7th Grade Math and Science:
From MYP Objectives/Achievement Levels
To Grades/Zangle
Throughout the year, students will be evaluated on the following MYP Objectives:
Math:
A: Knowledge & Understanding
B: Investigating Patterns
C: Communication
D: Reflection
Process & Reflection (Non-MYP)
Science:
A: One World
B: Communication
C: Knowledge & Understanding
D: Scientific Inquiry
E: Processing Data
F: Attitudes in Science
Process & Reflection (Non-MYP)
Each of these categories will be evaluated using an MYP rubric with a maximum score of 6. The
MYP is a 5 year program, beginning in 6th grade and finishing at the end of 10th grade. The chart
below will help evaluate a student’s progress:
Achievement
Level
0
1-2
*3-4*
5-6
Expectation
Beginning/has not yet met any standard
Students should reach this level by the end of 6th grade
Students should reach this level by the end of 8th grade
Students should reach this level by the end of 10th grade
(See Appendix for specific Objective rubrics)
* It is expected that most incoming 7th graders will begin the year at level 3 or 4. As the year
progresses, students should gradually make improvements to maintain a 3 or 4. It would be
rare, though not impossible, for a student to earn or reach achievement level 5 or 6, as the
math and science knowledge, skills and analysis needed are taught at the high school level.
Approximate Report Card Grade Equivalents:
It is important to know that MYP scores are not averaged. Instead, instructors look for
evidence that a student is making steady progress toward performing at increasingly higher
levels, and that those levels are maintained. ALL student work—especially assignments when a
student shows he does not yet understand a concept—can be viewed as evidence of his or her
path of growth. Therefore, it is crucial that work be carefully organized and saved.
Course grades are determined by looking at growth in all of the Objective areas; each Objective
is considered of equal importance, even if one is assessed more often than another. In order to
allow for student growth throughout the entire year, for 7th Grade, the MYP Achievement
Levels (0-6) correlate with traditional letter grades in the following way:
Mostly 4s = A
Mostly 3s = B
Mostly 2s = C
Mostly 1s = D
0s and 1s = D
(Mostly 0s = E)
1st and 2nd Quarters
3rd and 4th Quarters
Increasing complexity
Greater demand for evidence
Increasingly unfamiliar situations
Higher levels of thinking
The examples on the following pages will show how this system works.
To see your grades:
To prevent Zangle from averaging assignments, all assignments are marked “Not Graded”.
Assignments may not show unless you click on “Show All Assignments.”
The “Course Grade” assignment is the student’s overall grade. This must be entered manually
since it is arrived at through professional judgment of student growth in the Objective areas,
and not through averaging. The date of most recent re-evaluation will be recorded in the
comments.
Semester grades are not determined by averaging two quarters, but by continuing to show the
student’s progress. For example, if a student earns a C first quarter but improves to an A
second quarter, his semester grade will be an A, because this represents the most updated
assessment of his ability. This system rewards the end-result of growth instead of punishing for
previous attempts at the beginning of the growth process.
Two examples explained:
Overall Achievement
Level for this Objective
In the Objective above, the student reached Levels 3, 3, 4, and 4 successively in Objective A:
Knowledge & Understanding. This student has earned a 4 (as shown on the first line) in this
category because he has shown growth into the ‘4’ range. The letter grade associated with this
would be an ‘A’ (95).
Overall Achievement
Level for this Objective
In this example from Science, the student achieved Levels 2, 3, 2, and 3 in Objective B:
Communication. The student’s overall Level is 3, which is not an average of these scores, but it
is also not necessarily the most recent score. Instead, the student’s growth over the whole
period determines the final achievement level. It’s like asking, “What would be the next
expected outcome?”
For example:
4
2
2
1
2 Balances out to 2
1
0
1
0
2 Balances out to 1
1
2
2
3
4 Probably balances out to 3, depending on specific evidence
1
1
1
1
4 Needs more evidence; was there a true jump in achievement?
Even if one Objective is assessed more often, all Objectives assessed would be considered
equally in the overall course grade.
Showing personal growth to improve your grade:
To improve your grade, you must show growth in the course Objectives. You may individually
work towards growth by following these steps:
1. Analyze your Achievement Levels in Zangle. Select one or more (if related) Objectives
needing improvement, and the content to which they relate.
2. Next, consider which ways you learn best, and how you can best show your
understanding. The following list provides many methods. You are not limited to the
list; a list idea might be adjusted or a whole different idea could be presented.
3. Email (preferred) or write a brief proposal for Mr. Thompson including:
a. What Objective(s) and content you are working to improve.
b. A detailed explanation of what you will produce/accomplish.
c. Why/how you think this will improve your understanding.
d. Date the work will be submitted.
4. When you have completed this personal improvement project, you will meet with Mr.
Thompson to present it. Through this meeting, you and Mr. Thompson will re-assess
your understanding and level of achievement in the chosen areas. As long as there is
evidence of improvement, your Achievement Level and grade will be changed in Zangle
to reflect this, and the overall grade may improve (depending on the amount of
improvement, the student’s other Achievement Levels, etc.)
Intentionally, this is not a short “extra credit” worksheet. Your goal is to master the skills and
content we explore; the personal improvement project is simply another opportunity to
improve your level of mastery.
WAYS TO DEMONSTRATE UNDERSTANDING
Ads
Advice columns
Anecdotal records
Artifacts
Audiocassettes
Ballads
Book reviews
Books
Brochures
Bulletin boards
Cartoons
Case studies
Checklist observations for processes
Collages
Commercials
Computer creations
Concept mapping
Conferences
Conferences: teacher and peer
Dances
Debates
Debriefing interviews
Demonstrations
Diaries of historical periods
Discussions
Displays
Drawings
Experiences checklists
Experiments
Explanations
Games
Graphic organizers
Graphs, charts, diagrams
Handbooks
How-to books
Interactive book reviews
Interviews
Interviews
Jingles
Job interviews
Journal entries regarding processes
Journals
Jump-rope rhymes
Lab reports
Laboratory experiences
Learning logs
Learning logs
Mobiles
Models
News reports
Newspapers for historical periods
Observations
Oral questioning
Pamphlets
Patterns
Person-on-the-street interviews
Photographs
Picture dictionaries
Portfolios
Posters
Presentations
Process-folios
Product descriptions
Projects
Puppet shows
Reports
Research papers
Responses to reading
Results of surveys
Retelling in own words
Role plays
Sales pitches
Scrapbooks
Simulation games
Simulations
Skits
Slide presentations
Song writing to fit a topic
Speeches
Student-kept charts
Telling how they did something and justifying the
approach used
Tests
Timelines
TV talk shows
Verbal comparisons
Videotapes
Weather reports
(These are just some ideas.
You may have a better idea yourself.)
MYP Objective Rubrics- Sciences
Objective A: One World
Achievement
Level
0
1- 2
Level Descriptor
The student does not reach a standard described by any of the
descriptors below.
The student states how science is applied and how it may be
used to address a specific problem or issue in a local or
global context.
The student states the effectiveness of science and its
application in solving the problem or issue.
The student describes how science is applied and how it may
be used to address a specific problem or issue in a local or
global context.
3-4
The student describes the effectiveness of science and its
application in solving the problem or issue.
The student describes the implications of the use and application
of
science interacting with at least one of the following factors:
moral, ethical, social, economic, political, cultural and
environmental.
The student explains how science is applied and how it may
be used to address a specific problem or issue in a local or
global context.
5-6
The student discusses the effectiveness of science and its
application in solving the problem or issue.
The student discusses and evaluates the implications of the use
and application of science interacting with at least two of the
following factors: moral, ethical, social, economic, political,
cultural and environmental.
MYP Objective Rubrics- Sciences
Objective B: Communication in Science
Achievement
Level
0
Level Descriptor
The student does not reach a standard described by any of
the descriptors below.
The student uses a limited range of scientific language
correctly.
1- 2
3-4
The student communicates scientific information
with limited effectiveness.
When appropriate to the task, the student makes
little attempt to document sources of information.
The student uses some scientific language correctly.
The student communicates scientific information with
some effectiveness. When appropriate to the task, the
student partially documents sources of
information.
The student uses sufficient scientific language correctly.
The student communicates scientific information
effectively.
5-6
When appropriate to the task, the student fully
documents sources of information correctly.
MYP Objective Rubrics- Sciences
Objective C: Knowledge & Understanding of Science
Achievement
Level
0
Level Descriptor
The student does not reach a standard described by any
of the descriptors below.
The student recalls some scientific ideas, concepts
1-2
and/or processes. The student applies scientific
understanding to solve simple problems.
The student describes scientific ideas, concepts and/or
processes.
The student applies scientific understanding to solve
complex problems in familiar situations.
3-4
The student analyses scientific information by
identifying parts, relationships or causes.
The student uses scientific ideas, concepts and/or
processes correctly to
construct scientific explanations.
5-6
The student applies scientific understanding to solve
complex problems
including those in unfamiliar situations.
The student analyses and evaluates scientific
information and makes judgments supported by
scientific understanding.
MYP Objective Rubrics- Sciences
Objective D: Scientific Inquiry
Achievement
Level
0
Level Descriptor
The student does not reach a standard described by any of
the descriptors below.
The student attempts to state a focused problem or
1-2
research question. The method suggested is incomplete.
The student attempts to evaluate the method and respond
to the focused problem or research question.
The student states a focused problem or research question and
makes a hypothesis but does not explain it using scientific
reasoning.
The student selects appropriate materials and equipment and
writes a mostly complete method, mentioning some of the
variables involved and how to manipulate them.
3-4
The student partially evaluates the method.
The student comments on the validity of the hypothesis based on
the outcome of the investigation.
The student suggests some improvements to the method or
makes suggestions for further inquiry when relevant.
The student states a clear focused problem or research question,
formulates a testable hypothesis and explains the hypothesis using
scientific reasoning.
5-6
The student selects appropriate materials and equipment and writes a clear,
logical method, mentioning all of the relevant variables involved and how
to control and manipulate them, and describing how the data will be
collected and processed.
The student evaluates the method, commenting on its reliability and
validity.
The student comments on the validity of the hypothesis based on the
outcome of the investigation.
The student suggests realistic improvements to the method and makes
suggestions for further inquiry when relevant.
MYP Objective Rubrics- Sciences
Objective E: Processing Data
Achievement
Level
0
Level Descriptor
The student does not reach a standard described by any of the
descriptors below.
The student collects some data and attempts to record it in a
suitable format.
The student organizes and presents data using simple numerical or
visual forms.
1-2
The student attempts to identify a trend, pattern or relationship
in the data.
The student attempts to draw a conclusion but this is not consistent
with the interpretation of the data.
The student collects sufficient relevant data and records it in a
suitable format.
The student organizes, transforms and presents data in numerical
and/or visual forms, with a few errors or omissions.
3-4
The student states a trend, pattern or relationship shown in the data.
The student draws a conclusion consistent with the
interpretation of the data.
The student collects sufficient relevant data and records it in a
suitable format.
The student organizes, transforms and presents data in numerical
and/or visual forms logically and correctly.
5-6
The student describes a trend, pattern or relationship in the
data and comments on the reliability of the data.
The student draws a clear conclusion based on the correct
interpretation of the data and explains it using scientific reasoning.
MYP Objective Rubrics- Sciences
Objective F: Attitudes in Science
Achievement
Level
0
Level Descriptor
The student does not reach a standard described by any of
the descriptors below.
The student requires some guidance to work safely and
some assistance
when using material and equipment.
1-2
The student requires some guidance to work
responsibly with regards to the living and non-living
environment.
When working as part of a group, the student needs
frequent reminders to cooperate with others.
The student requires little guidance to work safely and
little assistance
when using material and equipment.
3-4
The student works responsibly with regards to the
living and non-living environment.
When working as part of a group the student cooperates
with others on most occasions.
The student requires no guidance to work safely and
uses material and equipment competently.
5-6
The student works responsibly with regards to the
living and non-living environment.
When working as part of a group, the student cooperates
with others.
MYP Objective Rubrics- Mathematics
Objective 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
The student generally makes appropriate deductions
when solving challenging problems in a variety of familiar
contexts.
6
The student consistently makes appropriate deductions
when solving challenging problems in a variety of contexts
including unfamiliar situations.
MYP Objective Rubrics- Mathematics
Objective B: Investigating Patterns
Achievement
Level
0
Level
Descriptor
The student does not reach a standard described by
any of the descriptors given below.
1–2
The student applies, with some guidance,
mathematical problem-solving techniques to
recognize simple patterns.
3–4
The student selects and applies mathematical
problem-solving techniques to recognize patterns, and
suggests relationships or general rules.
5
The student selects and applies mathematical
problem-solving techniques to recognize patterns,
describes them as relationships or general rules, and
draws conclusions consistent with findings.
6
The student selects and applies mathematical problemsolving techniques to recognize patterns, describes them
as relationships or general rules, draws conclusions
consistent with findings, and provides justifications or
proofs.
MYP Objective Rubrics- Mathematics
Objective C: Communication in Mathematics
Achievement
Level
Level
Descriptor
0
The student does not reach a standard described by
any of the descriptors given below.
1–2
The student shows basic use of mathematical
language and/or forms of mathematical
representation. The lines of reasoning are difficult
to follow.
3–4
The student shows sufficient use of mathematical
language and forms of mathematical representation.
The lines of reasoning are clear though not always
logical or complete.
The student moves between different forms of
representation with some success.
5–6
The student shows good use of mathematical language
and forms of mathematical representation. The lines of
reasoning are concise, logical and complete.
The student moves effectively between different forms of
representation.
MYP Objective Rubrics- Mathematics
Objective D: Reflection in Mathematics
Achievemen
t Level
0
1–2
3–4
Level
Descriptor
The student does not reach a standard described by
any of the descriptors given below.
The student attempts to explain whether his or her
results make sense in the context of the problem. The
student attempts to describe the importance of his or
her findings in connection to real life.
The student correctly but briefly explains whether his
or her results make sense in the context of the problem
and describes the importance of his or her findings in
connection to real life.
The student attempts to justify the degree of accuracy
of his or her results where appropriate.
5–6
The student critically explains whether his or her
results make sense in the context of the problem and
provides a detailed explanation of the importance of his
or her findings in connection to real life.
The student justifies the degree of accuracy of his or her
results where appropriate. The student suggests
improvements to the method when necessary.
Process and Reflection (Non-MYP: Daily Work)
Achievement
Level
0
Level Descriptor
The student does not reach a standard described by any of
the descriptors below.
The student has completed some required assignments.
1-2
The student shows little to no evidence of correction or
reflection on assignments.
The student has submitted some assignments in a timely
manner, but may need some reminder.
The student has completed most or all required assignments.
3-4
The student shows evidence of correction and/or reflection
on most assignments.
The student has submitted most or all assignments in a
timely manner with little to no reminder.
The student has thoroughly completed all required
assignments.
5-6
The student shows evidence of correction and reflection on
all assignments.
The student has submitted all assignments in a timely
manner with no reminder.