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MYP Assessment Workshop for Parents
MYP Assessment Workshop for Parents
MYP Assessment Workshop for Parents
MYP Assessment Workshop for Parents
MYP Assessment Workshop for Parents
MYP Assessment Workshop for Parents
MYP Assessment Workshop for Parents
MYP Assessment Workshop for Parents
MYP Assessment Workshop for Parents
MYP Assessment Workshop for Parents
MYP Assessment Workshop for Parents
MYP Assessment Workshop for Parents
MYP Assessment Workshop for Parents
MYP Assessment Workshop for Parents
MYP Assessment Workshop for Parents
MYP Assessment Workshop for Parents
MYP Assessment Workshop for Parents
MYP Assessment Workshop for Parents
MYP Assessment Workshop for Parents
MYP Assessment Workshop for Parents
MYP Assessment Workshop for Parents
MYP Assessment Workshop for Parents
MYP Assessment Workshop for Parents
MYP Assessment Workshop for Parents
MYP Assessment Workshop for Parents
MYP Assessment Workshop for Parents
MYP Assessment Workshop for Parents
MYP Assessment Workshop for Parents
MYP Assessment Workshop for Parents
MYP Assessment Workshop for Parents
MYP Assessment Workshop for Parents
MYP Assessment Workshop for Parents
MYP Assessment Workshop for Parents
MYP Assessment Workshop for Parents
MYP Assessment Workshop for Parents
MYP Assessment Workshop for Parents
MYP Assessment Workshop for Parents
MYP Assessment Workshop for Parents
MYP Assessment Workshop for Parents
MYP Assessment Workshop for Parents
MYP Assessment Workshop for Parents
MYP Assessment Workshop for Parents
MYP Assessment Workshop for Parents
MYP Assessment Workshop for Parents
MYP Assessment Workshop for Parents
MYP Assessment Workshop for Parents
MYP Assessment Workshop for Parents
MYP Assessment Workshop for Parents
MYP Assessment Workshop for Parents
MYP Assessment Workshop for Parents
MYP Assessment Workshop for Parents
MYP Assessment Workshop for Parents
MYP Assessment Workshop for Parents
MYP Assessment Workshop for Parents
MYP Assessment Workshop for Parents
MYP Assessment Workshop for Parents
MYP Assessment Workshop for Parents
MYP Assessment Workshop for Parents
MYP Assessment Workshop for Parents
MYP Assessment Workshop for Parents
MYP Assessment Workshop for Parents
MYP Assessment Workshop for Parents
MYP Assessment Workshop for Parents
MYP Assessment Workshop for Parents
MYP Assessment Workshop for Parents
MYP Assessment Workshop for Parents
MYP Assessment Workshop for Parents
MYP Assessment Workshop for Parents
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MYP Assessment Workshop for Parents

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  • Identifies areas to be assessed (for instance restaurant decor is not a factor)\n
  • Identifies areas to be assessed (for instance restaurant decor is not a factor)\n
  • Identifies areas to be assessed (for instance restaurant decor is not a factor)\n
  • Identifies areas to be assessed (for instance restaurant decor is not a factor)\n
  • Identifies areas to be assessed (for instance restaurant decor is not a factor)\n
  • Identifies areas to be assessed (for instance restaurant decor is not a factor)\n
  • Identifies areas to be assessed (for instance restaurant decor is not a factor)\n
  • Identifies areas to be assessed (for instance restaurant decor is not a factor)\n
  • Identifies areas to be assessed (for instance restaurant decor is not a factor)\n
  • Identifies areas to be assessed (for instance restaurant decor is not a factor)\n
  • What is provided to inform the restaraunt of where to go from here? How do they reach that goal?\n
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  • We are working towards a goal - an objective for the learning. What do we want to the kids to know, show?\n
  • We are working towards a goal - an objective for the learning. What do we want to the kids to know, show?\n
  • We are working towards a goal - an objective for the learning. What do we want to the kids to know, show?\n
  • We are working towards a goal - an objective for the learning. What do we want to the kids to know, show?\n
  • Inform each other\nguide through objective to criteria to assessment\nunits planned to reach objectives\n
  • Inform each other\nguide through objective to criteria to assessment\nunits planned to reach objectives\n
  • Inform each other\nguide through objective to criteria to assessment\nunits planned to reach objectives\n
  • Inform each other\nguide through objective to criteria to assessment\nunits planned to reach objectives\n
  • Inform each other\nguide through objective to criteria to assessment\nunits planned to reach objectives\n
  • Inform each other\nguide through objective to criteria to assessment\nunits planned to reach objectives\n
  • Inform each other\nguide through objective to criteria to assessment\nunits planned to reach objectives\n
  • Inform each other\nguide through objective to criteria to assessment\nunits planned to reach objectives\n
  • Inform each other\nguide through objective to criteria to assessment\nunits planned to reach objectives\n
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  • Transcript

    • 1. IB MIDDLE YEARSPROGRAMME ASSESSMENT AND REPORTING PARENT WORKSHOP 15TH SEPTEMBER 2012
    • 2. WELCOME!INTRODUCTIONS
    • 3. MYP FUNDAMENTAL CONCEPTS• Intercultural Awareness  understanding of their own culture and that of others Fosters respect, empathy and understanding• Holistic Learning   Knowledge is interrelated, educating beyond academics• Communication   Strength in both verbal and non-verbal communication essential in learning.  Uses more than one language, and one means of communication.  
    • 4. AREAS OF INTERACTION:INCORPORATED INTO THE SUBJECTS (NOT SEPARATE SUBJECTS)
    • 5. AREAS OF INTERACTION:INCORPORATED INTO THE SUBJECTS (NOT SEPARATE SUBJECTS)  Approaches to Learning
    • 6. AREAS OF INTERACTION:INCORPORATED INTO THE SUBJECTS (NOT SEPARATE SUBJECTS)  Approaches to Learning  Community and Service
    • 7. AREAS OF INTERACTION:INCORPORATED INTO THE SUBJECTS (NOT SEPARATE SUBJECTS)  Approaches to Learning  Community and Service  Health and Social Education
    • 8. AREAS OF INTERACTION:INCORPORATED INTO THE SUBJECTS (NOT SEPARATE SUBJECTS)  Approaches to Learning  Community and Service  Health and Social Education  Environments
    • 9. AREAS OF INTERACTION:INCORPORATED INTO THE SUBJECTS (NOT SEPARATE SUBJECTS)  Approaches to Learning  Community and Service  Health and Social Education  Environments  Human Ingenuity
    • 10. MYP PROGRAMME MODEL
    • 11. PRINCIPLES OF ASSESSMENT
    • 12. PRINCIPLES OF ASSESSMENT• Assessment provides a means to monitor and improve performance and to enable all students to achieve their full potential.
    • 13. PRINCIPLES OF ASSESSMENT• Assessment provides a means to monitor and improve performance and to enable all students to achieve their full potential.• Assessment is an integral part of the learning and teaching process designed to heighten studentawareness of the effectiveness of their own learning.
    • 14. PRINCIPLES OF ASSESSMENT• Assessment provides a means to monitor and improve performance and to enable all students to achieve their full potential.• Assessment is an integral part of the learning and teaching process designed to heighten studentawareness of the effectiveness of their own learning.• Assessment should provide opportunities for students to reflect on and accept responsibility for their own learning.
    • 15. PRINCIPLES OF ASSESSMENT
    • 16. PRINCIPLES OF ASSESSMENT• Assessment should be part of the way in which teachers and administrators as educators measure the efficacy of their programmes and their approach to teaching.
    • 17. PRINCIPLES OF ASSESSMENT• Assessment should be part of the way in which teachers and administrators as educators measure the efficacy of their programmes and their approach to teaching.• At CIS, student performance in Year 11 is moderated by external agencies
    • 18. PRINCIPLES OF ASSESSMENT• Assessment should be part of the way in which teachers and administrators as educators measure the efficacy of their programmes and their approach to teaching.• At CIS, student performance in Year 11 is moderated by external agencies• Assessment values both content and process relevant to particular disciplines.
    • 19. PRINCIPLES OF ASSESSMENT• Assessment should be part of the way in which teachers and administrators as educators measure the efficacy of their programmes and their approach to teaching.• At CIS, student performance in Year 11 is moderated by external agencies• Assessment values both content and process relevant to particular disciplines.• Parents should be kept informed of student progress on a regular basis.
    • 20. PRINCIPLES OF ASSESSMENT
    • 21. PRINCIPLES OF ASSESSMENT• All students will be assessed on a regular basis, using a variety of appropriate assessment techniques.
    • 22. PRINCIPLES OF ASSESSMENT• All students will be assessed on a regular basis, using a variety of appropriate assessment techniques.• Teachers are to provide regular and timely feedback to students on their work.
    • 23. PRINCIPLES OF ASSESSMENT• All students will be assessed on a regular basis, using a variety of appropriate assessment techniques.• Teachers are to provide regular and timely feedback to students on their work.• A summative report of student progress, whichrepresents student performance against specific criteria, is provided to parents.
    • 24. PRINCIPLES OF ASSESSMENTProfessional Development
    • 25. PRINCIPLES OF ASSESSMENT• Appropriate homework, classwork and tests form partof the assessment process, but none shall be the exclusive vehicle for overall student assessment. Professional Development
    • 26. PRINCIPLES OF ASSESSMENT• Appropriate homework, classwork and tests form partof the assessment process, but none shall be the exclusive vehicle for overall student assessment.• Teachers shall use assessment of student performance for course review and evaluation of instructional practices. Professional Development
    • 27. PRINCIPLES OF ASSESSMENT• Appropriate homework, classwork and tests form partof the assessment process, but none shall be the exclusive vehicle for overall student assessment.• Teachers shall use assessment of student performance for course review and evaluation of instructional practices. Professional Development• Assessment approaches and techniques shall form part of the ongoing professional development for all teaching staff and be included in school-wide PD plans.
    • 28. ASSESSMENT MODES: A DISTINCTION Two assessment traditions(1) Norm referencing : e.g. IGCSE(2) Criterion referencing : e.g. MYP
    • 29. NORM REFERENCED ASSESSMENT•A test /exam, marked according to agreed scheme, totalled out of 100.•Marks ranked / converted into grades (grade curve, grade point average, A-E, 1-7, etc.)•students are ranked according to a NORM on a CONTINUOUS SCALE
    • 30. EXAMPLE OF NORM DISTRIBUTION
    • 31. CRITERION RELATED ASSESSMENT• A task / test assessed according to agreed, specific criteria.• Criteria have agreed descriptors for designated levels of achievement• Student work is awarded levels of achievement according to the descriptors• There is no grade curve or equivalent
    • 32. SO WHAT DOES THAT MEAN…Over to Brandy Stern
    • 33. QUESTION?
    • 34. QUESTION? What is the best restaurant in Hong Kong?
    • 35. MICHELIN STAR CRITERIA "Welcome to Michelin Travel & Lifestyle." Methodology Behind the Michelin Stars. Michelin, n.d. Web. 13Sept. 2012. <http://www.michelintravel.com/methodology/>.
    • 36. MICHELIN STAR CRITERIA“The star symbols judge only what’s on the plate, meaning the quality of products,the mastering of flavors, mastering of cooking, personality of the cuisine, value forthe money and the consistency of what the restaurant offers to its customersboth throughout the menu and the year.One star indicates a very good restaurant in its category, offering cuisine preparedto a consistently high standard. A good place to stop on your journey. "Welcome to Michelin Travel & Lifestyle." Methodology Behind the Michelin Stars. Michelin, n.d. Web. 13Sept. 2012. <http://www.michelintravel.com/methodology/>.
    • 37. MICHELIN STAR CRITERIA“The star symbols judge only what’s on the plate, meaning the quality of products,the mastering of flavors, mastering of cooking, personality of the cuisine, value forthe money and the consistency of what the restaurant offers to its customersboth throughout the menu and the year.One star indicates a very good restaurant in its category, offering cuisine preparedto a consistently high standard. A good place to stop on your journey.Two stars denote excellent cuisine, skillfully and carefully crafted dishes ofoutstanding quality. Worth a detour. "Welcome to Michelin Travel & Lifestyle." Methodology Behind the Michelin Stars. Michelin, n.d. Web. 13Sept. 2012. <http://www.michelintravel.com/methodology/>.
    • 38. MICHELIN STAR CRITERIA“The star symbols judge only what’s on the plate, meaning the quality of products,the mastering of flavors, mastering of cooking, personality of the cuisine, value forthe money and the consistency of what the restaurant offers to its customersboth throughout the menu and the year.One star indicates a very good restaurant in its category, offering cuisine preparedto a consistently high standard. A good place to stop on your journey.Two stars denote excellent cuisine, skillfully and carefully crafted dishes ofoutstanding quality. Worth a detour.Three stars reward exceptional cuisine where diners eat extremely well, oftensuperbly. Distinctive dishes are precisely executed, using superlativeingredients.Worth a special journey.” "Welcome to Michelin Travel & Lifestyle." Methodology Behind the Michelin Stars. Michelin, n.d. Web. 13Sept. 2012. <http://www.michelintravel.com/methodology/>.
    • 39. QUESTION?
    • 40. QUESTION?How does a restaurant improve?
    • 41. MICHELIN STAR CRITERIA  "Welcome to Michelin Travel & Lifestyle." Methodology Behind the Michelin Stars. Michelin, n.d. Web. 13 Sept. 2012. <http://www.michelintravel.com/methodology/>.
    • 42. MICHELIN STAR CRITERIA• quality of products• the mastering of flavors• mastering of cooking• personality of the cuisine• value for the money• consistency of what the restaurant offers to its customers both throughout the menu and the year.  "Welcome to Michelin Travel & Lifestyle." Methodology Behind the Michelin Stars. Michelin, n.d. Web. 13 Sept. 2012. <http://www.michelintravel.com/methodology/>.
    • 43. MICHELIN STAR CRITERIA• quality of products One star indicates a very good restaurant in its category, offering• the mastering of flavors cuisine prepared to a consistently• mastering of cooking high standard. A good place to stop• personality of the cuisine on your journey.• value for the money• consistency of what the restaurant offers to its customers both throughout the menu and the year.  "Welcome to Michelin Travel & Lifestyle." Methodology Behind the Michelin Stars. Michelin, n.d. Web. 13 Sept. 2012. <http://www.michelintravel.com/methodology/>.
    • 44. MICHELIN STAR CRITERIA• quality of products One star indicates a very good restaurant in its category, offering• the mastering of flavors cuisine prepared to a consistently• mastering of cooking high standard. A good place to stop• personality of the cuisine on your journey. Two stars denote excellent cuisine,• value for the money skillfully and carefully crafted dishes• consistency of what the of outstanding quality. Worth a restaurant offers to its detour. customers both throughout the menu and the year.  "Welcome to Michelin Travel & Lifestyle." Methodology Behind the Michelin Stars. Michelin, n.d. Web. 13 Sept. 2012. <http://www.michelintravel.com/methodology/>.
    • 45. MICHELIN STAR CRITERIA• quality of products One star indicates a very good restaurant in its category, offering• the mastering of flavors cuisine prepared to a consistently• mastering of cooking high standard. A good place to stop• personality of the cuisine on your journey. Two stars denote excellent cuisine,• value for the money skillfully and carefully crafted dishes• consistency of what the of outstanding quality. Worth a restaurant offers to its detour. customers both throughout Three stars reward exceptional the menu and the year. cuisine where diners eat extremely well, often superbly. Distinctive dishes are precisely executed, using superlative ingredients.Worth a special journey.”  "Welcome to Michelin Travel & Lifestyle." Methodology Behind the Michelin Stars. Michelin, n.d. Web. 13 Sept. 2012. <http://www.michelintravel.com/methodology/>.
    • 46. • Rubrics are provided with the task• Students note the highest level as the one to strive for• Theteacher assesses the work, starting with the descriptor for the lowest level, until reaching a descriptor for a level of achievement the work has not attained• Thework is therefore best described by the next lowest descriptor
    • 47. OBJECTIVES"4th Iranian Conference on Applied Mathematics." 4th Iranian Conference on Applied Mathematics. N.p.,n.d. Web. 13 Sept. 2012. <http://seminars.usb.ac.ir/math/en-us/>.
    • 48. OBJECTIVES•Objectives: "4th Iranian Conference on Applied Mathematics." 4th Iranian Conference on Applied Mathematics. N.p., n.d. Web. 13 Sept. 2012. <http://seminars.usb.ac.ir/math/en-us/>.
    • 49. OBJECTIVES•Objectives:•these describe the skills, knowledge, and understandings that we want the student to reach. "4th Iranian Conference on Applied Mathematics." 4th Iranian Conference on Applied Mathematics. N.p., n.d. Web. 13 Sept. 2012. <http://seminars.usb.ac.ir/math/en-us/>.
    • 50. OBJECTIVES•Objectives:•these describe the skills, knowledge, and understandings that we want the student to reach.•The skills, knowledge, and understandings are what will be assessed. "4th Iranian Conference on Applied Mathematics." 4th Iranian Conference on Applied Mathematics. N.p., n.d. Web. 13 Sept. 2012. <http://seminars.usb.ac.ir/math/en-us/>.
    • 51. CRITERION RELATED ASSESSMENTCurriculum AssessmentObjectives Criteria Student Work
    • 52. CRITERION RELATED ASSESSMENTCurriculum AssessmentObjectives Criteria Language A: Content analyse the effects of the author’s choice on an audience Student Work
    • 53. CRITERION RELATED ASSESSMENTCurriculum AssessmentObjectives Criteria Student Work
    • 54. CRITERION RELATED ASSESSMENTCurriculum AssessmentObjectives Criteria Language A: Content The student demonstrates understanding of the text and topic, and an awareness of the author’s choice, using adequate detail, development and support. Student Work
    • 55. CRITERION RELATED ASSESSMENTCurriculum AssessmentObjectives Criteria Student Work
    • 56. CRITERION RELATED ASSESSMENTCurriculum AssessmentObjectives Criteria Language A: Content Students complete a written response to a piece of print journalism exploring how the language may be used to manipulate the reader. Student Work
    • 57. CRITERION RELATED ASSESSMENTCurriculum AssessmentObjectives Criteria Student Work
    • 58. EXAMPLE: MATHEMATICS
    • 59. EXAMPLE: MATHEMATICS Assessment Criteria Levels of AchievementCriterion A: Knowledge and Criterion A: 0 -10 UnderstandingCriterion B: Application and Criterion B: 0 -10 Reasoning Criterion C: 0 - 6Criterion C: CommunicationCriterion D: Reflection and Criterion D: 0 - 8 Evaluation
    • 60. EXAMPLE: MATHEMATICS Assessment Criteria Levels of AchievementCriterion A: Knowledge and Criterion A: 0 -10 UnderstandingCriterion B: Application and Criterion B: 0 -10 Reasoning Criterion C: 0 - 6Criterion C: CommunicationCriterion D: Reflection and Criterion D: 0 - 8 Evaluation
    • 61. EXAMPLE: MATHEMATICS Assessment Criteria Levels of AchievementCriterion A: Knowledge and Criterion A: 0 -10 UnderstandingCriterion B: Application and Criterion B: 0 -10 Reasoning Criterion C: 0 - 6Criterion C: CommunicationCriterion D: Reflection and Criterion D: 0 - 8 Evaluation 34
    • 62. EXAMPLE: MATHEMATICS CRITERION C:
    • 63. EXAMPLE: MATHEMATICS
    • 64. EXAMPLE OF CRITERION RELATED ASSESSMENT DISTRIBUTION 15 11 8 4 0 1 2 3 4 5 6 7
    • 65. CRITERION RELATED ASSESSMENT CONTINUED.....At CIS (and in all MYP schools), teacher assessment is concerned with:• Individual student achievement levels rather than comparison with the performance of other students• Measurable student progress in knowing, understanding, skills, conceptual grasp
    • 66. METHODS OF ACHIEVING PROGRESS VIA ASSESSMENT• Formative assessment: ‘coaching’ - continuous throughout the course of study. To improve student awareness of learning goals (ATL)• Summative assessment: Measuring progress made over an assessment period.
    • 67. REPORTINGSummative reports issued twice a year:Yr 7-10: FebruaryYr 11 December & JuneYear 7 reports**Year long subjects will receive summative grades at the end of the year only.* SEE SAMPLE REPORT

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