Assessment in the MYP

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Assessment in the MYP Richards Middle School Columbus, Georgia

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Assessment in the MYP. Richards Middle School Columbus, Georgia. 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. Internal / Continuous. - PowerPoint PPT Presentation

Transcript of Assessment in the MYP

Assessment in the MYP (a short guide for parents)

Assessment in the MYP

Richards Middle SchoolColumbus, Georgia

What is assessment?the evaluation of the ability of a student

usually using an assessment task

TestEssayPresentationExperiment

Experiment ReportArtworkPerformanceProductExamples:2

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

The purposes of AssessmentAssessment in the MYP aims to:support and encourage student learning by providing feedback on the learning processinform, enhance and improve the teaching processpromote positive student attitudes towards learningpromote a deep understanding of subject content by supporting students in their enquiries set in real world contexts using areas of interactionpromote the development of higher-order cognitive skills by providing rigorous final objectives that value these skillsreflect the international-mindedness of the programme by allowing for assessments to be set in a variety of cultural and linguistic contextssupport the holistic nature of the programme by including in its model principles that take account of the development of the whole student4

The purposes of AssessmentAssessments 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 performanceSummative Assessment a culminating assessment for a unit, term or course of study, providing information on a students achievement level against specific objectives

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Student LearningMost important purpose support student learningFor the student:gathering and analysis of informationfeedback to studentsprovide a basis for practiceFor the teacher:identify student learning needs6

Assessment Criteria7ScienceA. One world6B. Communication in science6C. Knowledge & understanding of science6D. Scientific inquiry6E. Processing data6F. Attitudes in science6

Assessment Criteria8ArtA. Knowledge and understanding8B. Application10C. Reflection and evaluation8D. Personal Engagement8

Levels of AchievementAssessment in the MYP is criterion-relatedEach criterion is split into various levels of achievement normally in bandsEach band described in terms of general statements called level descriptorsLevels 1 & 2 on first band, 3 & 4 on second band, etc. Level 0 is available.Teacher determines the best fit9

Levels of Achievement10LevelGrade Descriptor0The student does not reach a standard described by any of the descriptors given below.1 2The student attempts to communicate scientific information using some scientific language. The student presents some of the information in an appropriate form using some symbolic or visual representation when appropriate.The student attempts to acknowledge sources of information but this is inaccurate.3 4The student communicates scientific information using scientific language.The student presents most of the information appropriately using symbolic and/or visual representation according to the task. The student acknowledges sources of information with occasional errors.5 6The student communicates scientific information effectively using scientificlanguage correctly. The student presents all the information appropriately using symbolic and/or visual representation accurately according to the task.The student acknowledges sources of information appropriately.

Interim / ModifiedThe 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

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Assessment TasksAssessment Tasks must be appropriatethey must cover at least one of the assessment criteriasuitable task for the skillsuitable for the studentsmust allow access to all levels

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RubricsRubric means assessment tableThe published criteria and the interim criteria are holistic rubricsTask-specific clarifications can be developed from the holistic rubrics13

Final AssessmentEach criteria (in each subject) should be assessed several times over the semester or yearThe teacher uses professional judgement to determine the final level of the student at that point in timeNOT an arithmetical averageNO fractions whole numbers only14

The final subject gradeAll of the criterion levels for that subject are added togetherThe total is converted to a 1 7 grade using a table

15ScienceGradeBoundaries10 526 11312 18 419 24 525 28629 32 733 36

Standardisation / ModerationStandardisation - Teachers of each subject meet together and compare assessed work to ensure they are giving the same grades to the same work16

IB Report CardsOne given at the at the end of the yearIB 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 17

18Criterion A: Knowledge and UnderstandingAchievement LevelLevel DescriptorFormatted Descriptors0The student does not reach a standard described by any of the descriptors given below.1-2The student attempts to make deductions when solving simple problems in familiar contexts. 3-4The student sometimes makes appropriate deductions when solving simple and more complex problems in familiar contexts.5-6The student generally makes appropriate deductions when solving challenging problems in a variety of familiar contexts.7-8The student consistently makes appropriate deductions when solving challenging problems in a variety of contexts including unfamiliar situations.

19RICHARDS 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 _______GradeDescriptorsGrade 1Minimal achievement in terms of objectivesGrade 2Very limited achievement against all objectives. The student has difficulty in understanding the required knowledge and skills, and is unable to apply them fully in normal situations, even with support.Grade 3Limited achievement against most of the objectives, or clear difficulties in some areas. The student demonstrates limited understanding of the required knowledge and skills, and the ability to apply them effectively in normal situations with support.Grade 4A good general understanding of the required knowledge and skills, and the ability to apply them effectively in normal situations. There is occasional evidence of the skills of analysis, synthesis and evaluation.Grade 5A consistent and thorough understanding of the required knowledge and skills, and the ability to apply them in a wide variety of situations. There is consistent evidence of analysis, synthesis and evaluation where appropriate and occasionally demonstrates originality and insight.Grade 6A consistent and thorough understanding of the required knowledge and skills, and the ability to apply the in a wide variety of situations. There is consistent evidence of analysis, synthesis and evaluation where appropriate. The student generally demonstrates originality and insight.Grade 7A consistent and thorough understanding of the required knowledge and skills, and the ability to apply them almost faultlessly in a wide variety of situations. There is consistent evidence of analysis, synthesis and evaluation where appropriate. The student consistently demonstrates originality and insight and always produces work of high quality.

20CourseTeacherGradeLanguage ALanguage B (Spanish)HumanitiesScienceMathArts (Drama, Band, Orch, Chorus)P.E.Technology/Connections(Visual Arts, Computers, Expl. In Tech.) Final Grade_______

In ConclusionThe 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.21