Assessments And Grades In MYP Programme - Robinsonschool

Assessments andgrades in MYPprogrammeRobinson School

MYP philosophy in assessments The aim of MYP assessment is to support and encourage student learning. By providing constant feedback, it also encourages reflective process of learning.Assessment is not only seen as a method of measuring student achievement, butmore as an integral part of the learning process. MYP assessment is ongoing, rigorous, varied and integrated to our curriculum.

MYP – A criterion – based assessment model Each of our 8 subjects have 4 specific criteria that teachers are required to use to assessstudents. The criteria–based approach focuses on what the student can do and not rankingstudents against each other. MYP assessment emphasizes individual achievement. This model offers qualitative descriptors indicating the level of achievement of thestudent in meeting its objectives for learning. Students receive feedback on their performance based on the criteria level descriptors.Students are encouraged to reflect on their own learning and to use the descriptors tomotivate themselves to a higher level of achievement. Students, by knowing in advance the criteria they will be evaluated on, are moreinvolved in the assessment process and will be more apt to reach a higher level ofachievement.

What are the Assessment Criteria in each subject?Criterion ACriterion BCriterion CCriterion DLanguage and Literature AnalyzingOrganizingProducing textUsing LanguageLanguage AcquisitionComprehendingspoken and visualtextComprehendingwritten and visualtextCommunicatingUsing LanguageIndividuals andSocietiesKnowing andunderstandingInvestigatingCommunicatingThinking criticallySciencesKnowing andunderstandingInquiring anddesigningProcessing andevaluatingReflecting on theimpact of scienceMathematicsKnowing Applying Mathematicsin real-world contextArtsKnowing andunderstandingDeveloping skillsThinking creativelyRespondingPhysical and HealthEducationKnowing andunderstandingPlanning forperformanceApplying andperformingReflecting andimprovingperformanceDesignInquiring andanalyzingDeveloping ideasCreating thesolutionEvaluating

Alignment between unit objectives and unit assessmentcriteriaMYP ObjectivesObjective A – Knowing andUnderstandingThe student should be able to:i.Use a range of terminology incontextii.Demonstrate knowledge andunderstanding of subjectspecific content and concepts,through descriptions,explanations and examplesMYP Criterion AKnowing and understandingThe student is able to:i.Use a range of terminology incontextii.Demonstrate knowledge andunderstanding of subject –specificcontent and concepts, throughdescriptions, explanations andexamples

MYP Unit – formative and summative assessmentsMYP Teaching/ learning unit will focus on1, 2 or 3 (maximum) objectives. It usually takes 6 to 8 weeks to complete a unit.Formative assessments (addressing the criteria and strands that will be evaluatedin the summative assessments).Summative assessments evaluating the criteria and strands that correspond to theobjectives of the MYP unit.

Why formative assessments are essential to students andteachers?Students will benefit from formative assessments in order: To assess their own progress and process of learning, To understand their level of performance thanks to the feedback provided by teachers, To build, little by little, their learning of the subject content and skills, To understand better the teacher’s and subject’s expectations, To acquire better understanding of the strands and criteria related to the subject andrelated to the summative criteria, To get prepared for the summative assessment and set goals for achievement, To develop, in students, self-evaluation skills as well as reflective skills Help teachers differentiate and refine instruction according to the needs of their students Effective formative assessment also provides teachers and students with a way to explorepersonal learning styles as well as individual student strengths, challenges andpreferences that can inform meaningful differentiation of learning.

What to expect with formative assessments Depending on the subjects and how many times a cycle teachers meet with theirstudents, the quantity of formative assessments will vary. All criteria and strands that will be evaluated in the summative assessments will beaddressed previously via formative assessments. Since formative assessments correlate with summative assessments and assess the sameMYP criteria and strands, they are graded and assigned a MYP grade (0-8) that will beconverted to a 100 scale.

Summative assessments Summative assessments are usually administered at the end of a MYP teaching unit. Summative assessments are evaluating 1, 2 MYP and sometimes 3 subject criteria. Our MYPUnit is focusing on 1, 2 or maybe 3 (the most) objectives, that will be evaluated using thecorresponding criteria via the summative assessment. Only Design can evaluate all 4 criteria intheir summative assessments. Summative assessments address some Approaches to learning skills that teachers have beenfocusing on during the teaching unit. A task – specific clarification is created for each summative assessment. This task –specificclarification should help students and teachers get clearer on the expectations for thesummative assessment. The summative assessments receive a grade of 0-8 per criterion assessed that will beconverted to a 100 scale.(As the Formative assessments).

The Approaches To Learning skills (ATL)According to IB:“Over time, students should develop a clear and sophisticated understandings of howthey learn.This kind of self-regulated learning helps students: Reflect purposefully on their learning Understand the diversity of human learning needs Evaluate and provide evidence of their learning Prepare for further study and responsible participating in local and globalcommunities”From “Principles into Practice”

What categories of ATL skills are taught in MYP curriculum? Research skills Self-management skills Communication skills Social skills Thinking skills

MYP Rubric for Individuals and Societies in 8th gradeMYP Year 3 / 8th GradestrandsAchievementLevelCriterion A:Knowing and UnderstandingThe student:i.ii.7-8consistently uses a range ofterminology accuratelydemonstrates excellentknowledge and understandingof content and concepts throughdeveloped and accuratedescriptions, explanations andexamples.The student:i.AchievementlevelsIndividuals and Societies Assessment Criteriaii.5–6uses considerable and relevantterminology accuratelydemonstrates substantialknowledge and understandingof content and concepts throughdescriptions, explanations andexamples.Criterion B:InvestigatingThe student:i.ii.iii.iv.The student:i.ii.iii.iv.The student:i.3–4ii.uses some terminologyaccuratelydemonstrates satisfactoryknowledge and understandingof content and concepts throughsimple descriptions,explanations and examples.The student:i.1–20ii.makes limited use ofterminologydemonstrates basic knowledgeand understanding of contentand concepts through limiteddescriptions and/or examples.The student does not reach astandard described by any of thedescriptors above.formulates/chooses a clear and focusedresearch question and explains its relevanceformulates and effectively follows aconsistent action plan to investigate aresearch questionuses methods to collect and recordappropriate and varied relevant informationwith guidance, provides a detailed evaluationof the research process and results.formulates/chooses a clear and focusedresearch question and describes its relevancein detailformulates and mostly follows a sufficientlydeveloped action plan to investigate aresearch questionuses methods to collect and recordappropriate relevant informationwith guidance, evaluates on the researchprocess and results.The student:i.ii.iii.iv.formulates/chooses a research question thatis clear and focused and describes itsrelevanceformulates and occasionally follows a partialaction plan to investigate a research questionuses a method(s) to collect and record somerelevant informationwith guidance, reflects on the researchprocess and results.The student:i.ii.iii.iv.identifies a research question that is clear,focused and relevantformulates a limited action plan or does notfollow a plancollects and records limited or sometimesirrelevant informationwith guidance, reflects on the researchprocess and results in a limited way.The student does not reach a standard describedby any of the descriptors above.Criterion C:CommunicatingThe student:i.ii.iii.communicates information and ideasin a way that is completelyappropriate to the audience andpurposestructures information and ideascompletely according to the taskinstructionscreates a complete reference list andalways cites sources.The student:i.ii.iii.communicates information and ideasin a way that is mostly appropriate tothe audience and purposemostly structures information andideas according to the taskinstructionscreates an adequate reference listand usually cites sources.The student:i.communicates information and ideasin a way that is somewhatappropriate to the audience andpurposeii. somewhat organizes information andideasiii. creates an adequate reference listand sometimes cites sources.Criterion D:Thinking CriticallyThe student:completes a detailed analysis of concepts,issues, models, visual representation and/ortheoriesii. summarizes information to make consistent,well-supported argumentsiii. effectively analyses a range of sources/data interms of origin and purpose, consistentlyrecognizing value and limitationsiv. clearly recognizes different perspectives andconsistently explains their implications.The student:i.i.ii.iii.iv.completes a suitable analysis of concepts,issues, models, visual representation and/ortheoriessummarizes information in order to makeusually valid argumentsanalyses sources/data in terms of origin andpurpose, usually recognizing value andlimitationsclearly recognizes different perspectives anddescribes most of their implications.The student:i.ii.iii.iv.completes a simple analysis of concepts, issues,models, visual representation and/or theoriessummarizes information to make someadequate argumentsanalyses sources/data in terms of origin andpurpose, recognizing some value andlimitationsrecognizes different perspectives and suggestssome of their implications.The student:The student:i.begins to analyze concepts, issues, models,visual representation and/or theories in alimited wayii. begins to identify connections betweeninformation to make simple argumentsiii. recognizes the origin and purpose of fewsources/data as well as nominal value andlimitations of sources/dataiv. identifies different perspectives.The student does not reach a standard described byany of the descriptors above.communicates information and ideasin a way that is not alwaysappropriate to the audience andpurposeii. organizes information and ideas in alimited wayiii. lists sources of informationinconsistently.The student does not reach a standarddescribed by any of the descriptorsabove.i.