Mount Mourne MYP Criteria Related Grading

1. Mount MourneMYP Criteria Related Grading …changing the way we do what we’ve always done

2. 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

3. 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

4. How are students evaluated? • 8 subjects • 3-6 criteria per subject • Objectives/rubric for each criterion • Work scored on scale of 0-8

5. 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

6. Let’s look at an assessment and accompanying rubric Humanities Assessment Rubric for Criteria A

7. Flashback to earlier classes before the assessment was assigned… Significant Concept Unit Question and AOI How did we get here? AOI: Human Ingenuity There are many ways to interpret the past.

8. Goals for this unit I Can: MYP Objectives Use sources such as maps, graphs, tables, atlases, photographs, and statistics in a critical manner information using maps, models, and diagrams including use of scale, graphs, and tables Make well substantiated decisions and relate them to real world concepts • create a historical narrative to explain events or issues over time. (I will explain a change over time using a visual representation.) • identify a primary source. • identify a secondary source • summarize main ideas in historical documents. • explain why and how people, goods, and ideas move.

9. 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 ardiphithicusafrensis

10. Some things you might have seen…

11. 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.

12. Rubric: • Criterion A: Knowledge and Understanding • Students should be able to: • Use humanities terminology in context. • Show knowledge and understanding of subject-specific content and concepts, appropriate to the age level, using descriptions, explanations, and examples.

13. 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.

14. Here are the scores Professor Ida Know gave: • Just N. Time: 1 • Nita B. Smart: 7

15. “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

16. “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

17. Our Goal Helping each student learn so that every student achieves growth in every criterion over the course of the year.

18. 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.