Transcript MYP ASSESSMENT I.B. @ Lamar Academy 2013

The MYP Assessment Model
The aim is to support and encourage student
learning.
Teachers gather and analyze information on
student performance and give feedback.
Students are involved in evaluating their
progress through self-assessment and
reflection.
Thus, students develop wider critical thinking
and self-assessment skills.
The MYP Assessment Model
This is a criterion-related model.
Expectations are established beforehand (in a rubric)
and students know before attempting the work what
needs to be done to reach a high level.
Students are assessed for what they can do, rather than
being ranked against each other.
Assessment in Action at I.B. @ Lamar Academy
A task is assigned
with the assessment
criteria (rubric).
The teacher grades
the assignment and
the students receive
feedback based on
the assessment
criteria.
This process is
repeated throughout
the year so that all
criterion in every
subject are covered
at least twice.
The end of year report
includes individual
criteria and an OLA
(Overall Level of
Achievement Grade) for
each subject.
The criterion levels in each
subject are added together
to give a criterion levels
total for that subject. This
total is then converted to
an OLA out of 7 using the
grade boundary tables
from the I.B.
At the end of the year,
each teacher analyzes
the students’ grades and
uses professional
judgment to award a
level of achievement for
each criterion
A Summary Of The MYP Assessment Criteria
Arts
Humanities
Language A
Language B
Mathematics
Physical
Sciences
Technology
Education
Personal
Project
Grade 10 only
Criterion
A
Knowledge
and
understanding
Knowing and
understanding
Content
Oral
Communication
Knowledge and
understanding
Use of
Knowledge
One world
Investigate
Use the
process
journal
8
8
10
8
8
8
6
6
4
Application
Investigating
Organization
Investigating
patterns
Movement
Composition
Define the
goal
8
10
8
6
Communication in
science
6
Design
10
Visual
interpretation
8
6
4
Reflection and
evaluation
Thinking
critically
Style and
language
mechanics
Reading
comprehension
Communication in
mathematics
Performance
Knowledge
and
understanding of
science
Plan
Select
sources
8
8
10
8
6
10
6
6
4
Personal
engagement
Communicating
Writing
Reflection in
mathematics
Social Skills
and personal
engagement
Scientific
inquiry
Create
Apply
information
8
8
8
6
8
6
6
4
Processing
data
Evaluate
Achieve the
goal
6
6
4
Attitudes in
science
Attitudes in
technology
Reflect on
learning
6
6
4
B
C
D
E
F
G
Report the
project
IB MYP Assessment: Prescribed Minimum Tasks
Subject
Prescribed Minimum Tasks
Arts
-A unit of work assessed using all 4 criteria
-A second judgment for each criterion must be provided
-Developmental workbook (process of learning the art) must
contain evidence to support the above.
Language A
English
-One essay (500-1000 words): argumentative, persuasive, or
analytical
-One personal response to literature (500-1000 words)
demonstrating ability to approach work independently
- One piece of creative writing (poetry, dramatic scene, story,
1000 words max plus 300 word rationale)
Language B
Span./French
-One recording of an interactive oral task conducted under
supervision in class
-One visual interpretation task completed under supervision in
class
-One reading comprehension task completed under
supervision in class
-One writing task produced under supervision in class
IB MYP Assessment: Prescribed Minimum Tasks
Subject
Prescribed Options (min.2; max 3)
Humanities
-A piece of extended writing, up to 700-1500 words
Fieldwork report
Newsletter
Editorial
Essay
Manifesto
Article
Report
-A test (must include paragraph writing and timed (in class)
Open book test
Problem-solving
Data response
Source analysis
-An assignment of choice
Web page
Podcast/vodcast
Film/movie/play
Role play
Workshop
PowerPoint Presentation
A Prezi presentation
Lesson plan
Animation
Database
Blog/journal/scrap book
Microsoft PhotoStory/Voice Thread
Speech
Brochure/booklet
IB MYP Assessment: Prescribed Minimum Tasks
Subject
Prescribed Tasks
Mathematics
- Broad- based classroom test/exam composed of a
range of questions in familiar and unfamiliar situations
covering at least 3 of the branches of math (semester
exam)
-Mathematical investigation done under test
conditions, where students are given the opportunity to
recognize patterns, describe them as relationship or
general rules; and justify and prove them
- A real life problem where students are given the
opportunity to apply mathematics to real-life context,
and reflect upon and evaluate their findings.
Physical
Education
-Two pieces of written work that show the student’s use
of physical education knowledge.
- Video evidence of the student’s compositional and
performance abilities (the student performing his own
composition). Written evidence that demonstrates that
the student actually composed the sequence, or which
part of the composition they created if it was group
work.
IB MYP Assessment: Prescribed Minimum Tasks
Subject
Prescribed Tasks
Science
-Scientific investigation designed independently by
the student, including a hypothesis, suitable method
of or the collection of data, analysis of the data, and
the evaluation of the method and results. (D,E,F)
- End-of-unit or end-of-term test that requires the
application of scientific knowledge and understanding
to solve problems in familiar and unfamiliar
situations. (Evidence of evaluation of scientific
information should be included.) (C)
- Piece of writing (400 words) by the student, dealing
with the application of science in society and its
interaction with social, economic, political,
environmental, cultural, or ethical factors. Students
will be expected to acknowledge the source of
information and document them appropriately. (A)
Technology
Two completed units of work, each of which (a total of
2 tasks):
- includes all stages of the design cycle;
- is organized in a design folder made of five sectionsone for each assessment criteria (A-E)
- includes the product itself or a visual representation
(photographs/videos) if the product cannot be sent
- includes information about the student’s attitudes
in technology throughout the unit of work (F)
What Marks Count Towards The Overall Level
Of Achievement (OLA)?
Throughout the year teachers will collect evidence of student
achievement from many different types of assessment including
formative and summative assessments.
Sometimes all criteria in the subject are applied to an assessment, but
more often only 1 or 2 criteria are assessed per task.
Only assessments that are criterion-related (that are assessed against
criteria provided by the teacher for that specific assessment task) count
towards the OLA.
Please note: Because I.B. requires teachers to test only certain skills on
prescribed tasks, an I.B. grade may differ from an MISD/report card
grade. For example, in English all the MYP criteria deal only with
writing skills, while the report card grade will include homework, tests,
and quiz grades that may or may not assess writing. Thus, an A on a
report card may not be a 7 in that course and a 7 may not mean the
student makes an A on the report card.
The Evolution of an OLA (Overall Level of
Achievement
How Are End Of Year Criterion Totals Reached?
By the end of the year, students will have completed enough
assessment tasks for each criterion in every subject to be
assessed at least twice.
To explain the evolution of an OLA let’s follow the creation of
a Mathematics OLA for a Grade 9 Student called Maria.
There are 4 criteria in Mathematics. At the end of the year,
Maria will have at least 2 marks in all 4 of the Mathematics
criteria. In Mathematics Criterion A ‘Knowledge and
Understanding’ Maria has 4 pieces of evidence (marks).
Mathematics Criterion A: Knowledge and
Understanding (9)
Maria’s scores:
Solving
Equations
4
Linear
Quadratic
Functions Functions
5
6
Broadbased test /
exam
6
Maria’s teacher will then make a professional judgment on the
criterion level of achievement for her in this criterion.
THIS IS NOT AN AVERAGE OF ALL OF THE MARKS FOR THIS
CRITERION, but a professional judgment based on patterns in the
data, the development of that student and the context in which the
work was completed .
It is the role of teachers to use the evidence to decide the level at
which the student is performing in each specific criterion at the end
of the year.
As a result of Maria’s consistent improvement over the semester,
she would receive a criterion level of achievement of 6 out of 8 for
Mathematics Criterion A.
How Do Criteria Marks Become An OLA out
of 7?
This process of determining criterion levels of achievement is done for all
criteria in every subject. In each subject these criterion levels of
achievement are then added together to give a Criterion Levels Total.
This total is then compared to the grade boundary tables published by the
IB to give the student a Grade out of 7 for that subject.
Maria’s 6 out of a possible 8 in Mathematics Criterion A would be added
to her criterion level of achievement in the other 3 Mathematics criteria,
which would give a Criterion Levels Total of 21. As a result Maria would
receive a 5 out of 7 for her final OLA in Mathematics.
Criteria
Level of Achievement
for Year
Criterion A: Knowledge and Understanding
6
Criterion B: Investigating Patterns
6
Criterion C: Communication in
Mathematics
4
Criterion D: Reflection in
Mathematics
5
Criterion Levels Total
21
IB Published Mathematics Grade Boundaries
Grade
OLA
Boundarie
s
1
0-4
2
5-8
3
9-12
4
5
13-17
18-21
6
22-25
7
26-28
What Does An OLA of 1-7 Really Mean?
So what does Maria’s OLA of a 5 in Mathematics mean? Below
are the IB general grade descriptors for each grade.
An OLA of a 5 means that in Mathematics Maria shows A
consistent and thorough understanding of the required
knowledge and skills, and the ability to apply them in a variety
of situations. The student generally shows evidence of analysis,
synthesis and evaluation where appropriate and occasionally
demonstrates originality and insight.
To fully understand student achievement, it is important to
focus on all the individual criterion scores as these highlight
student’s strengths and weaknesses in the subject and BOTH
the OLA number and the general grade descriptions.
OLA
General Grade Descriptors
Grade 1
Minimal Achievement in Terms of the Objectives
Grade 2
Very limited achievement against all the 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
Grade 3
Limited achievement against most of the objectives, or clear difficulties in
some areas. The student demonstrates a limited understanding of
the required knowledge and skills and is only able to apply them fully in
normal situations with support.
Grade 4
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
Grade 5
A consistent and thorough understanding of the required knowledge and
skills, and the ability to apply them in a variety of situations. The student
generally shows evidence of analysis, synthesis and evaluation
where appropriate and occasionally demonstrates originality and
insight.
Grade 6
A consistent and thorough understanding of the required knowledge and
skills, and the ability to apply them in a wide variety of situations.
Consistent evidence of analysis, synthesis and evaluation is shown where
appropriate. The student generally demonstrates originality and insight.
Grade 7
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. Consistent evidence of analysis, synthesis and evaluation is
shown where appropriate. The student consistently demonstrates
originality and insight and always produces work of high quality