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October 25, 2012 Poppi Smith

Assessment in the MYP For parents, teachers, and students new to the MYP assessment system, understanding that numbers in the MYP should not be equated to fractions or converted into percentages or letter grades can take some getting used to. This document should guide you through the details of how we assess children through Grades 6-10 (MYP 1-5) at AISM.Criteria-based AssessmentEach subject group in the Middle Years Program has a specific set of assessment criteria. These criteria classify a large range of skills as they relate to the specific subject. It is important to read the descriptors that correspond with the number symbol of any single criterion to understand how the teacher(s) describe your child’s achievement in their classes.

AISM’s MYP Assessment

For example:Language A has 3 criteria, which cluster the following objectives as follows:

A: Content (receptive & productive)• understand and analyse the language, content, structure, meaning and significance of both familiar

and previously unseen oral, written and visual texts• understand and apply language A terminology in context• analyse the effects of the author’s choices on an audience• compose pieces that apply appropriate literary and/or non-literary features to serve the context

and intention• compare and contrast works, and connect themes across and within genres• express an informed and independent response to literary and non-literary texts.

B: Organization • create work that employs organizational structures and language-specific conventions throughout

a variety of text types• organize ideas and arguments in a sustained, coherent and

logical manner• employ appropriate critical apparatus.

C: Style & Language Mechanics• use language to narrate, describe, analyse, explain, argue,

persuade, inform, entertain and express feelings• use language accurately• use appropriate and varied register, vocabulary and idiom• use correct grammar and syntax• use appropriate and varied sentence structure• use correct spelling (alphabetic languages) or writing

(character languages).

When a teacher issues a summative assessment task, he/she is obligated to provide a rubric which selects

from these criteria and focuses on these skills.

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RubricsThe Subject Group Objectives become more demanding as the students move through the program, and the grade level teachers make sure that their expectations are age-appropriate. The subject’s objectives appear in rubrics that students receive. For example, the task rubric for Criterion A in Language A (below) will cover the Content Objectives covered by the product.

CONTENT (RECEPTIVE & PRODUCTIVE)How well can the student:• understand and analyse language, content, structure, meaning and significance of both familiar and previously unseen oral,

written and visual texts?• compare and contrast works, and connect themes across and within genres?• analyse the effects of the author’s choices on an audience?• express an informed and independent response to literary and non-literary texts?• compose pieces that apply appropriate literary and/or non-literary features to serve the context and intention?• apply language A terminology in context?

Achievement Level Descriptor

0 The student does not reach a standard described by any of the descriptors below.

1-2

The student demonstrates very limited understanding of the text and topic, and little or no awareness of the author’s choices. There is little or no detail, development or support.In creative work, pieces show very limited imagination or sensitivity; the student rarely employs literary features, or employs literary and/or non- literary features that do not serve the context or intention.The use of terminology is missing, inconsistent and/or incorrect.

3-4The student demonstrates limited understanding of the text and topic, and sometimes shows an awareness of the author’s choices, although detail, development and/or support are insufficient.In creative work, pieces show limited imagination or sensitivity; the student attempts to employ literary and/or non-literary features; these sometimes serve the context and intention.The use of terminology is sometimes accurate and appropriate.

5-6The student demonstrates a sufficient understanding of the text and topic, and an awareness of the author’s choices, using adequate detail, development and support.In creative work, pieces reflect some imagination and sensitivity; the student generally employs literary and/or non-literary features that serve the context and intention.Terminology is usually accurate and appropriate.

7-8The student demonstrates a good understanding of the text, topic and the author’s choices, using substantial detail, development and support.In creative work, pieces reflect imagination and sensitivity; the student employs literary and/or non-literary features that serve the context and intention.Relevant terminology is used accurately and appropriately.

9-10The student demonstrates a perceptive understanding of the text, topic and the author’s choices, consistently using illustrative detail, development and support.In creative work, pieces reflect a lot of imagination and sensitivity; the student employs literary and/or non-literary features effectively that serve the context and intention.The student shows a sophisticated command of relevant terminology, and uses it appropriately.

What type of assessment products do we have in the MYP? Students are able to apply the skills from other classes to create a wider range of assessment products.

Assessments may be conducted in a classroom setting the MYP teachers keep an eye on the real world application of the skills as the students mature from year to year, and departments plan the sequenced delivery of skills.

If creating a skit of a scene from a novel, the students may be focused on reading comprehension skills in Language A class while allowing students to apply the skills of stage direction and script writing they acquired in drama class.

For the Objectives of the other 7 MYP Subject Groups, please see the AISM MYP Handbook.

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Middle Years Program AssessmentMYP Teachers provide continuous assessment of the students work through their subject group criteria and AtL skills (transdisciplinary skills). In addition, students are frequently asked to participate in self- and peer- assessment practices. When a task is issued, the teacher will orally define the criteria and skills they will be assessing in the task to the students and provide written support in the form of a task sheet and/or rubric depending on the formative or summative nature of the task. Teachers are responsible for structuring varied and valid assessment tasks (including tests and examinations) that will allow students to demonstrate achievement according to the objectives for each subject group. These include:

• open-ended, problem-solving activities • investigations • organized debates • hands-on experimentation • analysis and reflection.

After the student work has been assessed, the teacher will issue the feedback in the form of anecdotal comments or criteria levels.

DURING a Grading PeriodTeachers refer to the terms stipulated in their task instructions and rubrics. Along with the quality of the final product, the teachers take into account any supplementary support, modifications, scaffolding, and resources provided to the student to enable him/her to complete the task, and base their judgments on how independently the student worked to achieve that product. If teachers are in doubt about the assessment practices they are using on any task or individual piece of student work, they consult their department colleagues, the heads of their departments, or their coordinators. A teacher may take in several criteria scores throughout a grading period to check that the student is practicing and developing his/her skills.

AT THE END OF a Grading PeriodThe teacher looks at all the scores he/she has collected and decides on an overall achievement level. The teachers refer to their achievement level descriptors to verify that they fairly describe each student’s individual standing. Achievement levels favor consistency and growth throughout the period, not average scores. Once each criteria judgment is decided, the teacher totals the criteria and uses the IB 1-7 Equivalency Table to assign an number symbol. The descriptor beside the 1-7 number symbol should best define the student’s achievement in that subject area.

Equivalency Tables by Subject Group

GRADELANG. A

(English &/orPortuguese)

LANG. B (French or

Portuguese)

HUMANITIES (Geography, Economics, History)

SCIENCE (Physics, Biology,

Chemistry)

MATH

ARTS (Visual Arts,

Drama, Music, Dance)

PE TECHNOLOGY

PERSONAL PROJECT

*10th grade only

TOTAL 30 32 32 36 28 34 32 36 28

1 0-4 0–3 0–3 0-5 0-4 0-3 0-5 0-5 0-4

2 5-9 4–7 4–7 6-11 5-8 4-8 6-10 6-9 5-8

3 10-14 8–12 8–12 12-18 9-12 9-13 11-15 10-15 9-12

4 15-19 13–17 13–17 19-24 13-17 14-20 16-20 16-21 13-16

5 20-23 18–22 18–22 25-28 18-21 21-25 21-24 22-26 17-20

6 24-27 23–27 23–27 29-32 22-25 26-30 25-28 27-31 21-24

7 28-30 28–32 28–32 33-36 26-28 31-34 29-32 32-36 25-28

Progress Reports

Anecdotal Progress Reports are issued mid-

Trimester. These will be issued by teachers if

they have any concerns about your child’s

learning in terms of effort, behavior, or

academic performance. Students who are

struggling to meet the objectives of a course

will receive a notice from their teacher at this

time.

Report Cards

Report Cards are issued via email or hardcopy at

the end of each Trimester. Report Cards feature

the Criteria scores of the Subject Group, the 1-7

Grade, and two anecdotal comments concerning

each student’s participation, progress, in-class

behavior, organization, and collaborative skills

based around the MYP Approaches to Learning.

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Narrative Explanation of the 1-7 ScaleThe descriptors apply to the student’s achievement over a broad range of content and skill assessments. The teachers are required to select the grade which BEST describes the student’s overall achievement. Even though the students’ criteria assessment scores may vary within the grading period, they are interpreted to “best fit” the trend of a student’s abilities and are holistic judgments for content and skills specific to the subject. When the content and skills addressed in the course of study are appropriate for the age of the students, the majority of students will fall within the judgment of 3-5. Judgments of 1-3 differ on the scale in the degree to which learners require additional support, monitoring and assistance acquiring the content and skills that are age appropriate to the subject. Sometimes this support comes in the form of one on one assistance by the teacher, alternative task requirements and work formats (differentiated instruction), support in the form of basic organization and time in order to complete the task efficiently.A score of a 4 is a “good general understanding”. This means the student has acquired enough of the content and skills to proceed with satisfactory independence. The representation of the grade of 4, means that within such real life contexts, it is clear that the learner is still able to acquire skills and understand the content with relative independence befitting his/her age given the circumstances. A judgment of 5-7 indicates the student has achieved a general proficiency in the subject’s content and skills. The higher the judgment within those scores is an indication of how widely, consistently and creatively the learner can use that content and skill in new situations. Simply put, these represent the higher order thinking skills, critical thinking abilities, and flexibility in wielding of the subject’s knowledge and skills.

GRADE DESCRIPTORS *

1Very Poor

The student understands very little of the taught content and is unable to use the taught skills.

2Poor

The student understands a little, but not much, of the taught content. The student cannot use the taught skills, even when the teacher assists in one on one support.

3Mediocre

The student has limited understanding of most of the taught content, OR has mixed understanding, with some areas being a level 2, and others being acceptable (level 4 or above). The student can only use the taught skills fully if the teacher assists through one on one support or provides supplemental instruction frequently.

4Satisfactory

Overall, the student understands the taught content, and can use the taught skills in the types of situations, which were practiced in class. There may be some content or skill that is weaker, but there are no areas of major concern given the age and variables at work in the class. In situations involving the taught content and skills, the student occasionally analyzes situations, combines different content and skills, and makes conclusions based on evaluation of all available data.

5Good

The student fully understands the taught content, and can use the taught skills in a few different types of situations.In situations involving the taught content and skills, the student usually analyzes situations, combines different content and skills, and makes conclusions based on evaluation of all available data.The student occasionally provides their own creative solutions, useful ideas, and new ways of looking at things.

6Very Good

The student fully understands the taught content, and can use the taught skills in many different types of situations.In situations involving the taught content and skills, the student always analyzes situations, combines different content and skills, and makes conclusions based on evaluation of all available data.The student usually provides their own creative solutions, useful ideas, and new ways of looking at things.

7Excellent

The student fully understands the taught content, and can use the taught skills in many different types of situations, hardly ever making mistakes or omissions.In situations involving the taught content and skills, the student always analyzes situations, combines different content and skills, and makes conclusions based on evaluation of all available data.The student always provides their own creative solutions, useful ideas, and new ways of looking at things. They delve deeper and apply higher order thinking consistently.The student always produces work of high quality.

AISM officially converted from a Letter Grade to the MYP 1-7 Scale in the second trimester of 2011-12. On-going discussion among coordinators, teachers, parents and students in our community is greatly encouraged.

* The teacher-friendly wording of this 1-7 criteria table was developed by the Qatar Academy

Assigning an achievement levelThrough a continuous process of verification, consultation, and clarification, teachers and students learn to

speak about assessment in a way that tells a student where he/she demonstrates ability and the skills he/she needs to improve, how it leads to better performance, and how their strengths can be transferred to other

subjects and contexts outside the classroom.