You are on page 1of 24

Assessment in the MYP

Years 10-11
Why are we here?

 What does assessment mean in the MYP?


 What criteria do we use in Years 10-11?
 How do we determine levels and grades in the MYP?
 What is the role of Veracross?
 What is MYP moderation?

Page 2 © International Baccalaureate Organization 2007


Starting with me…
 Think back to High
School
 What strategies did
your teachers use to
assess you?
 Share with a partner.
 How well do you think
you were able to
demonstrate your
understanding?
Page 3 © International Baccalaureate Organization 2007
What is assessment?
Assessment is all those processes undertaken by
teachers and by their students, which provide information
to be used as feedback to modify the teaching and
learning activities in which they are engaged.

asidere means
to sit beside

Page 4 © International Baccalaureate Organization 2007


KTW Strategy

Think you Want to


Know
know know

Page 5 © International Baccalaureate Organization 2007


Why do we assess our MYP students?

 Supports learning through timely feedback


 Informs, enhances and improves the teaching &
learning process
 Promotes positive student attitudes towards
learning
 Supports student reflection (Learning
Portfolios)

Page 6 © International Baccalaureate Organization 2007


What does assessment look
like in the MYP?
• Internal & transparent
• Criterion-related (not norm referenced)
• Ongoing (assessment for learning)
• Each subject area, including Personal
Project has objectives
• Each subject area, including Personal
Project has criteria
• Teachers award levels for each
criterion
• Page
Teachers
7 award grades © International Baccalaureate Organization 2007
What is the difference between formative
and summative assessment?

Formative Summative
Process of Culminating
continual assessment
assessment that designed to provide
informs teaching levels against
and learning specific objectives

© International Baccalaureate Organization 2007


Name card activity
Scenario 1 Scenario 2
 Write your name on the  Write your name on the
index card index card
 Your goal is to:
• Make it easy to read
(legible) for people at your
table
• Place it appropriately so
that everyone at your table
can see it

Page 9 © International Baccalaureate Organization 2007


How do we use rubrics?
Rubrics contain descriptors of achievement at different
levels for each criterion being assessed.

1. Read the student work sample on your table


2. Start at the lowest level & read the descriptions until
you find a level that best describes the piece of work
3. Note down the reasons you awarded this level
4. Talk to the other people at your table about the level
you awarded and why you chose this level

Page 10 © International Baccalaureate Organization 2007


How do we support the students?

1
• Final objectives

2
• Published criteria

3
• Task specific clarification

Page 11 © International Baccalaureate Organization 2007


How do we determine the final level
against each criterion?
Determine which level
best represents the
student’s final standard
of achievement based
on data collected at the
end of a reporting
period.

© International Baccalaureate Organization 2007


How do we determine the final level
against each criterion?
Criteria
Tasks Criterion A Criterion B Criterion C Criterion D

Research Project 6 5 5
Posters 7 6
Timeline 7
Oral presentations 7 6
Test 6 8
Final levels 6 6 8 6
TOTAL: 26 © International Baccalaureate Organization 2007
How do we determine the final grade?

 Each subject’s levels


for each criterion are
added together

 Grade boundaries
determine 1-7 grade

© International Baccalaureate Organization 2007


What do grade boundaries look
like?

© International Baccalaureate Organization 2007


How do we determine the final
grade?
 The final grade is an
assessment of where
the student is at, at the
end of a reporting period.
 An MYP grade is not an
average of the levels
achieved in a time
period.
 See general descriptors
© International Baccalaureate Organization 2007
What does it look like on our report card?

Page 17 © International Baccalaureate Organization 2007


How do we report?

1st report 2nd Report Final Report

• August - • August - • August -


November March June
• Modified • 19 March • 9 June
grade
boundaries
• 24 Nov.

Page 18 © International Baccalaureate Organization 2007


Veracross and Gradebook

 Teachers & students


have access to levels of
achievement
 Process of fixing
glitches
 Parents will have access
eventually
 Caring and supportive
parenting

Page 19 © International Baccalaureate Organization 2007


What is moderation in the MYP?

 External process to ensure international standards


 Not remarking but focus on application of criteria and
awarding of levels
 Experienced MYP teachers attend meetings
 Senior moderators facilitate
 Moderation Reports and General Reports are written
 Moderation Factor can be applied
 Record of Achievement & MYP Certificate

Page 20 © International Baccalaureate Organization 2007


How do you achieve the MYP certificate?

 Achieve 36 (out of a possible 63) points based on the


score out of 7 in each subject & the Personal Project
 Meet community and service requirements
 Gain at least a score of 3 in the Personal Project
 Gain at least a score of 2 in each of the eight subject
areas
 Have participated in the MYP for at least the final 2
years.

Page 21 © International Baccalaureate Organization 2007


Exit Card: Formative Assessment Tool
Consider how you currently relate to your children when
it comes to ‘assessment’.

Stop
Start
Continue

© International Baccalaureate Organization 2007


Final Questions

© International Baccalaureate Organization 2007


Page 24 © International Baccalaureate Organization 2007