1. 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

2. Assessment is integral to all teaching and learning.

3. 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

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

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

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

7. 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

8. 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!

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

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

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

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

13. How do we give feedback on and document student learning?

14. 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

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

16. 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 .

17. 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 .

18. 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

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