How do we assess ?

1. Howdoweassess? Assessment in the MiddleYearsProgramme

2. How are students assessed? The MYP offers a criterion-related model of assessment. This means that students' results are determined by performance against set standards, not by each student's position in the overall rank order. Teachers organize continuous assessment over the course of the programme taking account of specified criteria that correspond to the objectives for each subject. Teachers are responsible for structuring varied and valid assessment tasks that allow students to demonstrate achievement according to the required objectives within each subject group. These may include: • open-ended, problem-solving activities and investigations • organized debates • hands-on experimentation • analysis • reflection. Assessment strategies are meant to provide feedback on the thinking processes as well as the finished piece of work. Formative assessment is emphasized a lot to guide the student in the learning process and towards the summative assessment. There is also an emphasis on self-assessment and peer-assessment within the programme.

3. Aims and objectives • Aims and objectives for all subjectsdeveloped by the IB. • Interimobjectives for MYP 1-3. Twoexamplesout of the 8 aimsfor Language A The aims of the teaching and study of MYP language A are to encourage and enable students to: • use language as a vehicle for thought, creativity, reflection, learning, self-expression and social interaction • develop the skills involved in listening, speaking, reading, writing, viewing and presenting in a variety of contexts

4. Objectives Twoexamplesout of 15 of the Language A objectives: A Content (receptive and productive) At the end of the course, students should be able to: • understand and analyze the language, content, structure, meaning and significance of both familiar and previously unseen oral, written and visual texts • understand and apply language A terminology in context

5. AssessmentCriteria • The IB has developped a set of exitassessmentcriteriafor eachindividualsubject. • ISLK has developpedmodifiedassessmentcriteriafor MYP 1-3 based on the interimobjectives and the exitassessmentcriteria given by the IB. Language A: Criteria A, B and C. Language B: Criteria A-E. Humanities: A-D Sciences: A-F Mathematics: A-D Technology: A-F PhysicalEducation: A-D Arts: A-D

6. Achievementlevels Eachcriterion has descriptors for different achievementlevels. Example Physicaleducation Criterion A: Use of knowledge. Maximum: 8 Criterion B: Movementcomposition. Maximum: 6. Criterion C: Performance. Maximum: 10. Criterion D: Social skills and personal engagement. Maximum: 8

7. Achievementleveldescriptors Example Physical Education Criterion B: Movement composition Achievement levels 0-6. Maximum 6. Descriptor 0 The student does not reach a standard described by any of the descriptors below. 1–2 The student selects some aesthetic moves that are appropriate to the requirements of the task. The student has some difficulty in adapting and/or creating moves. The sequence shows a simple use of space, time, level, force and flow. The composition is generally incoherent with many pauses, and shows limited creativity. 3–4 The student selects, adapts and creates aesthetic moves that are appropriate to the requirements of the task. The sequence shows a competent use of space, time, level, force and flow. The composition is mostly coherent, and shows some aspects of imagination and creativity. 5–6 The student selects, adapts and creates a wide range of aesthetic moves that are appropriate to the requirements of the task. The sequence shows a sophisticated use of space, time, level, force and flow. The composition is coherent, and shows aspects of imagination, creativity and style.

8. Task specificrubric The descriptors for the different achievementlevels are rewritten in order to clarify and make the task less abstract to the student.

9. Task specificrubrics HumanitiesExitcriteriaCriteria C and D Band 5-6 Humanities Task specific Criteria C and D Band 5-6 • The student selects and uses relevant information. Work shows satisfactory evidence of analysis. • Presentation and expression are clear. Sources of information are documented, with occasional errors in adhering to conventions. • You select and use relevant information from your family history documentation and the work shows satisfactory evidence of analysis. • Your presentation and expression are clear; attention is paid to the audience and purpose in terms of appropriate language, style and visual representation. Sources of information in your interview are documented, with occasional errors in adhering to conventions.

10. Assessmentrecordsheet • For the teacher and the student to keeprecord of the assessment in eachsubject. • In the organizer. • On It’slearning.

11. Final grades • When the judgments on the various tasks have been made, teachers will be in a position to establish a final profile of achievement for each student by determining the single most appropriate level for each criterion. • Where the judgments for a criterion differ, the teacher must decide which level best represents the student’s final standard of achievement. The final levels for each criterion must then be added together to give a final criterion levels total for each subject for each student.

12. Gradeboundaries The gradeboundaries are basedupon the results from schools who are sending in samples for moderation to the IB. They are revisedevery second year.

13. Example: Language A Grade Boundaries • 1 • 2 • 3 • 4 • 5 • 6 • 7 • 0-4 • 5-9 • 10-14 • 15-19 • 20-23 • 24-27 • 28-30

14. Quiz: Do you know… • Whatdoes an objectivemeanwithin the MYP? • What is an achievementlevel? • What is a task specificrubric? • Howmany different criteriacan a subjecthave? • How is the final gradedetermined? • WELL DONE!