1. Approaches to Teaching and Learning in the MYP: Session 5
Assessment: The Practical Stuff
REFLECTION
Aims for today:
Understanding the MYP approach to assessment.
How could formative and summative assessments work in my subject area?

2. How does this cartoon resonate with your understanding of assessment in the MYP?
What are the strengths and weaknesses with MYP assessment?
Where would you like clarity of the assessment approach?

3. What is the purpose of assessment?
Grade -What do I know, now, about this topic? (Summative judgement) Where am I going? (What are the goals?) – (feed up) How am I doing? (What progress is being made toward the goal?) – (feed back) Where to next? (What activities/targets need to be undertaken to make better progress?) (feed forward)

4. Function of assessment in the MYP
To assess student progress against learning objectives - summative
To provide feedback, set learning targets and ensure academic progress - formative
To provide student ownership and understanding of their academic progress.

5. Without the formative feedback, students are not going to achieve well in summative assessments.
What do subject areas do in terms of formative feedback?

6. COMMENTS

10. MYP Criterion based assessment
Assessment in the MYP is criterion-related. This means that each subject has criteria and a set of descriptors that tell students what they have to do for each task. It is important to give students the Task-Specific Criteria (TSC) at the beginning of the assessment. This is often in the form of a rubric, clearly outlining what is required to meet each achievement level. All subjects have 4 criteria, each with a maximum level of 8. Some tasks will require students to respond to one or two criteria but it is best practice to not assess much more than this for any one task. End of year exams may assess all four criteria if this is appropriate.

11. Example task sheet

12. Summative assessment: sum of the student’s learning…
These assessments are at the end of a stage of learning. It’s the performance. They provide evidence of the level of achievement against Criteria A, B, C or D. The criteria are published by the IB and they measure students performance. Students have multiple chances to achieve acgaunst the criteria over the year. The levels of achievement are 1-8. The level should be recorded. Levels are not averaged. There are no % or A-F grades.

14. Using Managebac to record Summative Assessments

15. Making a judgement…
When entering an overall grade, you need to decided on the level for each criterion by looking for the highest level of consistent achievement at the time of writing the report. It is not a mean average of all of the levels.

16. What would you award this student for each of the Criteria?

17. Grades on reports
For the end of year overall grade, criterion levels (1-8) are reported as well as well as an MYP general grade (1-7) which is a sum of the 4 criteria levels aligned to the MYP general grade descriptors and grade boundaries.

19. Developing a ‘Growth Mindset’