1. Assessment in the MYP
(a short guide for parents)
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idd le Scho
Mesa M OL
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An IB M
2. • How do we best
Our Guiding Question?
prepare our students
for their future in the
21st Century?
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3. MYP Philosophy of assessment
•We assess students on what they know
and what they can do with their
knowledge (application),
•Criterion Referenced
•Performance, real world, authentic
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4. The purposes of Assessment
FORMATIVE (Work Habits):
• Reflective tool
• support and encourage student learning by
providing feedback on the learning process
• inform, enhance and improve the teaching process
• promote positive student attitudes towards learning
SUMMATIVE (Content Knowledge):
• cumulative evaluations used to measure student
growth after instruction
• generally given at the end of a course or unit of
study
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5. What is Different at mesa?
• Mesa uses 8 pt. scales; not 4 pt. scales
• Progress reports at 6,12,24, & 30 weeks; not
on quarters
• Each subject area uses different criteria as
defined by the IBO
• Report cards at semester/end of year are
based on the IB MYP 7 pt. Performance
Indicators (PI); not percentages/averages
• PI’s are converted to a letter grade.
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6. MYP Assessment Criteria
A. One world 8
B. Communication
in science
8
C. Knowledge &
understanding of 8
science
Science
D. Scientific
inquiry
8
E. Processing
data
8
F. Attitudes in
science
8
6
7. Grade Descriptor Science Criteria A
Performance
Indicator
Levels of Achievement
*Shows some awareness of ways in which science is applied and used to solve
local and global problems
*States effectiveness of science and its application in solving problems and
4-3 issues
* States how science and its application interact with some of the following
factors: moral, ethical, social, economic, political, cultural and environmental
Describes and explains with reasonable understanding ways in which science is
applied and used to solve local and global problems
*Describes effectiveness of science and its application in solving problems and
6-5 issues
* Describes how science and its application interact with at least one of the
following factors: moral, ethical, social, economic, political, cultural and
environmental
*Describes and explains with good insight ways in which science is applied and
used to solve local and global problems
*Describes and explains with good insight the effectiveness of science and its
8-7 application in solving problems and issues
* Describes how science and its application interact with several of the
following factors: moral, ethical, social, economic, political, cultural and
environmental 7
8. Rubrics
• Rubric means assessment table
• Task-specific rubric are developed from the
holistic rubrics
• Grade descriptors are used by teachers to
develop the rubrics
• Teachers “standardize” their rubrics; to
ensure they are applied equitably and
consistently
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11. Determining final course grades
Your students will receive final grades at the semester and end of year
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12. Students complete various
Tasks assessment tasks.
Evidence of achievement is
entered into the teacher’s
grade book by criteria
Students continue to complete
assessment tasks until the end
of course
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13. Criterion Final
Judgment
A 4
B 6
C 4
D 5
Final levels in each criterion
E 5
are added to provide a
F 6
criterion levels total for
Total 30
each student.
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14. Science
• The total Boundaries
Grade
(30) is 1 0–5
converted
2 6 – 11
to a 1 – 7
grade 3 12 – 18
using a 4 19 – 24
table. 5 25 – 28
6
_________________________ 29 – 32
_
7 33 – 36
15. MYP 7 point Performance Indicators
Performance Descriptor
Indicator
1 Minimal achievement
2 Very limited achievement
3 Limited achievement
4 Good general understanding
5 Consistent and thorough
understanding
6 Consistent and thorough
understanding in wide variety of
situations
7 Almost faultless understanding in wide
variety of situations
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16. Let’s try it:
Here is a Parent Portal view of a Student’s Math Class:
NEED TO REPLACE
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17. Questions?
• Please write your questions on the provided
notecards – we will use your questions to
generate a Q&A link out the “Grading
Practices” website.
• Thank you and Enjoy your Evening!
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Editor's Notes
This philosophy is a rich fit for criterion-referenced assessment like what is used in the MYP. It also lends itself nicely to performance based, real world, and authentic types of assessment.
Assessment in the MYP is not an “ i-gotcha ” , but rather a tool for both the teacher and the student to identify strengths and weaknesses and inform next steps in instruction; a reflective tool to help students become life long learners. Students play an active role in tracking the results of their assessment.
Each criteria (in each subject) should be assessed several times over the semester or year The teacher uses professional judgement based on most recent evidence to determine the final level of the student at that point in time NOT an arithmetical average NO fractions – whole numbers only
Using Grade descriptors teachers develop task specific rubrics. Determining Levels of Achievement: Each “ criterion ” is split into various performance indicators – normally in bands Each band is described in terms of general statements called level descriptors Levels 1 & 2 on first band, 3 & 4 on second band, etc. Teacher determines the best fit; all strands of a criteria must be met for a student to receive that performance indicator. This means that teachers are not comparing your students work with that of others, but they are checking it against the criteria in your rubrics. The criteria are predetermined by the IBO and all MYP students must be evaluated with them.
Rubrics Grade descriptors are used by teachers to develop rubrics Rubric means assessment table IB rubrics are criteria-related Task-specific rubric are developed from the holistic rubrics
Parent will need to look at handout to see the chart on right hand side. They will need to look at the criteria for Humanities and the “scales” – 10-10-10-8. If the parent wants to see the “full” criterion for a criteria they will need to reference the website.
