Assessment in the MYP

1. Assessment in the MYP Richards Middle School Columbus, Georgia

2. What is assessment? • “the evaluation of the ability of a student” • usually using an assessment task Examples: • Test • Essay • Presentation • Experiment • Experiment Report • Artwork • Performance • Product

3. Internal / Continuous MYP Assessment can be described as internal and continuous. Internal Tasks, strategies and tools are designed, developed and applied by teachers. Continuous Assessment in the MYP takes places throughout the programme. Not just at the end of the programme.

4. The purposes of Assessment Assessment in the MYP aims to: • support and encourage student learning by providing feedback on the learning process • inform, enhance and improve the teaching process • promote positive student attitudes towards learning • promote a deep understanding of subject content by supporting students in their enquiries set in real world contexts using areas of interaction • promote the development of higher-order cognitive skills by providing rigorous final objectives that value these skills • reflect the international-mindedness of the programme by allowing for assessments to be set in a variety of cultural and linguistic contexts • support the holistic nature of the programme by including in its model principles that take account of the development of the whole student

5. The purposes of Assessment Assessments can be of two forms, based on how they are used. These are formative and summative. • Formative Assessment – ongoing assessment aimed at providing information to guide teaching and improve student performance • Summative Assessment – a culminating assessment for a unit, term or course of study, providing information on a student’s achievement level against specific objectives

6. Student Learning Most important purpose – support student learning For the student: • gathering and analysis of information • feedback to students • provide a basis for practice For the teacher: • identify student learning needs

7. Assessment Criteria

8. Assessment Criteria

9. Levels of Achievement • Assessment in the MYP is criterion-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

10. Levels of Achievement

11. Interim / Modified • The subject-guide tables are for students near the end of the course. • The IB provides interim objectives for years 1 and 3 of the programme (grades 6 and 8) • The school produces modified criteria that match the interim objectives

12. Assessment Tasks Assessment Tasks … • must be appropriate • they must cover at least one of the assessment criteria • suitable task for the skill • suitable for the students • must allow access to all levels

13. Rubrics • Rubric means assessment table • The published criteria and the interim criteria are holistic rubrics • Task-specific clarifications can be developed from the holistic rubrics

14. Final Assessment • Each criteria (in each subject) should be assessed several times over the semester or year • The teacher uses professional judgementto determine the final level of the student at that point in time • NOT an arithmetical average • NO fractions – whole numbers only

15. The final subject grade • All of the criterion levels for that subject are added together • The total is converted to a 1 – 7 grade using a table

16. Standardisation / Moderation • Standardisation - Teachers of each subject meet together and compare assessed work to ensure they are giving the same grades to the same work

17. IB Report Cards • One given at the at the end of the year • IB grades based on a minimum assessment of two per criterion (per objective) • Grades given per task on an IB Assessment Rubric (grade sheet) • All IB grades will be calibrated per content area based on the criterion grades earned, student progress witnessed and teacher observation

18. Criterion A: Knowledge and Understanding

19. RICHARDS MIDDLE SCHOOL 2013-2014 IBMYP Report Card Parents, The Middle Years Program of the International Baccalaureate uses this assessment model to evaluate student achievement. These assessments are based on student work evaluated with the IB Criterion. Please review the descriptors to see how your child has performed. Teachers have placed the IB Grade earned in their subject areas on the chart below. Name _____________________________________ Homeroom _____________ Year _______

20. Final Grade_______

21. In Conclusion • The MYP approach to assessment recognizes the importance of assessing the process of learning as well as the products of learning, and aims to integrate and support both. • The traditional report card reflects the final grade in each subject based on the grades earned on assignments, projects and tests. • The IBMYP report card combines these IB earned achievement grades for specific activities as well as the demonstrated process of learning and their applications. • The two report cards are separate and measure different things, so the results in one do not effect or influence the other.