Assessment parent workshop nov 2010


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Assessment parent workshop nov 2010

  1. 1. IB MIDDLE YEARS PROGRAMME ASSESSMENT and REPORTING Parent workshop 27 November 2010
  2. 2. PRINCIPLES OF ASSESSMENT <ul><li>Assessment must focus on the whole child. </li></ul><ul><li>Assessment provides a means to monitor and improve performance and to enable all students to achieve their full potential. </li></ul><ul><li>Assessment is an integral part of the learning and teaching process designed to heighten student awareness of the effectiveness of their own learning. </li></ul>
  3. 3. PRINCIPLES OF ASSESSMENT <ul><li>Assessment should provide opportunities for students to reflect on and accept responsibility for their own learning. </li></ul><ul><li>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. </li></ul><ul><li>At CIS, where student performance in Years 11 and 13 is moderated or examined by external agencies, teachers should ensure that all students are appropriately prepared for this kind of assessment. </li></ul>
  4. 4. PRINCIPLES OF ASSESSMENT <ul><li>All teachers should use a variety of appropriate assessment methods in evaluating student performance to meet the needs of all learners. </li></ul><ul><li>Assessment values both content and process relevant to particular disciplines. </li></ul><ul><li>Cooperation and teamwork are integral to student learning, and appropriate methods of assessing these skills should, where possible, be incorporated into overall student assessment. </li></ul><ul><li>Parents should be kept informed of student progress on a regular basis. </li></ul>
  5. 5. PRINCIPLES OF ASSESSMENT <ul><li>All students will be assessed on a regular basis, using a variety of appropriate assessment techniques. </li></ul><ul><li>Teachers are to provide regular and timely feedback to students on their work. </li></ul><ul><li>A summative report of student progress, which represents student performance against specific criteria, is provided to parents on a regular basis. </li></ul>
  6. 6. PRINCIPLES OF ASSESSMENT <ul><li>Appropriate homework, classwork and tests form part of the assessment process, but none shall be the exclusive vehicle for overall student assessment. </li></ul><ul><li>Teachers shall use assessment of student performance for course review and evaluation of instructional practices. </li></ul>Professional Development <ul><li>Assessment approaches and techniques shall form part of the ongoing professional development for all teaching staff and be included in school-wide PD plans. </li></ul>
  7. 7. How teachers assess student work in the MYP <ul><li>How information about students’ achievement is gathered , interpreted and described . </li></ul><ul><li>MYP subject aims, tasks and assessment rubrics. </li></ul><ul><li>Teachers’ assessment records. </li></ul><ul><li>How a teacher’s assessment record translates into meaningful information for parents and students. </li></ul>
  8. 8. Introduction cont... <ul><li>Assessment / internal standardisation activity using rubrics </li></ul><ul><li>Recording and reporting assessment </li></ul>
  9. 9. Assessment modes: a distinction <ul><li>Two assessment traditions </li></ul><ul><li>(1) Norm referencing : e.g. IGCSE </li></ul><ul><li>(2) Criterion referencing : e.g. MYP </li></ul>
  10. 10. Norm referenced assessment <ul><ul><ul><li>A test /exam, marked according to agreed scheme, totalled out of 100. </li></ul></ul></ul><ul><ul><ul><li>Marks ranked / converted into grades (grade curve, grade point average, A-E, 1-7, etc.) </li></ul></ul></ul><ul><ul><ul><li>students are ranked according to a NORM on a CONTINUOUS SCALE </li></ul></ul></ul>
  11. 11. Example of norm distribution
  12. 12. Criterion related assessment <ul><ul><ul><li>A task / test assessed according to agreed, specific criteria. </li></ul></ul></ul><ul><ul><ul><li>Criteria have agreed descriptors for designated levels of achievement </li></ul></ul></ul><ul><ul><ul><li>Student work is awarded levels of achievement according to the descriptors </li></ul></ul></ul><ul><ul><ul><li>There is no grade curve or equivalent </li></ul></ul></ul>
  13. 13. Example of criterion related assessment distribution
  14. 14. Criterion related assessment cont... <ul><li>At CIS (and in all MYP schools), teacher assessment is concerned with: </li></ul><ul><li>Individual student achievement levels rather than comparison with the performance of other students </li></ul><ul><li>Measurable student progress in knowing, understanding, skills, conceptual grasp </li></ul>
  15. 15. Methods of achieving progress via assessment <ul><li>Formative assessment : ‘coaching’ - continuous throughout the course of study. To improve student awareness of learning goals (ATL) </li></ul><ul><li>Summative assessment : Measuring progress made over an assessment period. </li></ul>
  16. 16. Objectives and Assessment <ul><li>For each MYP subject, a clear set of objectives provides the targets for learning. </li></ul><ul><li>Each subject has its own objectives and its own specific assessment criteria linked to the objectives. </li></ul>
  17. 17. Example: Mathematics 34
  18. 18. Example: Mathematics Criterion C: Communication
  19. 19. Example: Mathematics
  20. 20. Assessing students’ work <ul><li>Rubrics are provided with the task </li></ul><ul><li>Students note the highest level as the one to strive for </li></ul><ul><li>The teacher 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 </li></ul><ul><li>The work is therefore best described by the next lowest descriptor </li></ul><ul><li>This corresponds to a levels band (e.g.5-6) </li></ul>
  21. 21. Assessment exercises <ul><li>1. Assessment Principles Into Practice </li></ul><ul><li>2. Internal Standardisation of Assessment </li></ul><ul><li>Introduced by the CIS MYP Coordinator </li></ul><ul><li>Maninder Kalsi </li></ul>