(dite) sem haart ‘Assessment i integral to al teaching and learning, MYP assessment equies teachers to assess the prescibed abject group objectives ung the aesement ceri for ech subject group in eoch yer fhe rogram, n order to provide todents wth opprtunitis to schleve tthe highest evel YP teachers (develop gorau take hat embroce variety o seetament atepes. Inthe Mr teacher make decisions about student achievement wing the professional judgment guided ‘ymancaed eter that are publ own in s@vence an prec ensrng hat assessment ansparent crore avaretyofaiaeszment asks oun pevlormances of understanlng teachers ue descrip to ‘denitytudens achievement eves pains stable atessment eter MYP internal choc sed) sessment uses bes" approach in which ekches wark together to estabeh common standart ‘guns which hey evaluate each student’ achievement lst. ‘This tein eats” approach represent plsopty of assessment that nether normrefrencec™ (where todents must be compared to each ether and to an expected distribution of achievement) nor “ererin-eferenced” (where students must maser llstands of pedi eitera at lower achlavement levelblore they canbe considered to have achieved the net ee. Assezentin the MYP ato support and encourage student ening by providing feedbsckon the leering process + nln enhance and improve the teaching process + provide opportunity for student ta exit wander of ls acorns such atin the pesona Doct and iterccptnary unt assessments + promete postive student tudes towards ening + promates deepundertanding of subject content by supporting students nth inquiries set ne ‘weld contexts promote the development of eri and crativethinking sil + reer he interatona-nindednes the programme by allowing assessments tobe stn variety fetal andinguisi coments + support the lit nature of the programme by including in its modal principles that ake account of the development o the whole student Assessment practices Inthe MYP can sometimes represent significant challenges to esting school rote Some ey features of MYPasessment include + tinction between internal summative assessment andthe supporting formate processes “+ atention tothe most accisate demonstration of student performance, ther than mechanical and ‘ecitcally averaging echieverent level over given reporting evods ‘sessment of student understanding tthe end ofa cure, bated an the whole couse and net, Insel components ot Stadens must be abe to recal, adapt and apply knowledge and sks to new questions and contests Stoders need to understand assessment expectation, standards and practices. which teachers can Introduce aly and natraly in teaching, wel asin das and homework activites,Principles of MYP assesment ‘Theaim of WP assessment to suppor and encourage student leaming The MP places an emphasison svzessment processes hat involve he gathering and analysis af nformation about student performance 2and that provie timely feedback students on ther performance. MYP assessment plays asigifcat ro inthe development of ATL sl, especialy sie that are csaly related to subject grovp objectives. The MyP approsch to aiessment recognizes the importance of sessing not only the products, but ao the proces, oflearing, [MYP internal assessment includes as, strategies and tools that are designed, developed nd applied ‘by teaches woking with students in heir schools. Teacher are wel placed to eres the work of her [MYP students thi astestment model supports the professional judament of teachers in deciding the ‘schevement levels of vidal stents, LMyP assesment encourages teachers to monitor student! developing understanding ond abilities, throughout the programme, Thiough elective formative asiessment teachers gather, analyse, Interpret and use variety of evidence to improve student earning and to help students to achieve ther potent. ‘Student peer and self assessment can be important elements of femmaiveasesment plas. Internal (school-based) summative asessment is part of every MYP unit Summative assessments designed to provide evidence for ealuating student achievement using quired MYP subect-groug specic assessment ctr loternal summative and foemativeasessment ae closely inked, and teachers ust use their owed ef assessment expectatonsand paces to help students improve performance trough consistent tine and meaning feedback ty asesing student 2 they develop dciparyandinterdeiplinary understanding, teachers dently student earning needs order to better nor the aring proces. Asessmantin the MY snot confines tothe fina pat of lesring pio, ich asthe endo unit Formative assessments canbe planned ron the start fa unt although they may change as teachers engage with student determine the nest age ofiaring, In summary when creating MYP units teachers must ensue that asessments: + aveitegaltothe laming process + arealigned with subject group objectives + gatherinfomation fom a varity of perspectives using range of task according tothe needs othe ‘abject andthe nate ofthe krowedee sill and undestandng being assessed + ate apropinte othe age group and reflect the development ofthe student wii the subject «provide evidence of student understanding through authentic performance not simply he recall ot factual knowledge iB we-hemacelesinapeacie »Achievement levels. Eecheteron is divided nt various achievement ives ume values that appearin bands, and each bane contains guneral qusltative vale statemant alld level darciptrs The vee and 2appett atthe fist band, levels 3 and asthe second band, and 10 08 Level Os avalable fr work hats nat ‘escibed by the band descriptor for levels and 2, litera have four bang anda maximum f eight schevement levels AMY subject groups have four assessment teria vided to four bands eeh oF ‘whi represents twolevels of achevement YP ceria are equal weighted ‘The evel descriptor for eachband deca range of student performancein the various svandsof each abjecive. Althe lowest evel, student achievement in eachef the sands willbe mirimal. As the numer Tevet crease the evel deserptors describe greater achieve leven each fhe strands, MYP command terms Command er are embedded nthe objectives nl atsessmet teria of ich subject group inthe MY, ‘Theutcome of ung command terms that students understand and know what odo when asked to “desribe as opposed to “seus orto “Inf as opposed to “expla” An uderstanting and mastery of ‘the command terms ian ATL sl tat can be applied in new tuations ars the MVP subject groups as wel asin fuer stud, ncding in the DP and BCC ‘sehzole shoul provide opportunites forthe exp expanation of command terms within the contest lof tre rubject groupe and he development of intecicpinary ATL sil. By sharlng command terms wah students, teachers are able to give opportune to practise relevant sil to check understanding loft terms ued oct task and to cuss what expected or requled, andthe steps involved in Completing take succesful, Each command term fers o specie thinking il, pacies nd processes that consis subject or citing along wth ts cantent In order to unde xtands eine, whieh 8 ariculr way of knowing is necessary tobe feat he relevant commandterms Mes command tes renppcable acto bjt groups ‘Teachers ute command termr when ging initrctons, when questioning students, when posing problems and when elcting responses fom alas. Students are expected to undersand and be abet respond eectvaly tothe command terms prerent in tesching structions, quetens and problems presented te them, While the definitions or the command terms remain the some, the expectation forthe level of sophistication of students’ understanding, responses and performances is expected to progress with ‘tudes matuty ad intelectual development ning consistent definition of: command term enables student to undentand the meanings and thei appcation ass dicpines Ths cary of terminology Is especaly important for students with diverse lesning neecs and comple language profiles. Consistent spplcation of command tems reduces sess tne confsion about thee meaing, abd empowels students te manage thrown laming and ansfer copitve processes and acoder sis. Aprende the WYP comme! tems, which af fly aligned with thecommand terms used in OF 2 wrtrompincpiacetopncice 3Us YP aessnent Building shared understanding of MYP criteria Wits reference tothe pushed MYP asvessment ceri, the deserters fhe vatlous achievement level, andthe quate value statements within each descriptor teaches need to meetin subject teams te dentin iis and aferencesin thei undersanding th statements, using student \wotkto provoke and promt discussion + const eference materia sucht ubehed teacher support mater and workshop materials + agree onworing dfritons ofthe various statements as they apply to thee sustions Forexample, teachers ofan MYP subject woudneed to agree, nthe contexte parila assessment ash, ‘on he meaning of qualitative statements found witha tand ofa parce cterion by scusing thle ‘expectations and using expe of student work to exemplify venous achievement eves Internal standardization Ware mere than one teachers teaching the same subject foun, the proces of interna standardization ‘us take pace before fil achievement level are awarded Internal tandrsaion af tsessment is ths equted forthe personal project othe community projet the school's programme ends in MY? {yea 304). The proces involve teachers meeting o come to a common understanding onthe ceria {nd achievement levels and how they ee applied. In s0 doing, teachers crease thereby of heir Judgments, Standardztion throughout the schoo year promotes consistency and bulls common understandings abeut student achievement with espect to MYP objectives Determining achievement levels ste end of psd oering eachers mt mike jdgmeston ther suet achevaret ve th ench jean crteran.To determine there aeveret eel, ches it escent acne cf shivement fom get ening erperecs sd setument Tesh need ee ‘fatnsednc Comes tom he peoance fie student the Graton ens tah ‘A catllly constructed ateziment tak on a ndvdualunit may provide evidence of achieverneat inal [rand ofs cern oes When applying the asetsment cites to student performance the teacher shuld determine whether ‘theft descriptor deretbes te performance the student work exceeds the expectations ofthe fis ‘ercipoy, the techer should determine whether ke desrbed bythe second descrip. This should ‘omtlnue unl theteacherarivesata descriptor that dos ot describe the student work the wok hen be desebeel bythe previous deesipto n certain cases, may appar tha the tudent eno flied al of the descotrs na lower band but hae ule some ins higher band In thas ass teachers mus use thei professions jadgmentn determining the deserptr that bes isthe students perfomance. WD wr renasedelesio pace ®Reporting student achievement ‘uring the five years ofthe programme ll school fring the HYP: required to communicate student schievement in each subject group to patent at regular tervals, Laval thi wil be during ond athe ‘nd ot exch school year, although may vay considerably dependingon lca regulation andthe schools ‘rganization of sues foreach yea ofthe MVP repots of student achievement should communicate the student's achievement level foreach sessment criterion. This practice provides students and their parents wth information about the students engagement with the objectives of ach subject group andshould be supported with advice for Improvement, wher spplable ‘school ar required to organize learning and aseesrent that sconstent with he prescribed MP objectives and rte. The asessment itera, and the published achievement levels, must be sed by all ‘cheat fray final intemalasesment for MYP student andor pected grades ported tthe Using professional judgment ‘To termine the final achievement lve in each ofthe criteria for ach student. whether athe end of ‘marking period othe endo yea teaches must gather suficent evidence feom a ange of aessment| {asks o enable them to make a profesional and informed judgment. All unt include summative asks that ae assessed according to one or more MY? criteria to ensue continuous assessment andeedback of tents performance agains the NYP objectives. The planning f units and assessment tss should ensure all itera have been included over tim, providing balanced evidence thts suet for determining ira acleveret evel “The judgments wi etl the teacher’ profesional opinion on the acheverent evel of ech tudent in cach ofthe ctera atthe end ofthe making period cr yan gathering the evidence forthe jucgnent 1 ‘be made, teachers il analyse the achievement lvl of tudents over the cous ofthe marking period or yee which represents thle summative performance forthe ped, eying parla eterton tpi Inthe data sucha an rereasing level perfomance. consistency and mitigating creumstances ‘uring the formulation of schoat.wide agreements on assessment nits assessment pole, scrols an evel common understandings about how they wil determin ral ahlevementleves and gas. Determining a grade during the programme In ston to communicating achievement ovals Inesch of the citer, schoo may diet award {and communicate grades. Some schools may need to award grades in order to meet national or other requirement aschool does award and communicate grades: + the school must continue to communicate student achievement levels in each ofthe tea grades muste based onthe levels chewed inal of he criteria in that parla subject 8 Wirromsrcelsinepactee oReporting student achievement + these processes mustbe opan,ransparent and underscodby al ateholers + schools may use equivalent loca tate or national grading scaesto report student achievement oF they may adopt the HYP 17 grading sale The MYP 1-7 grading wale shouldbe ueein conjunction wit the essocited genera grade descriptors and grade boundory ules Inappropriate grading practices ‘The flowing grading practice ae inappropriate andar counter to MP aesesement princes + Determining grades sing a proportion of sores or dasworh honework ondtests + Determining grades by averaging summative perormance scores verte eae + Usng single places of wrk to determine final grades Reporting format Thue iso sect eprt format man rthe MP chs commune sessment do prs {coming was cf epring to parents have beer sed by shel fing the MP nd pave proved steve owase pci ul pag ite ey mab eto te way and pen, ‘thes endl depend tema tthe st + Report cards—In hich lteacher contribute assesment data fom tei subject, and which may or iy not nl ode, + Parent conferences—in which teachers communicate assessment data to parents openly and ‘eanspareny, pos supported by examples of ech student's work + Student conferences—in which students share sessment a parents possibly supported with pertiollof achievement bout thee learning wih thei In ation to providing dats on student achievement messed by HYP ctr, schools may onder ‘eporing on othe elements cl the MP, for expla, eve larg, essment model with Aligning the MYP internal ass external requirements Schools may be required by some nations orathersstaneto ves nrmafernced madel or vant oli to any eatin reqarements Where pon, choln ht ston are eexiagedta align he assessment equtements ofthe ational or ater stem wih the MY assesment mode Nee ae ‘nough sires and ety Inthe national or other ye requirement shoo cane MYP Stuesiman tea nd etn east to deere grades WM scholae MY grades nd cote to add adtional enter to meet cal requremants, they must develop thelr own grade boundary guidelines. However, predicted grades submited othe 1 mus be besed ony on MYP teria) Schools can determine MY grades anc then convert them to grades or other systems. Ri ot acceptable to determine grades for the systems and then convert these o MVP grades. Were the two systems are incompatible schels must termine and roport any MYP grads separate, 2 sortrompiipainoprciee