MYP Assessment - The International School of the Stockholm Region

Report
MYP ASSESSMENT
WORKSHOP
International School of the Stockholm Region
I.S.S.R.
S
Why do we assess students?
S To gather information that allows ISSR staff to make
informed decisions that affect student learning
S To provide reflection for students upon completion of a task
according to an assignment and a rubric
S To create a road-map for both the teacher and student that
allows for goal-setting and sustainable progress and growth
in all subjects
What is an ISSR MYP Rubric?
S A set of evaluation criteria set-forth from the objectives of
each subject that identify and measure the growth of a
student’s knowledge and skills
S A criterion-based assessment that clarifies the goals of
every summative assignment and the evaluation standards.
S A holistic assessment that allows students to be aware of
the criteria against which they are being assessed with clear
markers of expected achievement
CRITERION-BASED ASSESSMENT
S Allows for identification of where a student is and where
they need to go (mapping, planning, reflecting).
S A consistent approach enables students to make connections
across tasks and subjects that then connect to the IB Learner
Profile and Approaches to Learning (ATL)
S Students SEE what they could/should do BEFORE they
start a task!
Managebac
HOLISTIC ASSESSMENT
S Students are compared to themselves, NOT other people
S Students are not being put into rank-order file
S Encourages more of a range of assessment activities within
subjects and across interdisciplinary units that give students
more chances to prove how successful they can be.
S Everyone has the opportunity to succeed!
MYP ASSESSMENT PHILOSOPHY
S Informed decision-making that maps student and teacher
progress
S Use of clear objectives that are attainable and measurable
S Criterion-based
S Holistic in nature
S Open to everyone
Subject Criteria and grade
boundaries
S ALL subjects in the MYP have 4 criteria
S A:
B:
C:
D:
S The names of these A-D criteria vary according to subject
S Each criteria is based on a scale from 0-8
Subject Criteria and grade
boundaries
Mathematics
Science
A – Knowing and understanding
A – Knowing and understanding
B – Investigating patterns
B – Inquiring and designing
C – Communicating
C – Processing and evaluating
D – Applying mathematics in real-life contexts D – Reflecting on the impacts of science
Subject Criteria and grade
boundaries
Design
Arts
A – Inquiring and analysing
A – Knowing and Understanding
B – Developing ideas
B – Developing Skills
C – Creating the solution
C – Thinking Creatively
D - Evaluating
D – Responding
Subject Criteria and grade
boundaries
Physical and Health Education
Individuals and Societies
A – Knowing and understanding
A – Knowing and Understanding
B – Planning for performance
B – Investigating
C – Applying and performing
C – Communicating
D – Reflecting and improving performance
D – Thinking Critically
Subject Criteria and grade
boundaries
Language and Literature
Language Acquisition
A – Analysing
A – Comprehending spoken and visual text
B – Organizing
B – Comprehending written and visual text
C – Producing Text
C – Communicating in response to spoken,
D – Using language
written and visual text
D – Using language in spoken and written form
IB Final Grade Boundaries
1
2
0–5
3
4
5
6
7
6–9 10–14 15–18 19–23 24–27 28–32
For each subject, a student receives a school-year
grade based on the scale above
General grade descriptors
S
Grade 1 – Minimal achievement in terms of objectives.
S
Grade 2 – Very limited achievement against all objectives. The student has difficulty in understanding
required knowledge and skills and is unable to apply them fully in normal situations, even with support.
S
Grade 3 – Limited achievement against most of the objectives, or clear difficulties in some areas. The
student demonstrates limited understanding of the required knowledge and skills and is only able to
apply them fully in normal situations with support.
S
Grade 4 – A 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
S
Grade 5 – A consistent and thorough understanding of the required knowledge and skills, and the ability
to apply them in a variety of situations. The student generally shows evidence of analysis, synthesis and
evaluation where appropriate and occasionally demonstrates originality and insight
S
Grade 6 – A consistent and thorough understanding of the required knowledge and skills, and the ability
to apply them in a wide variety of situations. Consistent evidence of analysis, synthesis and evaluation is
shown where appropriate. The student generally demonstrates originality and insight.
S
Grade 7 – A consistent and thorough understanding of the required knowledge and skills, and the ability
to apply them almost faultlessly in a wide variety of situations. Consistent evidence of analysis, synthesis
and evaluation is shown where appropriate. The student consistently demonstrates originality and insight
and always produces work of high quality.
MYP ASSESSMENT POLICY
S Progress reports are created around the middle of each
term, TWICE a year. (see newsletters, calendar for updates)
S Formal term reports are published at the end of each term,
we have TWO terms during the school year.
S IB MYP requires each criteria to be assessed TWICE during
a school year, ISSR MYP strives for TWICE a TERM.
MYP ASSESSMENT POLICY
S Formative assessment: Takes place throughout a unit, informally or
formally, with or without a rubric that allows for students to be
monitored as they engage with the subject content. Teachers identify
student learning needs in order to better inform the learning process.
(quiz, quick-write, notebook checks, explanations, checking for
understanding, etc.)
S Summative assessment: Part of a culminating activity of a unit, term or
school year based on criteria(s) for the subject. Students and teachers
determine achievement levels supported by evidence from summative
assessments taken during a learning period. Summative assessments
may include one to all criteria for the course, assignment dependent.
(project, inquiry, presentation, essay, etc.)
ASSESSMENT TIPS
S USE MANAGEBAC to keep track of your students’ progress!!
S Engage with your children about their learning and their holistic MYP
educational experiences!!
S Consider yourself and your experiences as a life-long learner and how
your experiences can help promote inquiry and constructivism in your
child’s education
S “it is often not what you know, but the question that you can ask that is most
important”
FURTHERING YOUR MYP AND IB
KNOWLEDGE AND UNDERSTANDING
S issr.se
LOTS of useful information here about our school!!
S ibo.org Home-base for general IB knowledge
S Harvard Project Zero
S Understanding by Design
Fantastic
YOU-TUBE video on current education issues. Watch it!!
S ASA Animate – Changing Education Paradigms
It takes a VILLAGE to raise a child – We look forward to a GREAT YEAR!!!!

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