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Assessment in the MYP CENTURY MIDDLE SCHOOL. What is Assessment? Assessment is integral to all teaching and learning. MYP assessment requires teachers.

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Presentation on theme: "Assessment in the MYP CENTURY MIDDLE SCHOOL. What is Assessment? Assessment is integral to all teaching and learning. MYP assessment requires teachers."— Presentation transcript:

1 Assessment in the MYP CENTURY MIDDLE SCHOOL

2 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.

3 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.

4 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

5 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)

6 Criteria vs. Standards  MYP is criteria-based grading (CBG)  Most of the district uses standards based grading (SBG)  SAME idea, different terminology

7 Some new things in the school year  All classes have 4 criteria  All criteria are based on an 8 point scale

8 Sample Rubric: Science Criterion A Year 3 (8 th Grade) Achievement LevelDescriptor 0 The student does not reach a standard described by any of the descriptors below 1-2 i.recall scientific knowledge ii.apply scientific knowledge and understanding to suggest solutions to problems set in familiar situations iii.apply information to make judgments 3 i.state scientific knowledge ii.apply scientific knowledge and understanding to solve problems set in familiar situations iii.apply information to make scientifically supported judgments i.outline scientific knowledge ii.apply scientific knowledge and understanding to solve problems set in familiar situations and suggest solutions to problems set in unfamiliar situations iii.interpret information to make scientifically supported judgments 7-8 i.describe scientific knowledge ii.apply scientific knowledge and understanding to solve problems set in familiar and unfamiliar situations iii.analyze information to make scientifically supported judgments

9 The Color Bands Explained Level of Achievement Descriptor 0 The student does not reach a standard described by any of the descriptors below 1-2 Does not meet the standard The student produces work of a very limited quality Conveys many significant misunderstandings Very rarely demonstrates critical or creative thinking 3 Approaching the standard Produces work of an acceptable quality Communicates basic understanding of most contexts Begins to demonstrate some basic critical and creative thinking 4 Meets the Minimum Standards 5-6 Meets the Standard Produces good quality work Communicates secure understanding of concepts and contexts Demonstrates critical and creative thinking, sometimes with sophistication 7-8 Exceeds the Standard Produces high-quality, frequently innovative work Communicates comprehensive understanding of concepts and contexts Consistently demonstrates sophisticated critical and creative thinking 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 2 nd column, but will vary from class to class

10 What do the color bands mean? Level of Achievement Descriptor 0The areas shaded in red are of real concern. Students who do not reach a level beyond red are in danger of 1-2not passing the class. They will be candidates for summer school or retention. 3The 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 Students at this level are meeting the standard. 7-8This level indicates a student exceeding the standard. ALL students have an opportunity to achieve this level.

11 How do I know if my child is passing a class? Added Numbers Final Grade Descriptor 1-51 Produces work of very limited quality. Conveys many misunderstandings or lacks understanding of most concepts and concepts. Very rarely demonstrates critical or creative thinking Produces work of limited quality. Expresses misunderstanding or significant gaps in understanding for many concepts and contexts. Infrequently demonstrates critical or creative thinking Communicates basic understanding of many concepts and contexts. Begins to demonstrate some basic critical and creative thinking Communicates basic understanding of most concepts and contexts with few misunderstandings and minor gaps. Often demonstrates basic critical and creative thinking Produces generally high quality work. Communicates secure understanding of concepts and contexts. Demonstrates critical and creative thinking, sometimes with sophistication Produces high-quality, occasionally innovative work. Communicates extensive understanding of concepts and contexts. Demonstrates critical and creative thinking, frequently with sophistication Produces high-quality, frequently innovative work. Communicates comprehensive, nuances understanding of concepts and contexts. Consistently demonstrates sophisticated critical and creative thinking. 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. 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


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