MYPAssessment Guidefor the DFS(Downtown Family of Schools)The New ChapterLORDROBERTSElementary
2014-2015MYP Assessment Guide for the DFSOVERVIEW:The MYP assessment process is called a criterion-related model. It is vital that both students and parentsunderstand the methods of assessment and play an active role in the process. This model is very helpful because students know before even attempting the work what needs to bedone to reach each level.The model also helps teachers to clarify and express their expectations about assignments in a way thatstudents can understand.The strength of this model is that students are assessed for what they can do, rather than being rankedagainst each other.Students receive feedback on their performance based on the criteria level descriptors.The aim of MYP assessment is to support and encourage student learning. Teachers continually gather and analyze information on student performance and provide feedback tostudents to help them improve their performance. Students must also be involved in evaluating their own progress using self-assessment and reflection. Indoing so, they develop wider critical-thinking and self-assessment skills.Assessment in Action at DFSAn assignment is givenwhich contains a task sheetand assessment criteria.The teacher assesses theassignment and studentsreceive feedback based onthe assessment criteria.The criterion levels in eachThe end of year reportssubject are then addedinclude individual criteriatogether to give a criterionand an OLA for each subjectlevel total for that subject.as well as a work habitThis total is then convertedassessment (Excellent,to an OLA on a scale of 7Good, Satisfactory, NeedsWhat Are The Assessment Criteria?using the assessmentImprovement).boundary table from IB.There are 4 distinct assessment criteria for each subject.This process is repeatedthroughout the term sothat all criteria in everysubject are covered at leasttwice per year.At the end of the year, eachteacher analyzes thestudents’ assessmentresults and uses his/ herprofessional judgment toaward a level ofachievement for eachindividual criterionThe number of assessment criteria and maximum levels for each of these criteria are consistent across allllllsubjects.2
Each subject is assessed using 4 criteria based rubrics with a maximum 8 levels in these assessmentcriteria. (see page 8 OR visit the school website for a more detailed look at the assessment rubrics )This type of assessment identifies the strengths and weaknesses of each individual student, and providesan overview of student achievement in the various aspects of all subjects.OVERALL LEVEL OF ACHIEVEMENT (OAL):What determines an Overall Level of Achievement? Throughout the year teachers will collect evidence of student achievement from many different types ofassignments/ tasks, including formative and summative assessments. Sometimes all 4 criteria in the subject are applied to an assignment, but more often only 1 or 2 criteria areassessed per task. Only assignments/assessment tasks that are criterion-related (that are assessed against criteria providedby the teacher for that specific assessment task) will be directly linked to the OLA.How Are End of Term/Year-End Criterion Totals Reached? The Evolution of an OLA: By the end of the year, students will have completed enough assessment tasks for each criterion in everysubject to be assessed at least twice. To explain the evolution of an OLA let’s follow the creation of a Mathematics OLA for two Grade 8Students named Maria and Jane.o There are 4 criteria in Mathematics. At the end of the year, Maria and Jane will have at least 2assessments in all 4 of the Mathematics criteria. In Mathematics Criterion A ‘Knowledge andUnderstanding,’ Maria and Jane have 4 pieces of evidence (“marks”).Mathematics Criterion A: Knowledge and Understanding (maximum 8)Vocabulary Projecton Numbers43MariaJaneFractions Check inTest52Adding/SubtractingFractions Assessment63Test on PrimeNumbers64o Maria and Jane’s teacher will then make a professional judgment on the criterion level ofachievement.o THIS IS NOT AN AVERAGE OF ALL OF THE MARKS FOR THIS CRITERION, but a professional judgmentbased on : patterns in the data and the development of that student and the context that the work was completed in.o It is the role of teachers to use the evidence to decide the level that the student is performing at ineach specific criterion at the end of the semester. As a result of Maria’s consistent improvement over the year, she would receive a criterion level ofachievement of 6 for Mathematics Criterion A (on a scale of a maximum of 8). For Jane, thoughshe has shown a little improvement in her last assignment, more effort could have been madeand she is still not completely grasping the important foundational elements of the course. Shereceives a criterion level of achievement of 3 for Criterion A.NOTE: the MYP exams are assessed using MYP criteria and the examination results will count as only one ofthe many pieces of evidence that will be used to determine the final end-of-year level of achievement.3
How Do Criteria Marks Become an OLA on a scale of 7? This process of determining criterion levels of achievement is done for all criteria in every subject. In each subject these criterion levels of achievement are then added together to give a Criterion LevelsTotal. This total is then compared to the grade boundary tables published by the IB (see page 6-7) to give thestudent an Overall Level of Achievement from 1-7 for that subject.o For example, Maria’s 6 on a scale of a possible 8 in Mathematics Criterion A is added to her criterionlevel of achievement in the other 3 Mathematics criteria, which would give a Criterion Levels Totalof 21. As a result, Maria would receive a 5 for her final OLA in Mathematics. Similarly, Jane’s 3 on ascale of a possible 8 in Criterion A brings her to a total of 13.Maria – MathematicsLevel of Achievement6645CriteriaCriterion A: Knowledge and UnderstandingCriterion B: Investigating PatternsCriterion C: CommunicatingCriterion D: Applying Mathematics in real-life contexts21Criterion Level TotalsJane – MathematicsLevel of Achievement3235CriteriaCriterion A: Knowledge and UnderstandingCriterion B: Investigating PatternsCriterion C: CommunicatingCriterion D: Applying Mathematics in real-life contexts13Criterion Level TotalsIB Published Mathematics Assessment ria519-23624-27728-32How does MYP Assessment Differ from Other Assessment Models? MYP assessment is NOTo a ‘bell-curve’ distribution of scoreso a percentageo a letter grade. Students are not ranked against others in their class or year group. MYP assessment emphasizes individualachievement. Students are encouraged to reflect on their own learning and use the descriptors to motivate themselvesto a higher level of achievement.4
What Does An OLA of 1-7 Really Mean? To fully understand student achievement it is important to focus ono the individual criterion scores as these highlight student’s strengthso weaknesses in the subjecto BOTH the OLA number and the General Grade Descriptor. At DFS, we do not convert MYP scores to other grading systems. Here are the IB General Grade Descriptors for each grade:OLA7654321 MYP General Grade DescriptorsProduces high-quality, frequently innovative work. Communicates comprehensive, nuancedunderstanding of concepts and contexts. Consistently demonstrates sophisticated critical andcreative thinking. Frequently transfers knowledge and skills with independence and expertise in avariety of complex classroom and real-world situations.Produces high-quality, occasionally innovative work. Communicates extensive understanding ofconcepts and contexts. Demonstrates critical and creative thinking, frequently with sophistication.Uses knowledge and skills in familiar and unfamiliar classroom and real-world situations, often withindependence.Produces generally high-quality work. Communicates secure understanding of concepts andcontexts. Demonstrates critical and creative thinking, sometimes with sophistication. Usesknowledge and skills in familiar classroom and real-world situations and, with support, someunfamiliar real-world situations.Produces good-quality work. Communicates basic understanding of most concepts and contexts withfew misunderstandings and minor gaps. Often demonstrates basic critical and creative thinking. Usesknowledge and skills with some flexibility in familiar classroom situations, but requires support inunfamiliar situations.Produces work of an acceptable quality. Communicates basic understanding of many concepts andcontexts, with occasionally significant misunderstandings or gaps. Begins to demonstrate some basiccritical and creative thinking. Is often inflexible in the use of knowledge and skills, requiring supporteven in familiar classroom situations.Produces work of limited quality. Expresses misunderstandings or significant gaps in understandingfor many concepts and contexts. Infrequently demonstrates critical or creative thinking. Generallyinflexible in the use of knowledge and skills, infrequently applying knowledge and skills.Produces work of very limited quality. Conveys many significant misunderstandings or lacksunderstanding of most concepts and contexts. Very rarely demonstrates critical or creative thinking.Very inflexible, rarely using knowledge or skills.For Example, what does Maria’s OLA of a 5 and Jane’s OLA of a 3 in Mathematics mean?o An OLA of 5 means that in Mathematics, Maria: Produces generally high-quality work. Communicates secure understanding of conceptsand contexts. Demonstrates critical and creative thinking, sometimes with sophistication.Uses knowledge and skills in familiar classroom and real-world situations and, withsupport, some unfamiliar real-world situations.o An OLA of 3 means that in Mathematics, Jane: Produces work of an acceptable quality. Communicates basic understanding of manyconcepts and contexts, with occasionally significant misunderstandings or gaps. Begins todemonstrate some basic critical and creative thinking. Is often inflexible in the use ofknowledge and skills, requiring support even in familiar classroom situations.5
How does this translate to other means of assessment?BC/IB Criterion Grade Boundaries (1-7)BC %95-100%IB 1-7CriterionBC Letter Achievement BoundariesGradeLevels(x/32)A 87-94%A86%A-76577-85%74-76%62-66%50-53%0-44%15-18C C10-14C-1Produces high-quality, occasionally innovative work.Communicates extensive understanding of concepts andcontexts. Demonstrates critical and creative thinking, frequentlywith sophistication. Uses knowledge and skills in familiar andunfamiliar classroom and real- world situations, often withindependence.Produces generally high-quality work. Communicates secureunderstanding of concepts and contexts. Demonstrates criticaland creative thinking, sometimes with sophistication. Usesknowledge and skills in familiar classroom and real-worldsituations and, with support, some unfamiliar real-worldsituations.Produces good-quality work. Communicates basic understandingof most concepts and contexts with few misunderstandings andminor gaps. Often demonstrates basic critical and creativethinking. Uses knowledge and skills with some flexibility infamiliar classroom situations, but requires support in unfamiliarsituations.Produces work of an acceptable quality. Communicates basicunderstanding of many concepts and contexts, with occasionallysignificant misunderstandings or gaps. Begins to demonstratesome basic critical and creative thinking. Is often inflexible in theuse of knowledge and skills, requiring support even in familiarclassroom situations.6-91-5Produces work of very limited quality. Conveys many significantmisunderstandings or lacks understanding of most concepts andcontexts. Very rarely demonstrates critical or creative thinking.Very inflexible, rarely using knowledge or skills.FFProduces high-quality, frequently innovative work. Communicatescomprehensive, nuanced understanding of concepts andcontexts. Consistently demonstrates sophisticated critical andcreative thinking. Frequently transfers knowledge and skills withindependence and expertise in a variety of complex classroomand real-world situations.Produces work of limited quality. Expresses misunderstandings orsignificant gaps in understanding for many concepts and contexts.Infrequently demonstrates critical or creative thinking. Generallyinflexible in the use of knowledge and skills, infrequently applyingknowledge and skills.C-245-49%19-23B354-58%24-27B 467-72%28-32IB Achievement Descriptor6
FINAL NOTE: To give you a global perspective on MYP levels of achievement, here is the percentage of each levelawarded to students in year 5 (grade 10) around the world over the last few years.Level% of students10-222-538-12427-31529-33618-2073-5o The highest level of achievement (7) is only awarded to a very small number of students thatwho excel at and exceed expectations.o The vast majority of students perform between levels 4-6. In traditional terms, that means moststudents are achieving between a C and an A.o Very few students are unable to meet the minimum requirements to pass. Overall rates of success are higher using the MYP model of assessment.7
Here are the subject specific criterion for each of the MYP MYP courses. For more information, pleasevisit Maximum level of achievement for all criterion is 8Language and LiteratureLanguage Acquisition (French)Criterion AAnalyzingCriterion ACriterion BOrganizingCriterion BCriterion CProducing TextCriterion CCriterion DUsing LanguageCriterion DMathematicsCriterion ACriterion BCriterion CCriterion DKnowledge and UnderstandingInvestigating PatternsCommunicatingApplying Mathematics inreal-life contextsHumanities - Individuals and SocietiesCriterion ACriterion BCriterion CCriterion DScienceCriterion ACriterion BCriterion CCriterion DKnowing and UnderstandingInquiring and DesigningProcessing and EvaluatingReflecting on the Impacts of ScienceKnowing and UnderstandingDeveloping SkillsThinking CreativelyRespondingKnowing and UnderstandingInvestigatingCommunicatingThinking CriticallyDesign – TechnologyCriterion ACriterion BCriterion CCriterion DArtsCriterion ACriterion BCriterion CCriterion DComprehending Spoken and/or VisualTextComprehending Written and/or VisualTextCommunicating in response to Spokenand/or Written and/or Visual TextsUsing Language in Spoken and/or Written FormInquiring and AnalyzingDeveloping IdeasCreating the SolutionEvaluatingPhysical and Health EducationCriterion ACriterion BCriterion CCriterion D8Knowing and UnderstandingPlanning and PerformanceApplying and PerformingReflecting and Improving performance
2 2014-2015 MYP Assessment Guide for the DFS OVERVIEW: . To explain the evolution of an OLA let’s follow the creation of a Mathematics OLA for two Grade 8 Students named Maria and Jane. o There are 4 criteria in Mathematics. At the end of the year,
Grade 8 MFL MYP Phase 1/2 MSL MYP Phase 2/3 (G9 - G10 Elective) Grade 9 MFL 3 MYP Phase 2/3 MSL MYP Phase 3/4 G10 Elective MA MYP4 Grade 10 MSL MYP Phase 4 MA MYP5 Grade 11 MSL DP1 IB Language B Mandarin Standard Level MA DP1 Grade 12 Grade 7 MFL MYP Phase 1 MHL MYP Phase 4 MA MYP1/2 MHL MYP Phase 4 MA MYP3 MHL MYP Phase 5 MHL MYP Phase 5 MHL DP1
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By registering for IB MYP you agree stay in IB MYP for one semester and to abide by: DMHS IB MYP Academic Honesty Policy DMHS IB MYP Inclusion Policy DMHS IB MYP Language Policy IB MYP Assessment Policy Students who exit the program mid-year will be placed in non-honors courses. Non-SUSD courses must be approved by your counselor.
MYP Language Acquisition (French Level 1) MYP Individuals & Societies (Geography/Chicanx-Latinx Studies or Gender Studies or Ethnic Studies) MYP Sciences (Physical Science) MYP Mathematics (Advanced Algebra) MYP Arts (Beginning Band) MYP Health & Physical Education Schedule Sample 2