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Grade 9/Yr 4 MYP Humanities Assessment Criteria
Assessment Criteriaand RelatedObjectives
Criteria Descriptors
Criterion A: Knowledge
Know and usehumanities terminologyin context
Demonstrate subjectcontent knowledge andunderstanding throughthe use of descriptionsand explanations,supported by relevantfacts and examples, andmay show other ways ofknowing.
0: The student does not reach a standard described by any of the descriptors given
below.1-2: The use of terminology is inconsistent or incorrect. Facts and examples are eitherabsent, or those used are irrelevant or do not show understanding. The studentprovides descriptions that are inaccurate or that have insufficient detail; explanations areabsent or superficial.
3-4: The use of terminology is mostly accurate and usually appropriate, though someerrors remain. Facts and examples used are mostly relevant, and usually showunderstanding. The student provides basic descriptions that may need more detail;explanations are usually adequate but sometimes superficial.
5-6: Terminology is used accurately and appropriately. Relevant facts and examples areused to show understanding. The student provides accurate descriptions; explanationsare adequate but not well developed.
7-8: A range of terminology is used accurately and appropriately. A range of relevantfacts and examples are used to show understanding. The student provides accurateand detailed descriptions; explanations are developed.
9-10: The student shows an excellent command of a wide range of terminology, anduses it appropriately. An extensive range of relevant facts and examples are used toshow understanding. Descriptions are accurate and detailed and explanations are fullydeveloped.
Criterion B: ConceptsTime - The concept of time is not simply themeasurement of years or time periods, but is acontinuum of significant events of the past.
Establish a personal sense of identity in acontext of time and place
Understand different perceptions of time
Show an understanding of people in pastsocieties
Demonstrate an awareness of chronology thatlinks people, places and events through time
Recognize and explain the similarities and
differences that exist between people, placesand events through time.Place and space -Awareness of how place/spaceis categorized and the significance of place/spacein humanities disciplines.
Recognize, describe and explain patterns andrelationships in space, including natural andhuman environments
Recognize and explain similarities anddifferences between places
Understand constraints and opportunitiesafforded by location
Understand issues related to place/space on a
local, national and global scale.Change - Examination of the forces that shape theworld; addresses both the processes andresults ofchangenatural and artificial, intentional andunintentional.
0: The student does not reach a standard described by any of thedescriptors given below.
1-2:Application of concepts is inappropriate. The student maydemonstrate some conceptual awareness and understanding byrecognizing basic connections to the subject matter.
3-4:Application of concepts is not always appropriate. Thestudent demonstrates conceptual awareness and understandingby describing basic connections to the subject matter.
5-6:Application of concepts is appropriate but superficial. Thestudent demonstrates conceptual awareness and understandingby describing connections to the subject matter. The student
attempts to apply concepts to other situations but is not alwayssuccessful.
7-8:Application of concepts is appropriate and shows some depth.The student demonstrates conceptual awareness andunderstanding by explaining connections to the subject matter.The student applies concepts to other situations
9-10:Application of concepts is appropriate and sophisticated.The student demonstrates conceptual awareness andunderstanding by explaining in detail connections to the subjectmatter. The student applies concepts effectively to othersituations.
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Understand and explain short-term and long-term causes of change
Establish and explain links between causes,processes and consequences
Recognize and explain continuity and change
Recognize that change is inevitable and thatthe rate of change is relevant to the context
Understand that as people interact with their
environment, both change Understand and explain how environmental,
political, economic and social interactions canchange levels of sustainability.
Systems -Awareness that everything is connectedto a system or systems and that systems providestructure and order to both natural and artificialdomains.
Understand, identify and compare howsystems, models and institutions operate
Understand, identify and compare socialstructures and controls
Understand, identify and compare the complexand dynamic nature of systems
Understand, identify and compare differenttypes of equilibrium within systems
Understand, identify and compare systems inlocal, national and global societies
Understand, identify and compare rights andresponsibilities within systems
Understand, identify and compare cooperationwithin and between systems
Global awareness Engaging in a broader globalcontext; understanding and respecting othersocieties and cultures as well as your own
Explain different perceptions of places,societies and environments
Show an understanding of how culture andperception can affect a sense ofinternationalism
Show an understanding of theinterdependence of societies
Demonstrate international and interculturalawareness and understanding
Explore issues facing the internationalcommunity
Recognize issues of equality, justice and
responsibility
Know when and how to take responsible actionwhere relevant.
SkillsTechnical Skills
Observe, record and select relevantinformation from a wide range of sources
Use a variety of media and technologies toresearch, select, interpret and communicatedata
Use sources such as maps, graphs, tables,
0: The student below does not reach a standard described by any
of the descriptors given below.
1-2: The student can select and use some relevant information.The student displays minimal analytical skills. The studentsarguments, decisions or judgments are not always relevant, or
may be absent. The student attempts to carry out investigations,demonstrating few skills.
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atlases, photographs and statistics in a criticalmanner
Represent information using maps, models anddiagrams, including use of scale, graphs andtables
Analytical Skills
Analyse and interpret information from a widerange of sources
Identify key questions, problems and issues
Critically evaluate the values and limitations ofsources
Compare and contrast events, issues, ideas,models and arguments in a range of contexts
Decision-making Skills
Develop appropriate strategies to addressissues
Formulate clear, valid and sound arguments,make balanced judgments on events and drawconclusions, including implications
Make well-substantiated decisions and relatethem to real-world contexts
Investigative Skills
Test hypotheses and/or ideas and modify themwhen necessary
Plan, carry out and present individual andgroup investigations
Engage in fieldwork in order to complement aninvestigation
3-4: The student selects and uses mostly relevant information.The students work lacks the required depth in analysis. Thestudent makes some relevant arguments, decisions or judgmentsthough these are unsupported. The student demonstrates basicinvestigative skills.
5-6: The student selects and uses relevant information. Workshows satisfactory evidence of analysis. Arguments, decisionsand judgments are supported and balanced but superficial. Thestudent demonstrates adequate investigative skills.
7-8: The student selects and uses a range of relevant information.Work shows a good level of critical analysis. Arguments,decisions and judgments are well supported and balanced. Thestudent demonstrates effective investigative skills.
9-10: The student selects and uses a wide range of relevantinformation. Work shows a high level of critical analysis.Arguments, decisions and judgments are fully supported and wellbalanced. The student demonstrates sophisticated investigative
skills.
Criterion D: Organization andPresentation
Communicate information that is
relevant to the topic Organize information in a logically
sequenced manner that isappropriate to the task
Present and express and ideas ina clear and concise manner,using appropriate language, styleand visual representation
Use referencing and abibliography to clearly documentsources of information, usingappropriate conventions
0: The student does not reach a standard described by any of the descriptors
given below.
1-2: The student communicates information that may not always be relevant.The student attempts to structure the work, but it may be unclear and/orinappropriate to the format required. Presentation and expression are unclearand imprecise. There may be some evidence of documentation.
3-4: The student communicates information that is mostly relevant. Thestudent attempts to structure and sequence the work but is not alwayssuccessful. Presentation and expression are occasionally unclear. Sources ofinformation are documented, though there may be omissions or consistenterrors in adhering to conventions.
5-6: The student communicates information that is relevant. The student usesa structure appropriate to the task and sequences the content logically.Presentation and expression are clear; attention is paid to the audience and
purpose in terms of appropriate language, style and visual representation.Sources of information are documented, with occasional errors in adhering toconventions.
7-8: The student communicates information that is always relevant. Thestudent organizes information into a well-developed and logical sequence,appropriate to the format required. Presentation and expression are clear,concise and effective, and the language, style and visual representation usedare always appropriate to the audience and purpose. All sources of informationare documented according to a recognized convention.