1. MYP Assessment September 26, 2012 Meredith Middle School Laurie Sprinkle, IB Coordinator

2. “The single most important aim of MYP assessment is to support and encourage student learning.” MYP: From principle into practice, pg.41

3. 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.

4. Inquiry Cycle Evaluate Engage Explore Explain Extension

5. 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

6. 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

7. 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.

8. 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

9. 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

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

11. 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

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

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

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

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

17.  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

18. Inquiry Cycle: Explain  Spanish Example

19. 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?

20. 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

21. 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.

22. Inquiry Cycle: Evaluate  Complete Individual or Group Reflection