Assessment in the MYP CENTURY MIDDLE SCHOOL What is Assessment? Assessment is integral to all teaching and learning. MYP assessment requires teachers to assess the subject using the criteria. In order to provide students with opportunities to achieve at the highest level, MYP teachers develop rigorous tasks that embrace a variety of assessment strategies. Types of Assessment Formative Assessment – on going monitoring aimed at providing information to guide teaching and improve student performance. Formative assessments are recorded as PRACTICE and do not affect the grade. Teachers use this type of assessment to gather, analyze, interpret, and use a variety of evidence to improve student learning and help students achieve their potential. Summative Assessment – after a period of instruction with formative assessments along the way, the summative tasks are what determine the student’s grade. Examples could be: speeches, essays, projects, presentations, performances, lab experiments, tests, constructed responses, etc. 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 Provide opportunity for students to exhibit transfer of skills across each class Promote positive student attitudes towards learning Promote the development of critical and creative thinking skills Promote a deep understanding of subject content by supporting students in their inquiries set in real-world contexts Some Key Features of MYP Assessment Distinction between summative assessment and the supporting formative process Attention to the most accurate demonstration of student performance, rather than averaging achievement levels over given reporting periods Assessment of students’ understanding at the end of a course, based on the whole course and not individual components of it Provide evidence of student understanding through authentic performance (not simply the recall of factual knowledge) Criteria vs. Standards MYP is criteria-based grading (CBG) Most of the district uses standards based grading (SBG) SAME idea, different terminology Some new things in the 2014-2015 school year All classes have 4 criteria All criteria are based on an 8 point scale Sample Rubric: Science Criterion A Year 3 (8th Grade) Achievement Level 0 1-2 3 Descriptor The student does not reach a standard described by any of the descriptors below i. ii. iii. recall scientific knowledge apply scientific knowledge and understanding to suggest solutions to problems set in familiar situations apply information to make judgments i. ii. iii. state scientific knowledge apply scientific knowledge and understanding to solve problems set in familiar situations apply information to make scientifically supported judgments i. ii. outline scientific knowledge apply scientific knowledge and understanding to solve problems set in familiar situations and suggest solutions to problems set in unfamiliar situations interpret information to make scientifically supported judgments 4 5-6 iii. 7-8 i. ii. iii. describe scientific knowledge apply scientific knowledge and understanding to solve problems set in familiar and unfamiliar situations analyze information to make scientifically supported judgments Descriptor Level of Achievement 0 The Color Bands Explained You will see charts like this in most every classroom Teachers will be using this same terminology in their classes Descriptions will be similar to what you see in the 2nd column, but will vary from class to class The student does not reach a standard described by any of the descriptors below 1-2 • • • The student produces work of a very limited quality Conveys many significant misunderstandings Very rarely demonstrates critical or creative thinking 3 • • Produces work of an acceptable quality Communicates basic understanding of most contexts Begins to demonstrate some basic critical and creative thinking Does not meet the standard Approaching the standard • 4 Meets the Minimum Standards 5-6 Meets the Standard 7-8 Exceeds the Standard • • • • • • Produces good quality work Communicates secure understanding of concepts and contexts Demonstrates critical and creative thinking, sometimes with sophistication Produces high-quality, frequently innovative work Communicates comprehensive understanding of concepts and contexts Consistently demonstrates sophisticated critical and creative thinking What do the color bands mean? Level of Achievement Descriptor 0 The areas shaded in red are of real concern. Students who do not reach a level beyond red are in danger of 1-2 not passing the class. They will be candidates for summer school or retention. 3 The 3-4 category shares the same descriptions. However, a 3 would indicate an area of concern because the student is close to dropping the1-2 level. A 4 would indicate that they are just barely meeting the standard. 4 5-6 Students at this level are meeting the standard. 7-8 This level indicates a student exceeding the standard. ALL students have an opportunity to • Each teacher has 4 Criteria to determine a final grade • When the four numbers are added together, you can use the chart below to determine the final grade How do I know if my child is passing a class? A final grade of 1 or 2 means the student will not pass the class. A final grade of 3 means the student is barely passing the class. A final grade of 4 or 5 means the student is meeting the standards for that grade level. A final grade of 6 or 7 means the student is exceeding the standards for that grade level. Added Numbers Final Grade Descriptor 1-5 1 Produces work of very limited quality. Conveys many misunderstandings or lacks understanding of most concepts and concepts. Very rarely demonstrates critical or creative thinking. 6-9 2 Produces work of limited quality. Expresses misunderstanding or significant gaps in understanding for many concepts and contexts. Infrequently demonstrates critical or creative thinking. 10-14 3 Communicates basic understanding of many concepts and contexts. Begins to demonstrate some basic critical and creative thinking. 15-18 4 Communicates basic understanding of most concepts and contexts with few misunderstandings and minor gaps. Often demonstrates basic critical and creative thinking. 19-23 5 Produces generally high quality work. Communicates secure understanding of concepts and contexts. Demonstrates critical and creative thinking, sometimes with sophistication. 24-27 6 Produces high-quality, occasionally innovative work. Communicates extensive understanding of concepts and contexts. Demonstrates critical and creative thinking, frequently with sophistication. 28-32 7 Produces high-quality, frequently innovative work. Communicates comprehensive, nuances understanding of concepts and contexts. Consistently demonstrates sophisticated critical and creative thinking.