MYP Assessment

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Assessment in the Middle Years Programme
How are students assessed?
The MYP offers a criterion-related model of assessment. This means that students' results are
determined by performance against set standards, not by each student's position in the overall rank
order.
Teachers organize continuous assessment over the course of the programme taking account of
specified criteria that correspond to the objectives for each subject.
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Teachers are responsible for structuring varied and valid assessment tasks that allow students to
demonstrate achievement according to the required objectives within each subject group. These may
include:
open-ended, problem-solving activities and investigations
organized debates
hands-on experimentation
analysis
reflection.
Assessment strategies are meant to provide feedback on the thinking processes as well as the finished
piece of work. Formative assessment is emphasized a lot to guide the student in the learning
process and towards the summative assessment. There is also an emphasis on self-assessment and
peer-assessment within the programme.
Aims and objectives
 Aims and objectives for all subjects developed by the IB.
 Interim objectives for MYP 1-3.
Two examples out of the 8 aims for Language A
The aims of the teaching and study of MYP language A are to
encourage and enable students to:
• use language as a vehicle for thought, creativity, reflection,
learning, self-expression and social interaction
• develop the skills involved in listening, speaking, reading,
writing, viewing and presenting in a variety of contexts
Objectives
Two examples out of 15 of the Language A objectives:
A Content (receptive and productive)
At the end of the course, students should be able to:
• understand and analyze the language, content, structure,
meaning and significance of both familiar and previously
unseen oral, written and visual texts
• understand and apply language A terminology in context
Assessment Criteria
 The IB has developped a set of exit assessment criteria for each
individual subject.
 ISLK has developped modified assessment criteria for MYP 1-3
based on the interim objectives and the exit assessment criteria given
by the IB.
Language A: Criteria A, B and C.
Language B: Criteria A-E.
Humanities: A-D
Sciences: A-F
Mathematics: A-D
Technology: A-F
Physical Education: A-D
Arts: A-D
Achievement levels
Each criterion has descriptors for different
achievement levels.
Example
Physical education
Criterion A: Use of knowledge. Maximum: 8
Criterion B: Movement composition. Maximum: 6.
Criterion C: Performance. Maximum: 10.
Criterion D: Social skills and
personal engagement. Maximum: 8
Achievement level descriptors
Example Physical Education Criterion B: Movement composition
Achievement levels 0-6. Maximum 6.
Descriptor
0
The student does not reach a standard described by any of the descriptors below.
1–2
The student selects some aesthetic moves that are appropriate to the requirements of the task. The student has some
difficulty in adapting and/or creating moves.
The sequence shows a simple use of space, time, level, force and flow.
The composition is generally incoherent with many pauses, and shows limited creativity.
3–4
The student selects, adapts and creates aesthetic moves that are appropriate to the requirements of the task.
The sequence shows a competent use of space, time, level, force and flow.
The composition is mostly coherent, and shows some aspects of imagination and creativity.
5–6
The student selects, adapts and creates a wide range of aesthetic moves that are appropriate to the requirements of the
task.
The sequence shows a sophisticated use of space, time, level, force and flow.
The composition is coherent, and shows aspects of imagination, creativity and style.
Task specific rubric
The descriptors for the different achievement levels are
rewritten in order to clarify and make the task less
abstract to the student.
Task specific rubrics
Humanities Exit criteria
Criteria C and D Band 5-6
 The student selects and uses
relevant information. Work
shows satisfactory evidence
of analysis.
 Presentation and expression
are clear. Sources of
information are documented,
with occasional errors in
adhering to conventions.
Humanities Task specific
Criteria C and D Band 5-6
 You select and use relevant
information from your family
history documentation and the
work shows satisfactory
evidence of analysis.
 Your presentation and
expression are clear; attention is
paid to the audience and
purpose in terms of appropriate
language, style and visual
representation. Sources of
information in your interview
are documented, with
occasional errors in adhering to
conventions.
Assessment record sheet
 For the teacher and the student to keep record of the
assessment in each subject.
 In the organizer.
 On It’s learning.
Final grades
 When the judgments on the various tasks have been
made, teachers will be in a position to establish a final
profile of achievement for each student by
determining the single most appropriate level for each
criterion.
 Where the judgments for a criterion differ, the teacher
must decide which level best represents the student’s
final standard of achievement. The final levels for each
criterion must then be added together to give a final
criterion levels total for each subject for each student.
Grade boundaries
The grade boundaries are based upon the results from
schools who are sending in samples for moderation to
the IB.
They are revised every second year.
Example: Language A
Grade
Boundaries
 1
 0-4
 2
 5-9
 3
 10-14
 4
 15-19
 5
 20-23
 6
 24-27
 7
 28-30
Quiz: Do you know…
 What does an objective mean within the MYP?
 What is an achievement level?
 What is a task specific rubric?
 How many different criteria can a subject have?
 How is the final grade determined?
 WELL DONE!
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