assessment in myp
DESCRIPTION
Assessment in MYP. Preparing a TASK Making a judgment. Grade 10 (MYP5) - Sciences. Grade 10 (MYP5) – English A. Grade 10 (MYP5) - Sciences. “Traditional” assessment of acquired knowledge. “Traditional” assessment of acquired knowledge. Grade 10 (MYP5) – English A. Sciences G10 (MYP5) - PowerPoint PPT PresentationTRANSCRIPT
ASSESSMENT IN MYP
1. Preparing a TASK2. Making a judgment
Criterion A One world Max 6
Criterion B Communication in science Max 6
Criterion C Knowledge and understanding
Max 6
Criterion D Scientific inquiry Max 6
Criterion E Processing data Max 6
Criterion F Attitudes in science Max 6
Grade 10 (MYP5) - Sciences
Criterion A Content (receptive and productive)
Max10
Criterion B Organization Max 10
Criterion C Style and language mechanics Max 10
Grade 10 (MYP5) – English A
Grade 10 (MYP5) - Sciences
Criterion A Content (receptive and productive)
Max10
Criterion B Organization Max 10
Criterion C Style and language mechanics Max 10
Grade 10 (MYP5) – English A
“Traditional” assessment of acquired knowledge
“Traditional” assessment of acquired knowledge
Criterion A One world Max 6
Criterion B Communication in science Max 6
Criterion C Knowledge and understanding
Max 6
Criterion D Scientific inquiry Max 6
Criterion E Processing data Max 6
Criterion F Attitudes in science Max 6
SciencesG10 (MYP5)Criterion C: Knowledge and understanding of science
Students should be able to:• ......• .... ...
Level
Level descriptor
0 The student does not reach a standard described by any of the descriptors below.
1–2 The student recalls some scientific ideas, concepts and/or processes.The student applies scientific understanding to solve simple problems.
3–4 The student describes scientific ideas, concepts and/or processes.The student applies scientific understanding to solve complex problems in familiar situations.The student analyses scientific information by identifying parts, relationships or causes.
5–6 The student uses scientific ideas, concepts and/or processes correctly to construct scientific explanations.The student applies scientific understanding to solve complex problems including those in unfamiliar situations.The student analyses and evaluates scientific information and makes judgments supported by scientific understanding.
LevelsBand
StrandsObjective
s
SciencesG10 (MYP5)Criterion C: Knowledge and understanding of science level Level descriptor
1–2 The student recalls some scientific ideas, concepts and/or processes.The student applies scientific understanding to solve simple problems.
SciencesG10 (MYP5)Criterion C: Knowledge and understanding of science
level Level descriptor
1–2 The student recalls some scientific ideas, concepts and/or processes.The student applies scientific understanding to solve simple problems.
SciencesG7 (MYP2)Criterion C: Knowledge and understanding of science
leve
l
Level descriptor– WITH GUIDANCE
1–2 The student recalls some scientific ideas.The student applies logic intuition to solve simple problems.
SciencesG6 (MYP1)Criterion C: Knowledge and understanding of science
level Level descriptor
1–2 The student recalls some scientific ideas.The student applies logic intuition to solve simple problems.
leve
l
Level descriptor– WITH GUIDANCE
1–2 The student recalls some scientific ideas.The student applies logic intuition to solve simple problems.
SciencesG6 (MYP1)Criterion C: Knowledge and understanding of science
Criterion C
Failed(Level 0)
Emerging(Level 1-2)
Evident(Level 3-4)
Outstanding(Level 5-6)
Beyond Expectatio
ns
You have learned about the following scientific concepts: living organisms, plant and animal cells, organs, organ systems, tissues and function of organs. I expect you understand that visualisation of cells requires powerful magnification and special preparation of tissues.
You can not recall any thing about cells, plants or animals
You recall how to distinguish living from non-living organisms
You recall how to distinguish living from non-living organisms
You recall how to distinguish living from non-living organisms
You use scientific knowledge which we have not yet studied.You recall the
main parts of a microscope and their function
You recall the main parts of a microscope and their function
You recall the main parts of a microscope and their function
You recall some of the differences between plant and animal cells
You recall some of the differences between plant and animal cells
You recall the function of all the organs studied, that organs are made from tissues and tissues are made from cells.
level Level descriptor
Emerging
You recall how to distinguish living from non-living organisms You recall the main parts of a microscope and their function
RUBRIC
RUBRIC
Please ensure that all assessment criteria are addressed in a BALANCED manner.
Minimum requirement: you should have TWO evidences for every achievement level in every criterion.
TOOLS
Teacher mark book
Class: 10 Group 1 (PM) A B C D E F
Electronic World 5/08
Energy Reources 9/08
Is the future electric? 11/08
Electronic World 5/08
Energy resources 9/08
Is the future electric?11/08
Current, volts questions 6/08
Logic gates 6/08
Fields test 9/08
Conductivity inv 4/08
Efficiency 10/08
Electromagnets 11/08
Conductivity inv 4/08
Power expt 5/08
Magnetic fields9/08
Efficiency 10/08
Electromagnets 11/08
Fields self assessment 9/08
Electromagnets11/08
AL-JAHDHMANI Atheer 2 4 5 3 5 5 4 4 2 4 2 4 4 4 3 4 4 5 6
ALAMER Randa 4 4 3 3 4 4 5 4 2 4 4 3 4 4 2 4 2 4 4
AVIT Zoe 2 3 2 3 1 2 3 2 2 3 4 4
BALDVINSDOTTIR Flora 3 3 3 2 2 3 5 4 2 2 2 4 3 3 3 2 2 5 5
CASTELLETI Jacopo 4 5 4 3 5 5 1 3 3 3 3 4 5 4 2 3 5
HELLYER Nathan 1 3 4 2 3 3 3 4 3 2 2 2 2 2 3 4
IBRAHIM HASHI Fahan 5 6 5 4 6 4 6 6 4 6 5 5 5 6 6 5 6 6 5
NASCIMENTO Victor 4 4 5 3 4 3 5 6 3 4 4 3 4 4 3 4 4
TOOLS
MYP assessment is criterion related
The ‘best-fit’ approach
Finding a criterion total
How the final level is given
Making a judgement
What it is…
Level descriptors identify ‘performances’
(competencies demonstrated, skills mastered)
The teacher judges the level that fits best
The student’s performance and or the student
script can be used as a STRONG or WEAK
evidence of achievement
MYP assessment is criterion related – the ‘best fit’ approach
Level Descriptor
0 The student does not reach a standard described by any of the descriptors given below.
1-2 The student describes how science is applied to addressing a specific localOr global issue. The student states some of the benefits or limitations of science inaddressing the issue.
3-4 The student describes how science is applied to addressing a specific localOr global issue. The student describes some of the benefits or limitations of science inaddressing the issue. The student describes how science and its applications interact with at leastone of the following factors: social, economic, political, environmental,cultural and ethical.
5-6 The student explains how science is applied to addressing a specific localor global issue. The student explains some of the benefits and limitations of science insolving the issue. The student discusses how science and its applications interact with someof the following factors: social, economic, political, environmental, cultural and ethical.
Criterion A: one worldStudents should understand the interdependence of science and society. Students are expected to discuss how science is applied and used to solve specific problems in life and society….
Strong / Weak
Level 3 means weak evidence of achievement of level 3-4 in criterion A because...
a. The task was not adequate to address Level 3-4 and above
b. The student’s work fail to fulfill all strands of level 3-4
What it isn’t… NORMATIVE- Students are not ‘ranked’ or compared. Look
at each student’s performance ARITHMETICAL- Level descriptors do not ‘add up’: a “4” is
NOT two times better than a “2”!
MYP assessment is criterion related
Students should have completed at least 2
assessments per criterion per semester
How to decide what level overall to give in each
criterion?
Look for HIGHEST LEVEL CONSISTENTLY
ACHIEVED.
Finding a criterion level total
Examples:TristanCriterion A: 2 3 2 2 = 2Criterion B: 2 2 3 3 = 3Criterion C: 2 3 4 5 = 4WHY? Because the “5” was only one timeBut achieving a “5” means they achieved a
“4”
Finding the criterion level total
Criterion totals are added up Subject-specific grade boundaries are
applied:
How the final level is given
Language A Standard mathematics, extended mathematics
Grade Boundaries Grade Boundaries
1 0–4 1 0–4
2 5–9 2 5–8
3 10–14 3 9–12
4 15–19 4 13–17
5 20–23 5 18–21
6 24–27 6 22–25
7 28–30 7 26–28
International School of Londonwww.islschools.org
to download the presentation(notes):spawel.com/assessment.aspx
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