Mount Mourne
MYP
Criteria Related
Grading
…changing the way we do what
we’ve always done
Teachers who develop useful
assessments, provide corrective
instruction, and give students
second chances to demonstrate
success can improve their
instruction and help students
learn.“
Guskey, 2003
The Purposes of Criteria-Related Assessment
• Provide feedback on the learning process
• Inform the teaching process
• promote the development of higher-order
cognitive skills
• support the holistic nature of the MYP program
by taking into account the development of the
whole student
How are students evaluated?
• 8 subjects
• 3-6 criteria per
subject
• Objectives/rubric
for each criterion
• Work scored on
scale of 0-8
Levels of Achievement
• Assessment in the MYP is criteria-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
Let’s look at an assessment
and accompanying rubric
Humanities Assessment
Rubric for Criteria A
Achievement
Level
7-8
5-6
3-4
1-2
0
Descriptor
Task Description
The student:
• uses relevant humanities
terminology accurately
• shows detailed
knowledge and
understanding of facts and
ideas through descriptions,
explanations and
examples.
The student:
• uses relevant humanities
vocabulary often
accurately
• shows good knowledge
and understanding of facts
and ideas through
descriptions, explanations
and examples.
The student:
• uses some humanities
vocabulary
• shows knowledge and
understanding of facts and
ideas through simple
descriptions, explanations
and examples.
The student:
• recognizes some
humanities vocabulary
• shows basic knowledge
and understanding of facts
and ideas through some
descriptions and/ or
examples.
*Use examples from all
three theories of change
*All hominids are
discussed
*Show that you know facts
and ideas through a
detailed explanation of
each change
The student does not reach
a standard described by
any of the descriptors
given above.
*No theories are explained
and no hominids are
discussed
*Use examples from two
theories of change
* Four or five hominids are
discussed
*Show that you know facts
and ideas through a good
explanation of each
change
*Use examples from one or
two theories of change
*Two or three hominids
*Show that you know facts
and ideas through a
simple explanation of
each change
*Use example of one
theory of change
* At least two hominids are
discussed
*Show that you know basic
facts and ideas but
explanation is weak.
Flashback to earlier classes before
the assessment was assigned…
Significant Concept
Unit Question and AOI
There are many ways to
interpret the past.
How did we get here?
AOI: Human Ingenuity
Goals for this unit
I Can:
MYP Objectives
• create a historical narrative to
explain events or issues over time. (I
will explain a change over time
using a visual representation.)
• Use sources such as maps, graphs,
tables, atlases, photographs, and
statistics in a critical manner
• identify a primary source.
• identify a secondary source
• summarize main ideas in historical
documents.
• explain why and how people,
goods, and ideas move.
• information using maps, models,
and diagrams including use of
scale, graphs, and tables
• Make well substantiated decisions
and relate them to real world
concepts
What did students do to get here?
Formatives/Knowledge:
• Shipwrecked – discussed basics of civilization building
• Jigsaw classroom on 5 hominids. IB quiz on the information
gathered.
• Middle East map quiz
• Africa map quiz
• Latitude/Longitude homework assignment
• Primary/Secondary source work on ardiphithicus afrensis
Some things you might have seen…
We have made our way through the hominids and are getting ready for
our first summative IB assessment next week. All classes participated in
their first Jigsaw classroom where they became experts on one hominid
and then taught their study group about that hominid. It is a strategy
used by medical students to process large amounts of information in a
short amount of time and one that we use often in my classroom.
Students will be allowed to use their notes on the summative
assessment.
Hominid Quiz
We have begun discussing pre-history and learned how to read a
timeline. Students were asked to do an interdisciplinary activity using
math to convert a 100,000 year timeline onto a 365 day calendar.
Assessment task:
Predict what humans will look like in the year
5012. Create a labeled diagram outlining
the changes and then explain your choices
in paragraphs on the back of this sheet. Use
your knowledge of early humans to explain
why you predict each change. Remember
to read the rubric carefully before you
begin.
Achievement Level
7-8
Rubric:
Criterion A: Knowledge and
Understanding
Students should be able to:
•Use humanities terminology
in context.
•Show knowledge and
understanding of subjectspecific content and
concepts, appropriate to the
age level, using descriptions,
explanations, and examples.
5-6
3-4
1-2
0
Descriptor
Task Description
The student:
• uses relevant humanities
terminology accurately
• shows detailed knowledge
and understanding of facts and
ideas through descriptions,
explanations and examples.
The student:
• uses relevant humanities
vocabulary often accurately
• shows good knowledge and
understanding of facts and ideas
through descriptions,
explanations and examples.
The student:
• uses some humanities
vocabulary
• shows knowledge and
understanding of facts and ideas
through simple descriptions,
explanations and examples.
The student:
• recognizes some humanities
vocabulary
• shows basic knowledge and
understanding of facts and ideas
through some descriptions and/
or examples.
The student does not reach a
standard described by any of the
descriptors given above.
*Use examples from all three
theories of change
*All hominids are discussed
*Show that you know facts and
ideas through a detailed
explanation of each change
*Use examples from two
theories of change
* Four or five hominids are
discussed
*Show that you know facts and
ideas through a good
explanation of each change
*Use examples from one or two
theories of change
*Two or three hominids
*Show that you know facts and
ideas through a simple
explanation of each change
*Use example of one theory of
change
* At least two hominids are
discussed
*Show that you know basic facts
and ideas but explanation is
weak.
*No theories are explained and
no hominids are discussed
Scoring of Assessment - Activity
• In your group, study Just N. Time’s and Nita B. Smart’s work.
• Now begin at band 1-2 on the rubric, critically look at the
student’s work and read the rubric descriptor to decide if the
student work meets or exceeds the 1-2 expectation. If you feel
the work more than meets level 1-2, move to the next band.
• Determine if the student work meets all or part of that band
descriptor or exceeds that band descriptor.
• Continue through the bands until a level is reached that the
work cannot partially or fully meet.
• You will give the score where the descriptor best fits the work.
Here are the scores Professor Ida
Know gave:
• Just N. Time: 1
• Nita B. Smart: 7
“Successful students typically know how to take
corrective action on their own. They save their
assessments and review the items or criteria that they
missed. They rework problems, look up answers in their
textbooks or other resource materials, and ask the
teacher about ideas or concepts that they don’t
understand. Less successful students rarely take such
initiative. After looking at their grades, they typically
crumple up their assessments and deposit them in the
trash can as they leave the classroom. Teachers who use
classroom assessments as part of the instructional process
help all of their students do what the most successful
students have learned to do for themselves.”
Guskey, 2003
“When teachers’ classroom
assessments become an integral part
of the instructional process and a
central ingredient in their efforts to
help students learn, the benefits of
assessment for both students and
teachers will be boundless.”
Guskey, 2003
Our Goal
Helping each student learn so that
every student achieves growth in
every criterion over the course of
the year.
References
• Guskey, Thomas. (2003) How Classroom Assessments Improve
Learning. Educational Leadership, 60(5), 6-11.
• MYP From Principles Into Practice. (2008) International
Baccalaureate, Peterson House, Cardiff Wales.