Guide To MYP Assessment at HIS
Guide To MYP Assessment at HIS
Guide To MYP Assessment at HIS
A
guide
to
MYP
assessment
At
first
glance
MYP
Assessment
may
appear
complicated.
This
short
guide
is
intended
to
clarify
the
MYP
assessment
process
at
HIS.
The
single
most
important
aim
of
MYP
assessment
is
to
support
and
encourage
student
learning.
This
means
that
teachers
constantly
gather
and
analyse
information
on
student
progress
and
provide
feedback
to
students
to
help
them
improve
their
performance.
It
also
means
that
students
should
be
involved
in
evaluating
their
own
progress
using
self-‐
assessment
and
reflection.
In
doing
so,
they
develop
wider
critical-‐thinking
and
self-‐
assessment
skills.
MYP
assessment
is
authentic
(it
aims
to
assess
students
in
real
world
applications)
and
is
targeted
(it
aims
to
assess
directly
what
the
student
has
been
taught).
Units
of
work
are
planned
with
the
final
assessment
in
mind,
and
therefore
the
skills
and
understandings
needed
are
integrated
into
the
curriculum.
The
MYP
assessment
system
used
in
Grades
6-‐10
is
a
criterion-‐related
model
in
which
students
are
assessed
against
rubrics.
These
rubrics
describe
what
is
expected
of
the
students
and
what
level
will
be
awarded
for
each
of
the
elements
of
the
work
they
complete.
Assessing
students
against
criteria
helps
the
student
know,
before
attempting
the
work,
what
needs
to
be
done
to
demonstrate
their
understanding
of
the
objectives.
It
also
helps
teachers
clarify
and
express
their
expectations
about
assignments
in
a
way
that
students
can
understand.
The
strength
of
this
model
is
that
students
are
assessed
for
what
they
can
do,
rather
than
being
ranked
against
each
other.
Students
receive
feedback
on
their
performance
assessed
against
the
criterion
level
descriptors.
The
process
of
assessment
at
HIS
UNIT
Formative
assessment
Summative
assessment
Diagnostic
This
is
an
ongoing
process
and
Summative
assessment
is
designed
assessment
serves
as
a
guide
for
the
to
allow
students
to
demonstrate
Teachers
check
teacher
to
adjust
teaching
the
understandings,
objectives
and
for
p rior
strategies
to
reach
every
skills
learnt
during
the
unit.
A
knowledge,
skills
and
learner,
gather
information
on
judgment
is
made
by
the
teacher
of
understanding.
students’
understanding
and
the
standard
of
achievement
identify
students’
strengths
reached
b y
each
student.
In
Grade
6
and
weaknesses.
Feedback
is
through
10
(from
August
2015)
it
is
periodically
given
using
the
based
on
subject
specific
objectives
‘expectations
scale’
b elow.
and
should
reflect
the
achievement
against
the
criteria
for
the
subject.
1
Expectations
Scale:
This
scale
will
be
used
at
HIS
to
track
general
progress
(formative
classwork
and
homework).
Student
general
progress
will
be
communicated
approximately
every
2
weeks.
Expectations Descriptor
2
What
counts
towards
the
semester
grade?
Throughout
the
year
teachers
will
collect
evidence
of
student
achievement
from
many
different
types
of
assessment
including
formative
and
summative
assessments.
Sometimes
all
criteria
in
the
subject
are
applied
to
an
assessment,
but
more
often
only
1
or
2
criteria
are
assessed
per
task.
Only
assessments
that
are
criterion-‐related
(that
are
assessed
against
criteria
provided
by
the
teacher
for
that
specific
assessment
task)
count
towards
the
overall
grade
which
is
communicated
on
the
Semester
Report
Card,
however
the
formative
assessments
help
students
develop
the
knowledge
and
skills
necessary
to
be
successful
in
their
summative
assessments.
By
the
end
of
the
semester
students
will
have
completed
enough
assessment
tasks
for
each
criterion
in
most
subjects
to
be
assessed
at
least
twice.
To
explain
how
we
arrive
at
a
semester
grade
let’s
follow
the
creation
of
a
Mathematics
grade
for
a
Grade
8
student
called
Sarah.
There
are
4
criteria
in
Mathematics.
After
Semester
1
Sarah
will
have
at
least
2
marks
in
all
4
of
the
Mathematics
criteria.
In
Mathematics
Criterion
A
‘Knowing
and
Understanding’
Sarah
has
4
pieces
of
evidence
(marks).
Sarah 4 5 6 6
Sarah’s
teacher
will
then
make
a
professional
judgment
on
the
criterion
level
of
achievement
for
her
in
this
criterion.
This
is
not
an
average
of
all
of
the
marks
for
this
criterion,
but
a
professional
judgment
based
on
patterns
in
the
data,
the
development
of
that
student
and
the
context
in
which
that
the
work
was
completed.
It
is
the
role
of
teachers
to
use
the
evidence
to
decide
the
level
that
the
student
is
performing
at
in
each
specific
criterion
at
the
end
of
the
semester.
As
a
result
of
Sarah’s
consistent
improvement
over
the
semester
she
would
receive
a
criterion
level
of
achievement
of
6
out
of
8
for
Mathematics
Criterion
A.
How do criteria achievement levels become a grade out of 7?
This
process
of
determining
criterion
levels
of
achievement
is
done
for
all
criteria
in
every
subject.
In
each
subject
these
criterion
levels
of
achievement
are
then
added
together
to
give
a
criterion
levels
total.
This
total
is
then
compared
to
the
grade
boundary
tables
published
by
the
IB
(see
below)
to
give
the
student
a
grade
out
of
7
for
that
subject.
3
Sarah
Mathematics
C: Communicating /8 4
Sarah’s
6
out
of
a
possible
8
in
Mathematics
Criterion
A
would
be
added
to
her
criterion
level
of
achievement
in
the
other
3
Mathematics
criteria,
which
would
give
a
criterion
levels
total
of
21.
As
a
result
Sarah
would
receive
5
out
of
7
for
her
final
semester
grade
in
Mathematics.
Grade 1 2 3 4 5 6 7
So
what
does
Sarah’s
grade
of
5
in
Mathematics
mean?
Below
are
the
IB
general
grade
descriptors
for
each
grade
out
of
7.
A
grade
of
5
means
that
in
Mathematics
Sarah
Produces
generally
high-‐quality
work.
Communicates
secure
understanding
of
concepts
and
contexts.
Demonstrates
critical
and
creative
thinking,
sometimes
with
sophistication.
Uses
knowledge
and
skills
in
familiar
classroom
and
real-‐world
situations
and,
with
support,
some
unfamiliar
real-‐world
situations.
To
really
understand
this
achievement
it
is
important
to
pay
attention
to
all
the
individual
criterion
achievement
levels
as
these
show
a
student’s
strengths
and
weaknesses
in
the
subject,
as
well
as
the
grade
and
the
general
grade
descriptors.
4
Grade
Boundary
MYP
General
Grade
Descriptor
1
1–5
Produces
work
of
very
limited
quality.
Conveys
many
significant
misunderstandings
or
lacks
understanding
of
most
concepts
and
contexts.
Very
rarely
demonstrates
critical
or
creative
thinking.
Very
inflexible,
rarely
using
knowledge
or
skills.
6