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  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.

Inquiry Cycle Evaluate Engage Explore Explain Extension

Achievement Level Descriptors 0  Does not meet any of the descriptions below 1-2  Can recall and state basic knowledge with little understanding of the concept.  Can begin to apply in simple situations with support. 3-4  Can describe information with basic understanding of concepts  Can apply concepts in simple, familiar situations 5-6  Can explain the concepts  Can apply concepts in a variety of complex, familiar situations  Can analyse the effectiveness of the instructional practices 7-8  Can compare concepts to other related education practices  Can create learning activities based on concepts in a variety of complex situations including unfamiliar  Can evaluate the effectiveness of instructional practices

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

Inquiry Cycle: Engage Self- assessment of - Knowledge & Understanding of MYP Subject Area Assessment 1. Score yourself on the rubric. Find your score in the room. Stand there with your group. 2. 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?) 3. Work as a group to write 1 – 2 questions to increase your understanding of the topic. 4. Prepare all members to be able to share your illustration and questions.

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

Achievement Level Descriptors 0  Does not meet any of the descriptions below 1-2  Can recall and state basic knowledge with little understanding of the concept.  Can begin to apply in simple situations with support. 3-4  Can describe information with basic understanding of concepts  Can apply concepts in simple, familiar situations 5-6  Can explain the concepts  Can apply concepts in a variety of complex, familiar situations  Can analyse the effectiveness of the instructional practices 7-8  Can compare concepts to other related education practices  Can create learning activities based on concepts in a variety of complex situations including unfamiliar  Can evaluate the effectiveness of instructional practices

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

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

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

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

Inquiry Cycle: Evaluate  3 deductions from the data  2 questions from the data  1 Celebration

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

 Continue with your assessment audit Item Analysis% of items% of time to complete % of total value (points earned) Level of Bloom’s Example Item Information Recall Match Spanish word to the English translation Transfer in familiar w/support In Spanish, write directions to make a piece of toast. List of Spanish vocabulary provided. Transfer in familiar In Spanish, write the directions to make a piece of toast. Transfer in unfamiliar In Spanish, write directions to make a quesadilla. Problem Solving Read 2 articles written in Spanish on the art of Spanish cooking. Organize the two articles into one helpful hints of Spanish cooking. Critical Judgment Design a wikki, web-page, etc. on the internet in Spanish to share the helpful hints of Spanish cooking. Assessment Audit

Inquiry Cycle: Explain  Spanish Example

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?

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

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.

Inquiry Cycle: Evaluate  Complete Individual or Group Reflection