1. Richards Middle School Columbus, Georgia
Assessment in the MYP
Richards Middle School
Columbus, Georgia

2. What is assessment? “the evaluation of the ability of a student”
usually using an assessment task
Examples:
Test
Experiment Report
Essay
Artwork
Presentation
Performance
Experiment
Product

3. Internal / Continuous
MYP Assessment can be described as internal and continuous.
Internal
Tasks, strategies and tools are designed, developed and applied by teachers.
Continuous
Assessment in the MYP takes places throughout the programme. Not just at the end of the programme.

4. The purposes of Assessment
Assessment in the MYP aims to:
support and encourage student learning by providing feedback on the learning process
inform, enhance and improve the teaching process
promote positive student attitudes towards learning
promote a deep understanding of subject content by supporting students in their enquiries set in real world contexts using areas of interaction
promote the development of higher-order cognitive skills by providing rigorous final objectives that value these skills
reflect the international-mindedness of the programme by allowing for assessments to be set in a variety of cultural and linguistic contexts
support the holistic nature of the programme by including in its model principles that take account of the development of the whole student

5. The purposes of Assessment
Assessments can be of two forms, based on how they are used. These are formative and summative.
Formative Assessment – ongoing assessment aimed at providing information to guide teaching and improve student performance
Summative Assessment – a culminating assessment for a unit, term or course of study, providing information on a student’s achievement level against specific objectives

6. Student Learning Most important purpose – support student learning
For the student:
gathering and analysis of information
feedback to students
provide a basis for practice
For the teacher:
identify student learning needs

7. Assessment Criteria Science 6 A. One world B. Communication in science
C. Knowledge & understanding of science
D. Scientific inquiry
E. Processing data
F. Attitudes in science

8. Assessment Criteria Art 8 10 A. Knowledge and understanding
B. Application 10
C. Reflection and evaluation
D. Personal Engagement

9. Levels of Achievement Assessment in the MYP is criterion-related
Each criterion is split into various levels of achievement – normally in bands
Each band described in terms of general statements called level descriptors
Levels 1 & 2 on first band, 3 & 4 on second band, etc. Level 0 is available.
Teacher determines the best fit

10. Levels of Achievement 1 – 2 3 – 4 5 – 6 Grade Descriptor Level
The student does not reach a standard described by any of the descriptors given below.
1 – 2
The student attempts to communicate scientific information using some scientific language. The student presents some of the information in an appropriate form using some symbolic or visual representation when appropriate.
The student attempts to acknowledge sources of information but this is inaccurate.
3 – 4
The student communicates scientific information using scientific language.
The student presents most of the information appropriately using symbolic and/or visual representation according to the task. The student acknowledges sources of information with occasional errors.
5 – 6
The student communicates scientific information effectively using scientific
language correctly. The student presents all the information appropriately using symbolic and/or visual representation accurately according to the task.
The student acknowledges sources of information appropriately.
Levels of Achievement

11. Interim / Modified
The subject-guide tables are for students near the end of the course.
The IB provides interim objectives for years 1 and 3 of the programme (grades 6 and 8)
The school produces modified criteria that match the interim objectives

12. Assessment Tasks Assessment Tasks … must be appropriate
they must cover at least one of the assessment criteria
suitable task for the skill
suitable for the students
must allow access to all levels

13. Rubrics Rubric means assessment table
The published criteria and the interim criteria are holistic rubrics
Task-specific clarifications can be developed from the holistic rubrics

14. Final Assessment
Each criteria (in each subject) should be assessed several times over the semester or year
The teacher uses professional judgement to determine the final level of the student at that point in time
NOT an arithmetical average
NO fractions – whole numbers only

15. The final subject grade
All of the criterion levels for that subject are added together
The total is converted to a 1 – 7 grade using a table
Science
Grade
Boundaries 1
0 – 5 2
6 – 11 3
12 – 18 4
19 – 24 5
25 – 28 6
29 – 32 7
33 – 36

16. Standardisation / Moderation
Standardisation - Teachers of each subject meet together and compare assessed work to ensure they are giving the same grades to the same work

17. IB Report Cards One given at the at the end of the year
IB grades based on a minimum assessment of two per criterion (per objective)
Grades given per task on an IB Assessment Rubric (grade sheet)
All IB grades will be calibrated per content area based on the criterion grades earned, student progress witnessed and teacher observation

18. Criterion A: Knowledge and Understanding
Achievement Level
Level Descriptor
Formatted Descriptors
The student does not reach a standard described by any of the descriptors given below.
1-2
The student attempts to make deductions when solving simple problems in familiar contexts.
3-4
The student sometimes makes appropriate deductions when solving simple and more complex problems in familiar contexts.
5-6
The student generally makes appropriate deductions when solving challenging problems in a variety of familiar contexts.
7-8
The student consistently makes appropriate deductions when solving challenging problems in a variety of contexts including unfamiliar situations.

19. RICHARDS MIDDLE SCHOOL 2013-2014 IBMYP Report Card
Parents,
The Middle Years Program of the International Baccalaureate uses this assessment model to evaluate student achievement. These assessments are based on student work evaluated with the IB Criterion. Please review the descriptors to see how your child has performed. Teachers have placed the IB Grade earned in their subject areas on the chart below.
Name _____________________________________ Homeroom _____________ Year _______
Grade
Descriptors
Grade 1
Minimal achievement in terms of objectives
Grade 2
Very limited achievement against all 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 limited understanding of the required knowledge and skills, and the ability to apply them effectively 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 wide variety of situations. There is consistent 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 the in a wide variety of situations. There is consistent evidence of analysis, synthesis and evaluation 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. There is consistent evidence of analysis, synthesis and evaluation where appropriate. The student consistently demonstrates originality and insight and always produces work of high quality.

20. Course
Teacher
Grade
Language A
Language B (Spanish)
Humanities
Science
Math
Arts (Drama, Band, Orch, Chorus)
P.E.
Technology/Connections(Visual Arts, Computers, Expl. In Tech.)
Final Grade_______

21. In Conclusion
The MYP approach to assessment recognizes the importance of assessing the process of learning as well as the products of learning, and aims to integrate and support both.
The traditional report card reflects the final grade in each subject based on the grades earned on assignments, projects and tests.
The IBMYP report card combines these IB earned achievement grades for specific activities as well as the demonstrated process of learning and their applications.
The two report cards are separate and measure different things, so the results in one do not effect or influence the other.