MYP Assessment

September 26, 2012Meredith Middle SchoolLaurie Sprinkle,IB Coordinator

“The single most important aim of MYP assessment is to support and encourage student learning.”MYP: From principle into practice, pg.41

MYP Assessment Targets I can be a risk-taker as I engage in all

activities.

I can analyze, synthesize, and evaluate assessment strategies and practices.

I can write an assessment that meets the highest level of MYP criteria.

Inquiry Cycle

Evaluate

Engage

Explore

Explain

Extension

Achievement Level Descriptors

0 Does not meet any of the descriptions below

1-2 Can recall and state basic knowledge with little understanding of the concept.

Can begin to apply in simple situations with support.

3-4 Can describe information with basic understanding of concepts

Can apply concepts in simple, familiar situations

5-6 Can explain the concepts Can apply concepts in a variety of complex, familiar

situations Can analyse the effectiveness of the instructional

practices

7-8 Can compare concepts to other related education practices

Can create learning activities based on concepts in a variety of complex situations including unfamiliar

Can evaluate the effectiveness of instructional practices

Inquiry Cycle: EngagePre-Assessment of Knowledge & Understanding of MYP Subject Area Assessment

Aims and objectives of my subject area(s) Specific strands (bullets) listed for each

objective Different levels of achievement according

to my subject assessment criteria Interim objectives and scoring rubrics

Inquiry Cycle: Engage

Self- assessment of - Knowledge & Understanding of MYP Subject Area Assessment1. Score yourself on the rubric. Find your score in the

room. Stand there with your group.2. Work as a group to provide an illustration or

demonstration of what you know, understand or can do. (What demonstrates your score on the rubric?)

3. Work as a group to write 1 – 2 questions to increase your understanding of the topic.

4. Prepare all members to be able to share your illustration and questions.

Inquiry Cycle: Engage Share your illustration and question

Score 0 tallest personScore 1-2 youngest personScore 3-4 darkest hair colorScore 5-6 shortest bangsScore 7-8 oldest person

Achievement Level Descriptors

0 Does not meet any of the descriptions below

1-2 Can recall and state basic knowledge with little understanding of the concept.

Can begin to apply in simple situations with support.

3-4 Can describe information with basic understanding of concepts

Can apply concepts in simple, familiar situations

5-6 Can explain the concepts Can apply concepts in a variety of complex, familiar

situations Can analyse the effectiveness of the instructional

practices

7-8 Can compare concepts to other related education practices

Can create learning activities based on concepts in a variety of complex situations including unfamiliar

Can evaluate the effectiveness of instructional practices

Bloom’s Taxonomy Revised

Unfamiliar, complex, transfer to many situations

Unfamiliar, complex, less support

Familiar, more complex, supported

Familiar, simple, supported

Forms of Higher-Order Thinking(Inquiry cycle – Explain) Transfer: student can apply knowledge

and skills developed during learning to new contexts (new to them).

Critical Thinking: apply wise judgment or produce a reasoned critique; to reason, reflect, and make sound decisions.

Problem Solving: identify and solve problems in their academic work and in life.

Susan Brookhart: How to Assess Higher OrderThinking Skills in Your Classroom, ASCD, 2010

Inquiry Cycle: ExploreExamine the data from the MYP Assessment Survey

What thoughts does this data provoke? What questions does this data generate?

MYP Assessment Survey

Go to IB-MYP resources – use the link provided to view the survey results.

http://dmpsmyp.wikispaces.com/hoover-meredith

Inquiry Cycle: Evaluate 3 deductions from the data

2 questions from the data

1 Celebration

Inquiry Circle: ExploreAssessment Audit

Audit your assessment Use the graphic organizer “Assessment

Audit” to analyze the assessment you brought.

Continue with your assessment audit

Item Analysis % of items % of time to complete

% of total value (points earned)

Level of Bloom’s

Example Item

Information Recall 

        Match Spanish word to the English translation

Transfer in familiar w/support

        In Spanish, write directions to make a piece of toast. List of Spanish vocabulary provided.

Transfer in familiar

   

      In Spanish, write the directions to make a piece of toast.

Transfer in unfamiliar

   

      In Spanish, write directions to make a quesadilla.

Problem Solving

   

      Read 2 articles written in Spanish on the art of Spanish cooking. Organize the two articles into one helpful hints of Spanish cooking.

Critical Judgment

   

      Design a wikki, web-page, etc. on the internet in Spanish to share the helpful hints of Spanish cooking.

Assessment Audit

Inquiry Cycle: Explain Spanish Example

Inquiry Cycle: Evaluate Share your assessment results with a

shoulder partner Similarities? Differences? MYP assessment – What was the highest

level you reached with your assessment?

How would you adapt it to reach a higher level?

Inquiry Cycle: Extension

Create a new assessment for an IB unit A culminating task A formative assessment

Identify subject area criteria and relevant strand(s) Create a student friendly- task specific

rubric for scoring the new assessment

New Thinking IB Thinking Our future study!

1 -2 is not bad, just a lower level of cognitive load – recall, comprehension

Use of the command terms to pinpoint what we want students to be able to do and how will we know what they can actually do.

Embedded assessment – we have to simplify it and make it easy to use

Map where students are currently – then refer to the rubric to form a question to take them to the next level of the rubric.

Inquiry Cycle: Evaluate Complete Individual or Group Reflection