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MYP Assessment

MYP Assessment. September 26, 2012 Meredith Middle School Laurie Sprinkle, IB Coordinator. “The single most important aim of MYP assessment is to support and encourage student learning.” MYP: From principle into practice, pg.41. MYP Assessment Targets.

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MYP Assessment

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  1. MYP Assessment September 26, 2012 Meredith Middle School Laurie Sprinkle, IB Coordinator

  2. “The single most important aim of MYP assessment is to support and encourage student learning.” MYP: From principle into practice, pg.41

  3. MYP Assessment Targets • I can be a risk-taker as I engage in all activities. • I can analyze, synthesize, and evaluate assessment strategies and practices. • I can write an assessment that meets the highest level of MYP criteria.

  4. Inquiry Cycle • Engage • Explore • Extension • Evaluate • Explain

  5. Inquiry Cycle: Engage Pre-Assessment of Knowledge & Understanding of MYP Subject Area Assessment • Aims and objectives of my subject area(s) • Specific strands (bullets) listed for each objective • Different levels of achievement according to my subject assessment criteria • Interim objectives and scoring rubrics

  6. Inquiry Cycle: Engage Self- assessment of - Knowledge & Understanding of MYP Subject Area Assessment • Score yourself on the rubric. Find your score in the room. Stand there with your group. • Work as a group to provide an illustration or demonstration of what you know, understand or can do. (What demonstrates your score on the rubric?) • Work as a group to write 1 – 2 questions to increase your understanding of the topic. • Prepare all members to be able to share your illustration and questions.

  7. Inquiry Cycle: Engage • Share your illustration and question Score 0 tallest person Score 1-2 youngest person Score 3-4 darkest hair color Score 5-6 shortest bangs Score 7-8 oldest person

  8. Bloom’s Taxonomy Revised Unfamiliar, complex, transfer to many situations Unfamiliar, complex, less support Familiar, more complex, supported Familiar, simple, supported

  9. Forms of Higher-Order Thinking(Inquiry cycle – Explain) • Transfer: student can apply knowledge and skills developed during learning to new contexts (new to them). • Critical Thinking: apply wise judgment or produce a reasoned critique; to reason, reflect, and make sound decisions. • Problem Solving: identify and solve problems in their academic work and in life. Susan Brookhart: How to Assess Higher Order Thinking Skills in Your Classroom, ASCD, 2010

  10. Inquiry Cycle: Explore Examine the data from the MYP Assessment Survey • What thoughts does this data provoke? • What questions does this data generate?

  11. MYP Assessment Survey • Go to IB-MYP resources – use the link provided to view the survey results. • http://dmpsmyp.wikispaces.com/hoover-meredith

  12. Inquiry Cycle: Evaluate • 3 deductions from the data • 2 questions from the data • 1 Celebration

  13. Inquiry Circle: Explore Assessment Audit • Audit your assessment • Use the graphic organizer “Assessment Audit” to analyze the assessment you brought.

  14. Assessment Audit • Continue with your assessment audit

  15. Inquiry Cycle: Explain • Spanish Example

  16. Inquiry Cycle: Evaluate • Share your assessment results with a shoulder partner • Similarities? • Differences? • MYP assessment – What was the highest level you reached with your assessment? • How would you adapt it to reach a higher level?

  17. Inquiry Cycle: Extension • Create a new assessment for an IB unit • A culminating task • A formative assessment • Identify subject area criteria and relevant strand(s) • Create a student friendly- task specific rubric for scoring the new assessment

  18. New Thinking IB Thinking Our future study! • 1 -2 is not bad, just a lower level of cognitive load – recall, comprehension • Use of the command terms to pinpoint what we want students to be able to do and how will we know what they can actually do. • Embedded assessment – we have to simplify it and make it easy to use • Map where students are currently – then refer to the rubric to form a question to take them to the next level of the rubric.

  19. Inquiry Cycle: Evaluate • Complete Individual or Group Reflection

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