The MYP Assessment Model The aim is to support and encourage student learning. Teachers gather and analyze information on student performance and give feedback. Students are involved in evaluating their progress through self-assessment and reflection. Thus, students develop wider critical thinking and self-assessment skills.

The MYP Assessment Model This is a criterion-related model. Expectations are established beforehand (in a rubric) and students know before attempting the work what needs to be done to reach a high level. Students are assessed for what they can do, rather than being ranked against each other.

A task is assigned with the assessment criteria (rubric). The teacher grades the assignment and the students receive feedback based on the assessment criteria. This process is repeated throughout the year so that all criterion in every subject are covered at least twice. At the end of the year, each teacher analyzes the students’ grades and uses professional judgment to award a level of achievement for each criterion The criterion levels in each subject are added together to give a criterion levels total for that subject. This total is then converted to an OLA out of 7 using the grade boundary tables from the I.B. The end of year report includes individual criteria and an OLA (Overall Level of Achievement Grade) for each subject. Assessment in Action at Lamar Academy

ArtsHumanitiesLanguage ALanguage BMathematicsPhysical Education SciencesTechnologyPersonal Project Grade 10 only Criter- ion A Knowledge and understanding Knowing and understanding ContentOral Communi- cation Knowledge and understanding Use of Knowledge One worldInvestigateUse the process journal B ApplicationInvestigatingOrganizationVisual interpreta- tion Investigating patterns Movement Composition Communica- tion in science DesignDefine the goal C Reflection and evaluation Thinking critically Style and language mechanics Reading comprehen- sion Communi- cation in mathematics PerformanceKnowledge and understand- ing of science PlanSelect sources D Personal engagement CommunicatingWritingReflection in mathematics Social Skills and personal engagement Scientific inquiry CreateApply information E Processing data EvaluateAchieve the goal 664 F Attitudes in science Attitudes in technology Reflect on learning 664 G Report the project A Summary Of The MYP Assessment Criteria

SubjectPrescribed Minimum Tasks Arts -A unit of work assessed using all 4 criteria -A second judgment for each criterion must be provided -Developmental workbook (process of learning the art) must contain evidence to support the above. Language A English -One essay ( words): argumentative, persuasive, or analytical -One personal response to literature ( words) demonstrating ability to approach work independently - One piece of creative writing (poetry, dramatic scene, story, 1000 words max plus 300 word rationale) Language B Span./French -One recording of an interactive oral task conducted under supervision in class -One visual interpretation task completed under supervision in class -One reading comprehension task completed under supervision in class -One writing task produced under supervision in class IB MYP Assessment: Prescribed Minimum Tasks

Subject Prescribed Options (min.2; max 3) Humanities -A piece of extended writing, up to words Fieldwork report Newsletter Editorial Essay Manifesto Article Report -A test (must include paragraph writing and timed (in class) Open book test Problem-solving Data response Source analysis -An assignment of choice Web page Podcast/vodcast Film/movie/play Role play Workshop PowerPoint Presentation A Prezi presentation Lesson plan Animation Database Blog/journal/scrap book Microsoft PhotoStory/Voice Thread Speech Brochure/booklet

IB MYP Assessment: Prescribed Minimum Tasks SubjectPrescribed Tasks Mathematics - Broad- based classroom test/exam composed of a range of questions in familiar and unfamiliar situations covering at least 3 of the branches of math (semester exam) -Mathematical investigation done under test conditions, where students are given the opportunity to recognize patterns, describe them as relationship or general rules; and justify and prove them - A real life problem where students are given the opportunity to apply mathematics to real-life context, and reflect upon and evaluate their findings. Physical Education -Two pieces of written work that show the student’s use of physical education knowledge. - Video evidence of the student’s compositional and performance abilities (the student performing his own composition). Written evidence that demonstrates that the student actually composed the sequence, or which part of the composition they created if it was group work.

IB MYP Assessment: Prescribed Minimum Tasks SubjectPrescribed Tasks Science -Scientific investigation designed independently by the student, including a hypothesis, suitable method of or the collection of data, analysis of the data, and the evaluation of the method and results. (D,E,F) - End-of-unit or end-of-term test that requires the application of scientific knowledge and understanding to solve problems in familiar and unfamiliar situations. (Evidence of evaluation of scientific information should be included.) (C) - Piece of writing (400 words) by the student, dealing with the application of science in society and its interaction with social, economic, political, environmental, cultural, or ethical factors. Students will be expected to acknowledge the source of information and document them appropriately. (A) Technology Two completed units of work, each of which (a total of 2 tasks): - includes all stages of the design cycle; - is organized in a design folder made of five sections- one for each assessment criteria (A-E) - includes the product itself or a visual representation (photographs/videos) if the product cannot be sent - includes information about the student’s attitudes in technology throughout the unit of work (F)

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 OLA. Please note: Because I.B. requires teachers to test only certain skills on prescribed tasks, an I.B. grade may differ from an MISD/report card grade. For example, in English all the MYP criteria deal only with writing skills, while the report card grade will include homework, tests, and quiz grades that may or may not assess writing. Thus, an A on a report card may not be a 7 in that course and a 7 may not mean the student makes an A on the report card. What Marks Count Towards The Overall Level Of Achievement (OLA )?

The Evolution of an OLA (Overall Level of Achievement How Are End Of Year Criterion Totals Reached? By the end of the year, students will have completed enough assessment tasks for each criterion in every subject to be assessed at least twice. To explain the evolution of an OLA let’s follow the creation of a Mathematics OLA for a Grade 9 Student called Maria. There are 4 criteria in Mathematics. At the end of the year, Maria will have at least 2 marks in all 4 of the Mathematics criteria. In Mathematics Criterion A ‘Knowledge and Understanding’ Maria has 4 pieces of evidence (marks).

Solving Equations Linear Functions Quadratic Functions Broad- based test / exam Mathematics Criterion A: Knowledge and Understanding (9) Maria’s scores:

Maria’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 the work was completed. It is the role of teachers to use the evidence to decide the level at which the student is performing in each specific criterion at the end of the year. As a result of Maria’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 Marks Become An OLA 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 to give the student a Grade out of 7 for that subject. Maria’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 Maria would receive a 5 out of 7 for her final OLA in Mathematics.

CriteriaLevel of Achievement for Year Criterion A: Knowledge and Under- standing 6 Criterion B: Investigating Patterns 6 Criterion C: Communication in Mathematics 4 Criterion D: Reflection in Mathematics 5 Criterion Levels Total 21 IB Published Mathematics Grade Boundaries Grade OLA Boundarie s

What Does An OLA of 1-7 Really Mean ? So what does Maria’s OLA of a 5 in Mathematics mean? Below are the IB general grade descriptors for each grade. An OLA of a 5 means that in Mathematics Maria shows A consistent and thorough understanding of the required knowledge and skills, and the ability to apply them in a variety of situations. The student generally shows evidence of analysis, synthesis and evaluation where appropriate and occasionally demonstrates originality and insight. To fully understand student achievement, it is important to focus on all the individual criterion scores as these highlight student’s strengths and weaknesses in the subject and BOTH the OLA number and the general grade descriptions.

OLAGeneral Grade Descriptors Grade 1 Minimal Achievement in Terms of the Objectives Grade 2 Very limited achievement against all the objectives. The student has difficulty in understanding the required knowledge and skills and is unable to apply them fully in normal situations, even with support Grade 3 Limited achievement against most of the objectives, or clear difficulties in some areas. The student demonstrates a limited understanding of the required knowledge and skills and is only able to apply them fully in normal situations with support. Grade 4 A good general understanding of the required knowledge and skills and the ability to apply them effectively in normal situations. There is occasional evidence of the skills of analysis, synthesis and evaluation Grade 5 A consistent and thorough understanding of the required knowledge and skills, and the ability to apply them in a variety of situations. The student generally shows evidence of analysis, synthesis and evaluation where appropriate and occasionally demonstrates originality and insight. Grade 6 A consistent and thorough understanding of the required knowledge and skills, and the ability to apply them in a wide variety of situations. Consistent evidence of analysis, synthesis and evaluation is shown where appropriate. The student generally demonstrates originality and insight. Grade 7 A consistent and thorough understanding of the required knowledge and skills, and the ability to apply them almost faultlessly in a wide variety of situations. Consistent evidence of analysis, synthesis and evaluation is shown where appropriate. The student consistently demonstrates originality and insight and always produces work of high quality