Presentation on theme: "MYP ASSESSMENT WORKSHOP"— Presentation transcript:
1 MYP ASSESSMENT WORKSHOP International School of the Stockholm RegionI.S.S.R.
2 Why do we assess students? To gather information that allows ISSR staff to make informed decisions that affect student learningTo provide reflection for students upon completion of a task according to an assignment and a rubricTo create a road-map for both the teacher and student that allows for goal-setting and sustainable progress and growth in all subjects
3 What is an ISSR MYP Rubric? 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 skillsA criterion-based assessment that clarifies the goals of every summative assignment and the evaluation standards.A holistic assessment that allows students to be aware of the criteria against which they are being assessed with clear markers of expected achievement
4 CRITERION-BASED ASSESSMENT Allows for identification of where a student is and where they need to go (mapping, planning, reflecting).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)Students SEE what they could/should do BEFORE they start a task!
6 HOLISTIC ASSESSMENTStudents are compared to themselves, NOT other peopleStudents are not being put into rank-order fileEncourages 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.Everyone has the opportunity to succeed!
7 MYP ASSESSMENT PHILOSOPHY Informed decision-making that maps student and teacher progressUse of clear objectives that are attainable and measurableCriterion-basedHolistic in natureOpen to everyone
9 Subject Criteria and grade boundaries ALL subjects in the MYP have 4 criteriaA: B: C: D:The names of these A-D criteria vary according to subjectEach criteria is based on a scale from 0-8
10 Subject Criteria and grade boundaries MathematicsScienceA – Knowing and understandingB – Investigating patternsC – CommunicatingD – Applying mathematics in real-life contextsA – Knowing and understandingB – Inquiring and designingC – Processing and evaluatingD – Reflecting on the impacts of science
11 Subject Criteria and grade boundaries DesignArtsA – Inquiring and analysingB – Developing ideasC – Creating the solutionD - EvaluatingA – Knowing and UnderstandingB – Developing SkillsC – Thinking CreativelyD – Responding
12 Subject Criteria and grade boundaries Physical and Health EducationIndividuals and SocietiesA – Knowing and understandingB – Planning for performanceC – Applying and performingD – Reflecting and improving performanceA – Knowing and UnderstandingB – InvestigatingC – CommunicatingD – Thinking Critically
13 Subject Criteria and grade boundaries Language and LiteratureLanguage AcquisitionA – AnalysingB – OrganizingC – Producing TextD – Using languageA – Comprehending spoken and visual textB – Comprehending written and visual textC – Communicating in response to spoken,written and visual textD – Using language in spoken and written form
14 IB Final Grade Boundaries 12345670–56–910–1415–1819–2324–2728–32For each subject, a student receives a school-yeargrade based on the scale above
15 General grade descriptors Grade 1 – Minimal achievement in terms of objectives.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.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.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 evaluationGrade 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 insightGrade 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.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.
16 MYP ASSESSMENT POLICYProgress reports are created around the middle of each term, TWICE a year. (see newsletters, calendar for updates)Formal term reports are published at the end of each term, we have TWO terms during the school year.IB MYP requires each criteria to be assessed TWICE during a school year, ISSR MYP strives for TWICE a TERM.
17 MYP ASSESSMENT POLICYFormative 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.)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.)
18 ASSESSMENT TIPSUSE MANAGEBAC to keep track of your students’ progress!!Engage with your children about their learning and their holistic MYP educational experiences!!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“it is often not what you know, but the question that you can ask that is most important”
19 FURTHERING YOUR MYP AND IB KNOWLEDGE AND UNDERSTANDING issr.se LOTS of useful information here about our school!!ibo.org Home-base for general IB knowledgeHarvard Project ZeroUnderstanding by DesignASA Animate – Changing Education Paradigms Fantastic YOU-TUBE video on current education issues. Watch it!!
20 It takes a VILLAGE to raise a child – We look forward to a GREAT YEAR!!!!