same terminology in their
classes
Descriptions will be similar to
what you see in the 2nd
column, but will vary from
class to class
The student does not reach a standard described by
any of the descriptors below
1-2
•
•
•
The student produces work of a very limited quality
Conveys many significant misunderstandings
Very rarely demonstrates critical or creative thinking
3
•
•
Produces work of an acceptable quality
Communicates basic understanding of most
contexts
Begins to demonstrate some basic critical and
creative thinking
Does not meet
the standard
Approaching
the standard
•
4
Meets the
Minimum
Standards
5-6
Meets the
Standard
7-8
Exceeds the
Standard
•
•
•
•
•
•
Produces good quality work
Communicates secure understanding of concepts
and contexts
Demonstrates critical and creative thinking,
sometimes with sophistication
Produces high-quality, frequently innovative work
Communicates comprehensive understanding of
concepts and contexts
Consistently demonstrates sophisticated critical and
creative thinking
What do the
color bands
mean?
Level of
Achievement
Descriptor
0
The areas shaded in red are of real
concern. Students who do not reach
a level beyond red are in danger of
1-2
not passing the class. They will be
candidates for summer school or
retention.
3
The 3-4 category shares the same
descriptions. However, a 3 would
indicate an area of concern
because the student is close to
dropping the1-2 level. A 4 would
indicate that they are just barely
meeting the standard.
4
5-6
Students at this level are meeting the
standard.
7-8
This level indicates a student
exceeding the standard. ALL
students have an opportunity to
• Each teacher has 4 Criteria to determine a final grade
• When the four numbers are added together, you can use the
chart below to determine the final grade
How do I know if
my child is
passing a class?
A final grade of 1 or 2 means the
student will not pass the class.
A final grade of 3 means the student
is barely passing the class.
A final grade of 4 or 5 means the
student is meeting the standards for
that grade level.
A final grade of 6 or 7 means the
student is exceeding the standards for
that grade level.
Added
Numbers
Final
Grade
Descriptor
1-5
1
Produces work of very limited quality. Conveys many misunderstandings or
lacks understanding of most concepts and concepts. Very rarely
demonstrates critical or creative thinking.
6-9
2
Produces work of limited quality. Expresses misunderstanding or significant
gaps in understanding for many concepts and contexts. Infrequently
demonstrates critical or creative thinking.
10-14
3
Communicates basic understanding of many concepts and contexts.
Begins to demonstrate some basic critical and creative thinking.
15-18
4
Communicates basic understanding of most concepts and contexts with
few misunderstandings and minor gaps. Often demonstrates basic critical
and creative thinking.
19-23
5
Produces generally high quality work. Communicates secure
understanding of concepts and contexts. Demonstrates critical and
creative thinking, sometimes with sophistication.
24-27
6
Produces high-quality, occasionally innovative work. Communicates
extensive understanding of concepts and contexts. Demonstrates critical
and creative thinking, frequently with sophistication.
28-32
7
Produces high-quality, frequently innovative work. Communicates
comprehensive, nuances understanding of concepts and contexts.
Consistently demonstrates sophisticated critical and creative thinking.