SEOUL FOREIGN ASSESSMENT DESIGN ESSENTIAL AGREEMENT- TASKS SPECIFIC A. ASSESSMENT TYPE - Performance & Projects Step 1 - Use the wording from the MYP generic rubric (blue columns) to form a tasks specific rubric SAMPLE: KOREAN - LANGUAGE & LITERATURE ASSESSMENT RUBRIC-FOLKTALES & MYTHS ANALYTICAL ESSAY- Gr. 8 Level A – ANALYSING Task Specific B – ORGANIZING Objectiv es At the end of year 3 (Gr. 7,8), students should be able to: I. identify and explain the content, context, language, structure, technique and style, and the relationship among texts. III. justify opinions and ideas, using examples, explanations and terminology IV. interprets similarities and differences in features within and between genres texts. At the end of year 3 (Gr. 7,8), students should be able to: I. identify and explain the content, context, language, structure, and the relationship among folktales and myths. III. justify opinions and ideas, using examples and explanations. and terminology related to folktales & myths. - characters, themes/ morals, setting IV. interprets similarities and differences in features within and between folktales and myths. At the end of year 3 (Gr. 7,8), students should be able to: i. employ organizational structures that serve the context and intention ii. organize opinions and ideas in a coherent and logical manner 1-2 THE STUDENT: i. provides minimal identification or explanation of the content, technique and style and does not explain the relationship among texts. iii. rarely justifies opinions and ideas with examples or explanations; uses little or no terminology iv. interprets few similarities and differences in features within and between genres and texts. i. provides adequate identification or explanation of the content, technique and style and some explanation of the relationship among texts. iii. justifies opinions and ideas with some examples and explanations, though this may not be consistent; uses some terminology iv.interprets some similarities and differences in features within and between genres and texts. i. provides substantial identification and explanation of the content, technique and style and some explanation of the relationship among texts. iii. sufficiently justifies opinions and ideas with examples and explanations; uses accurate terminology iv. competently interprets similarities and differences in features within and between texts. i. provides perceptive identification and explanation of the content, technique and style, and explains the relationship among texts thoroughly. iii. gives detailed justification of opinions and ideas with a range of examples, and thorough explanations; uses accurate terminology iv. perceptively compares and contrasts features within and between genres and texts. THE STUDENT: i. provides minimal details comparing the features of folktales & myths. iii. rarely justifies opinions and ideas with examples or explanations; uses little or no terminology related to folktales & myths. - characters, themes/ moral, setting, iv. interprets few similarities and differences in features within a folktale/myth or between folktales/myths. THE STUDENT: i. makes minimal use of organizational structures, though these may not always serve the context and intention ii. organizes opinions and ideas with a minimal degree of coherence and logic At the end of year 3 (Gr. 7,8), students should be able to: i. employ organizational structures relevant to an analytical essay (beginning, body, and conclusion, paragrpahing that includes topic sentences, supporting details, concluding sentence and) that serve the context and intention ii. organize opinions and ideas in a coherent and logical manner THE STUDENT: i. makes minimal use of organizational structures relevant to an analytical essay , though these may not always serve the context and intention ii. organizes opinions and ideas with a minimal degree of coherence and logic. i. provides adequate i dentification or explanation of the content and some explanation of the relationship among folktales and myths ii. justifies opinions and ideas with a couple of examples or explanations; uses some terminology related to folktales & myths. characters, themes/ moral, setting, iv. interprets some similarities and differences in features within a folktale/myth or between folktales/myths. i. makes adequate use of organizational structures that serve the context and intention ii. organizes opinions and ideas with some degree of logic i. makes adequate use of organizational structures relevant to an analytical essay that serve the context and intention ii. organizes opinions and ideas with some degree of logic i. provides substantial identification or explanation of the content and some explanation of the relationship among folktales and myths. iii. sufficiently justifies opinions and ideas with examples or explanations; uses accurate terminology related to folktales & myths. characters, themes/ moral, setting, iv. competently interprets similarities and differences in features within a folktale/myth or between folktales /myths. i. provides perceptive i dentification or explanation of the content and explains the relationship among folktales and myths thoroughly. iii. gives detailed justification of opinions and ideas with a range of examples and thorough explanations; uses accurate terminology related to folktales & myths. - characters, themes/ moral, setting, iv. perceptively compares and contrasts similarities and differences in features within a folktale/myth or between folktales/myths. i. makes competent use of organizational structures that serve the context and intention ii. organizes opinions and ideas in a coherent and logical manner with ideas building on each other i. makes competent use of organizational structures relevant to an analytical essaythat serve the context and intention ii. organizes opinions and ideas in a coherent and logical manner with ideas building on each other i. makes sophisticated use of organizational structures that serve the context and intention effectively ii. effectively organizes opinions and ideas in a coherent and logical manner with ideas building on each other in a sophisticated way i. makes sophisticated use of organizational structures relevant to an analytical essay that serve the context and intention effectively ii. effectively organizes opinions and ideas in a coherent and logical manner with ideas building on each other in a sophisticated way 3-4 5-6 7-8 Task Specific 1 C - PRODUCING TEXT At the end of year 3 (Gr. 7,8), students should be able to: i. produce texts that demonstrate thought and imagination and sensitivity, while exploring new and considering new perspectives and ideas arising from personal engagement with the creative process Task Specific 3-4 At the end of year 3 (Gr. 7,8), students should be able to: i. use appropriate and varied vocabulary, sentence structures and forms of expression iii. use correct grammar, syntax and punctuation iv. spell (alphabetic languages), write (character languages) and pronounce with accuracy v. use appropriate non-verbal communication techniques. At the end of year 3 (Gr. 7,8), students should be able to: i. use appropriate and varied vocabulary, sentence structures appropriate to an analytical essay iii. use correct grammar (transitions & past tense), iv. spell (alphabetic languages), write (character languages) and pronounce with accuracy THE STUDENT: i. produces texts that demonstrate limited personal engagement with the creative process; demonstrates a limited degree of thought, imagination and sensitivity and minimal exploration of new perspectives and ideas iii. selects few relevant details and examples to develop ideas. THE STUDENT: i. produces texts that demonstrates a limited degree of thought and minimal exploration of new perspectives and ideas associated with an anlytical essay THE STUDENT: i. uses a limited range of appropriate vocabulary and forms of expression iii. uses grammar, syntax and punctuation with limited accuracy; errors often hinder communication iv. spells/writes and pronounces with limited accuracy; errors often hinder communication THE STUDENT: i. uses a limited range of appropriate vocabulary appropriate to an analytical essay iii. uses grammar (transitions & past tense) with limited accuracy; errors often hinder communication iv. spells/writes and pronounces with limited accuracy; errors often hinder communication i. produces texts that demonstrate adequate personal engagement with the creative process; demonstrates some degree of thought, imagination and sensitivity and some exploration and consideration of new perspectives and ideas. i. produces texts that demonstrate some degree of thought and some exploration and consideration of new perspectives and ideas associated with an anlytical essay i. uses an adequate range of appropriate vocabulary, sentence structures and forms of expression iii. uses grammar, syntax and punctuation with some degree of accuracy; errors sometimes hinder communication iv. spells/writes and pronounces with some degree of accuracy; errors sometimes hinder communication i. uses an adequate range of appropriate vocabulary, sentence structures appropriate to an analytical essay iii. uses grammar (transitions & past tense) with some degree of accuracy; errors sometimes hinder communication iv. spells/writes and pronounces with some degree of accuracy; errors sometimes hinder communication i. uses a varied range of appropriate vocabulary, sentence structures and forms of expression competently iii. uses grammar, syntax and punctuation with a considerable degree of accuracy; errors do not hinder effective communication iv. spells/writes and pronounces with a considerable degree of accuracy; errors do not hinder effective communication i. uses a varied range of appropriate vocabulary, sentence structures appropriate to an analytical essay competently iii. uses grammar (transitions & past tense) with a considerable degree of accuracy; errors do not hinder effective communication iv. spells/writes and pronounces with a considerable degree of accuracy; errors do not hinder effective communication i. effectively uses a range of appropriate vocabulary, sentence structures and forms of expression iii. uses grammar, syntax and punctuation with a high degree of accuracy; errors are minor and communication is effective iv. spells/writes and pronounces with a high degree of accuracy; errors are minor and communication is effective i. effectively uses a range of appropriate vocabulary, sentence structures appropriate to an analytical essay iii. uses grammar (transitions & past tense) with a high degree of accuracy; errors are minor and communication is effective iv. spells/writes and pronounces with a high degree of accuracy; errors are minor and communication is effectiv iii. selects some relevant details and examples to support ideas. 5-6 i. produces texts that demonstrate considerable personal engagement with the creative process; demonstrates considerable thought, imagination and sensitivity and substantial exploration and consideration of new perspectives and ideas iii. selects sufficient relevant details and examples to develop ideas. 7-8 Task Specific At the end of year 3 (Gr. 7,8), students should be able to: i. produce texts that demonstrate thought related to an analytical essay that follows the writing process. iii. select relevant details and examples to support ideas. iii. select relevant details and examples to support ideas. 1-2 D – USING LANGUAGE i. produces texts that demonstrate a high degree of personal engagement with the creative process; demonstrates a high degree of thought,imagination and sensitivity and perceptive exploration and consideration of new perspectives and ideas iii. selects extensive relevant details and examples to develop ideas with precision. iii. selects few relevant details and examples to develop ideas. iii. selects some relevant details and examples to support ideas. i. produces texts that demonstrate considerable thought and substantial exploration and consideration of new perspectives and ideas associated with an anlytical essay iii. selects sufficient relevant details and examples to develop ideas. i. produces texts that demonstrates a high degree of thought and perceptive exploration and consideration of new perspectives and ideas associated with an anlytical essay iii. selects extensive relevant details and examples to develop ideas with precision. 2 Step 2 : Delete the MYP generic wordng columns used in step 1 leaving the Task Specific Assessment rubric. The task specific rubric should capture the wording of the original MYP descriptors. NOTE: Mainitaining both columns will cause repetition and be too wordy for students to read and understand. Deleting the MYP generic column minimises the text and makes it more readable form for ALL students. The Assessment rubric is to be used to give student feedback on their performance in a timely manner. Level 1-2 Assessment Rubric A – ANALYSING Task Specific Details THE STUDENT: i. provides minimal details comparing the features of folktales & myths. iii. rarely justifies opinions and ideas with examples or explanations; uses little or no terminology related to folktales & myths. - characters, themes/ moral, setting, 3-4 iv. interprets few similarities and differences in features within a folktale/myth or between folktales/myths. i. provides adequate identification or explanation of the content and some explanation of the relationship among folktales and myths ii. justifies opinions and ideas with a couple of examples or explanations; uses some terminology related to folktales & myths. characters, themes/ moral, setting, 5-6 iv. interprets some similarities and differences in features within a folktale/myth or between folktales/myths. i. provides substantial identification or explanation of the content and some explanation of the relationship among folktales and myths. iii. sufficiently justifies opinions and ideas with examples or explanations; uses accurate terminology related to folktales & myths. characters, themes/ moral, setting, iv. competently interprets similarities and differences in features within a folktale/myth or between folktales/myths. 7-8 i. provides perceptive identification or explanation of the content and explains the relationship among folktales and myths thoroughly. iii. gives detailed justification of opinions and ideas with a range of examples and thorough explanations; uses accurate terminology related to folktales & myths. - characters, themes/ moral, setting, iv. perceptively compares and contrasts similarities and differences in features within a folktale/myth or between folktales/myths. B – ORGANIZING - Task Specific Details C - PRODUCING TEXT Task Specific Details D – USING LANGUAGE Task Specific Details THE STUDENT: i. makes minimal use of organizational structures relevant to an analytical essay , though these may not always serve the context and intention THE STUDENT: i. produces texts that demonstrates a limited degree of thought and minimal exploration of new perspectives and ideas associated with an anlytical essay THE STUDENT: i. uses a limited range of appropriate vocabulary appropriate to an analytical essay ii. organizes opinions and ideas with a minimal degree of coherence and logic. i. makes adequate use of organizational structures relevant to an analytical essay that serve the context and intention iii. selects few relevant details and examples to develop ideas. iv. spells/writes and pronounces with limited accuracy; errors often hinder communication i. produces texts that demonstrate some degree of thought and some exploration and consideration of new perspectives and ideas associated with an anlytical essay i. uses an adequate range of appropriate vocabulary, sentence structures appropriate to an analytical essay ii. organizes opinions and ideas with some degree of logic i. makes competent use of organizational structures relevant to an analytical essaythat serve the context and intention ii. organizes opinions and ideas in a coherent and logical manner with ideas building on each other i. makes sophisticated use of organizational structures relevant to an analytical essay that serve the context and intention effectively ii. effectively organizes opinions and ideas in a coherent and logical manner with ideas building on each other in a sophisticated way iii. selects some relevant details and examples to support ideas. i. produces texts that demonstrate considerable thought and substantial exploration and consideration of new perspectives and ideas associated with an anlytical essay iii. selects sufficient relevant details and examples to develop ideas. i. produces texts that demonstrates a high degree of thought and perceptive exploration and consideration of new perspectives and ideas associated with an anlytical essay iii. selects extensive relevant details and examples to develop ideas with precision. iii. uses grammar (transitions & past tense) with limited accuracy; errors often hinder communication iii. uses grammar (transitions & past tense) with some degree of accuracy; errors sometimes hinder communication iv. spells/writes and pronounces with some degree of accuracy; errors sometimes hinder communication i. uses a varied range of appropriate vocabulary, sentence structures appropriate to an analytical essay competently iii. uses grammar (transitions & past tense) with a considerable degree of accuracy; errors do not hinder effective communication iv. spells/writes and pronounces with a considerable degree of accuracy; errors do not hinder effective communication i. effectively uses a range of appropriate vocabulary, sentence structures appropriate to an analytical essay iii. uses grammar (transitions & past tense) with a high degree of accuracy; errors are minor and communication is effective iv. spells/writes and pronounces with a high degree of accuracy; errors are minor and communication is effective 3 Step 3: Project Assessment Grading Reflection Scoring Table Criteria Criteria A # (8) Criteria B # (8) Criteria C # (8) Criteria D # (8) Score Student Reflection ● Project Strengths: ● Project Areas for Improvement: ● Aproaches to Learning to help improvement Parent Name:___________________________ Parent Signature: ______________________________ Date: Comment: 4 B. ASSESSMENT TYPE - Quizzes, Tests, Exams UNIT - MATHEMATICS - EXPONENTS TEST Assessment Details - Gr.8 Student Name: ________________________ Teacher: ______________ Subject:_______________ Test Date: ________________ TEST INSTRUCTIONS: Answer all questions in the order given, etc. A – KNOWLEDGE & UNDERSTANDING Level 1,2 i. select appropriate mathematics when solving simple problems in familiar situations ii. apply the selected mathematics successfully when solving these problems iii. generally solve these problems correctly in a variety of contexts. List questions suited to this level : Consider MiF: Basic Skills Level 3,4 i. select appropriate mathematics when solving more complex problems in familiar situations ii. apply the selected mathematics successfully when solving these problems iii. generally solve these problems correctly in a variety of contexts. List questions suited to this level : Consider MiF: Direct Application Level 5,6 i. select appropriate mathematics when solving challenging problems in familiar situations ii. apply the selected mathematics successfully when solving these problems iii. generally solve these problems correctly in a variety of contexts. List questions suited to this level : Consider MiF: Novel - Familiar Level 7,8 i. select appropriate mathematics when solving challenging problems in both familiar and unfamiliar situations ii. apply the selected mathematics successfully when solving these problems iii. generally solve these problems correctly in a variety of contexts. List questions suited to this level : Consider MiF: Complex- Unfamiliar 5 Scoring Table Criteria Criteria A # (8) Criteria B # (8) Criteria C # (8) Criteria D # (8) Score Student Reflection: ● Test Strengths: ● Test Areas for Improvement: ● Aproaches to Learning to help improvement Parent Name:___________________________ Parent Signature: ______________________________ Date: Comment: 6
