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
Continuous
Tasks, strategies and
tools are designed,
developed and applied
by teachers.
Assessment in the MYP
takes places throughout
the programme. Not just
at the end of the
programme.
3
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 – support
student learning
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
6
B. Communication in
science
6
C. Knowledge &
understanding of
science
6
D. Scientific inquiry
E. Processing data
F. Attitudes in science
6
6
6
7
Assessment Criteria
A. Knowledge and
understanding
B. Application
Art
8
10
C. Reflection and
evaluation
8
D. Personal
Engagement
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
9
Level
Grade Descriptor
Levels of Achievement
0
The student does not reach a standard described by any of the descriptors
given below.
1–2
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
Science
Grade
Boundaries
1
0–5
2
6 – 11
• The total is converted
to a 1 – 7 grade using
a table
3
12 – 18
4
19 – 24
5
25 – 28
6
29 – 32
7
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
Criterion A: Knowledge and Understanding
Achievement Level
Level Descriptor
0
The student does not reach a
standard described by any of the
descriptors given below.
1-2
The student attempts to make
deductions when solving simple
problems in familiar contexts.
3-4
The student sometimes makes
appropriate deductions when
solving simple and more complex
problems in familiar contexts.
5-6
The student generally makes
appropriate deductions when
solving challenging problems in a
variety of familiar contexts.
7-8
The student consistently makes
appropriate deductions when
solving challenging problems in a
variety of contexts including
unfamiliar situations.
Formatted
Descriptors
18
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
Descriptors
Grade 1
Minimal achievement in terms of objectives
Grade 2
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.
Grade 3
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.
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 wide
variety of situations. There is consistent 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 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.
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. 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
Teacher
Grade
Language A
Language B (Spanish)
Humanities
Science
Math
Arts (Drama, Band, Orch, Chorus)
P.E.
Technology/Connections(Visual Arts,
Computers, Expl. In Tech.)
Final Grade_______
20
In Conclusion
•
The MYP approach to assessment recognizes the importance of assessing
the process of learning as well as the products of learning, and aims to
integrate and support both.
•
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.
21