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Assessment – Part 2

Assessment – Part 2. Alignment and Standardization MYP CPD September 2013 Suemae Foo Referring mainly to MYP: From Principles into Practice (August 2008). Review/Recap (FPIP pp.58-59). Assessment is integral to all teaching and learning

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Assessment – Part 2

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  1. Assessment – Part 2 Alignment and Standardization MYP CPD September 2013 Suemae Foo Referring mainly to MYP: From Principles into Practice (August 2008)

  2. Review/Recap (FPIP pp.58-59) • Assessment is integral to all teaching and learning • Exists primarily to support and encourage student learning via feedback on the learning process • Assessments in the MYP • Internal • Criterion-related • Continuous

  3. Review/Recap (FPIP pp.58-59) • Review: Formative Assessments vs. Summative Assessments • Assessment is CONTINUOUS • Assessment is feedback on learning • => All tasks*are equally important, leading to the summative tasks • Assessment Policy • A range of assessment strategies • A range of tasks- needs of the subject, nature of what is being assessed  reflecting development and appropriate to the age group

  4. Developing Rubrics • MYP 5 must use the MYP assessment criteria* (subject guides) • MYP 1-4  modified criteria • Interim objectives

  5. Interim Objectives (FPIP p34) Each subject guide includes aims and objectives. • Aims= general nature of the subject • Objectives= knowledge and understanding, skills and objectives  to achieve aims of the subject. • Assessment criteria • Interim objectives (MYP 1 & 3) • Can be found in OCC or subject guides* • Provide guidance on ensuring continuity and progression of learning from year to year. • Allow teachers to plan for learning over the 5 years to help students reach the final objectives.

  6. The relationship between objectives, assessment criteria and rubric (FPIP p53) coherence coherence School-based interim objective (end of year 3) School-based interim objective (end of year 1) MYP objective (end of program) Aligned by school Aligned by IB Aligned by school School-based modified criterion (end of year 1) School-based modified criterion (end of year 3) MYP assessment criterion (end of program) coherence coherence School-based rubrics developed for each MYP unit of work to align with the assessment criteria Year 3 Task-specific clarification Year 1 Task-specific clarification Year 5 Task-specific clarification Year 4 Task-specific clarification Year 2 Task-specific clarification

  7. An example of Assessment Criterion (MYP5) to Modified Criterion for Grade 8 (matching to MYP3 on the interim objectives) Language A: English

  8. Task Specific Rubrics (FPIP p.52) Issues to consider • Tone, register and complexity of the language used • The number of levels of achievements • Think achievement levels, not numbers on the scale • The validity of the assessment tasks • Achieving all levels is possible. • How a level is chosen • If many strands best fit is chosen • Reliability of the rubric • Standardize understanding and application more reliable

  9. Activity (10mins) In your subject groups: • Go through the Assessment Criteria (subject guide) together  make sure that everyone understands what is being assessed for each criterion. • Look at the task that was brought in • Is the assessment/rubric aligned with the criteria and objectives? • Is the rubric task specific? • Cross-check the descriptors • Discuss the suitability of the task Subject leaders to facilitate and guide the discussion. Do ensure that the team understands (able to make notes for their portfolio entry)

  10. Internal Standardization (FPIP p.55) • Usually carried out in the final assessment to determine the final levels of achievement awarded (moderation) • Teachers meet to decide a common understanding of the criteria and level of achievements  how they are applied • Reliability of their judgments • Should be done from the beginning, often  ensure consistency

  11. Activity (10-15mins) In your subject groups: • Go through the student sample • Individually- give a grade • Get ready to give a rationale to why the grade was given • Compare and discuss the grades as a team • The purpose of this exercise is to • Make sure that the team is communicating the same expectations • Provide guidance and support for teachers who are still unfamiliar to the assessment process • Ensure consistency throughout the subject team • Provide necessary feedback for improvement Subject leaders to facilitate and guide the discussion. Do ensure that the team understands (able to make notes for their portfolio entry)

  12. Monitoring Preparing for Evaluation The next step: • Make sure that you have a set of complete student notes (formative activities) • Copy a set best student’s unit compilation in the portfolio • Make sure that you are compiling all of the assessment tasks from every unit • Task sheet (with a rationale of how the task addresses the subject-unit objectives) • Task-specific rubric (must align with the objectives/interim objectives) • Sample of marked/assessed student work • Rationale for the grade given

  13. Wrapping Up: (Exit Card) Please complete a reflection addressing the following points • List 3 things that you learned from the 2 CPD sessions on Assessment • Ask at least 1 question that you may still have about assessments in the MYP Please submit your reflection in writing before you leave this room.  Thank you.

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