Understanding assessment in the MYP October 27, 2015 “The aim of MYP assessment is to support and encourage student learning.” MYP: From principles into practice

Assessment is integral to all teaching and learning.

Assessment in the MYP 6 10 Aims to support and encourage learning Represents a continuum or progression in learning 6 10 Aims to support and encourage learning Focuses on the most accurate demonstrations of learning Based on the whole course- not just aspects of it Not based on percentages: the scale runs from 0 to 8, but a 4 is not equivalent to 50% Assessment

No letter grades, percentages, or fractions! Numbers act as symbols that represent a descriptive and qualitative level of achievement.

Students give evidence of their learning through a variety of authentic performances of understanding.

Teachers use descriptors to identify students’ achievement levels against established assessment criteria.

Using criteria to identify achievement levels means assessment is neither “norm- referenced” nor “criterion-referenced” it is not necessary for students to master all lower levels of achievement before they can be considered to have achieved a higher level students are not compared to each other and there is not an expected distribution of achievement

Students must be able to recall, adapt and apply knowledge and skills to new questions and contexts. Students must be flexible with their thinking and put their learning into action!

MYP assessment plays a significant role in the development of approaches to learning (ATL) skills

The MYP approach to assessment recognizes the importance of assessing not only the products, but also the process, of learning.

Teachers monitor students’ developing understanding and abilities. Teachers use “formative assessment” as evidence of student learning and to help students achieve their potential.

Student performance on“summative assessments” is additional evidence for teachers to evaluate achievement using MYP assessment criteria.

How do we give feedback on and document student learning?

ISB report cards End the end of quarter... You will be informed of... achievement levels for different criteria of each course the development of your child in unit-relevant ATL skills Quarter 2 achievement levels for all criteria of each course an “overall” MYP grade up to the end of the semester comments on your child’s strengths and areas in need of improvement specific strategies and recommendations for continued learning Quarter 3 an “overall” MYP grade for the year

No letter grades, percentages, or fractions! Numbers act as symbols that represent a descriptive and qualitative level of achievement.

How to use the ISB report cards Example: Language and literature Your child has a 5… what does that mean??? To understand what the numbers mean, use the descriptions of the assessment criteria you will receive by email.

How to use the ISB report cards Example: Sciences Your child has a 4… what does that mean??? To understand what the numbers mean, use the descriptions of the assessment criteria you will receive by email.

Represents a continuum or progression in learning Assessment in the MYP Represents a continuum or progression in learning 6 10 There are 3 sets of descriptors: One set is used for grade 6 Another set is used for grades 7 and 8 A third set is used for grades 9 and 10 Assessment

Recommendation Highlight the descriptors to track and monitor the process and progress of your child’s learning throughout the year!