grade 9-yr 4 myp humanities assessment criteria

7/31/2019 Grade 9-Yr 4 MYP Humanities Assessment Criteria

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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.

grade 9-yr 4 myp humanities assessment criteria

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