Mount Mourne MYP Criteria Related Grading…changing the way we do what we’ve always done

Teachers who develop useful assessments, provide corrective instruction, and give students second chances to demonstrate success can improve their instruction and help students learn.“

Guskey, 2003

The Purposes of Criteria-Related Assessment

• Provide feedback on the learning process• Inform the teaching process• promote the development of higher-order

cognitive skills• support the holistic nature of the MYP

program by taking into account the development of the whole student

How are students evaluated?• 8 subjects• 3-6 criteria per

subject • Objectives/rubric

for each criterion • Work scored on

scale of 0-8

Levels of Achievement• Assessment in the MYP is criteria-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

Let’s look at an assessment and accompanying rubric

Humanities Assessment Rubric for Criteria A Achievement Level

Descriptor Task Description

7-8 The student:• uses relevant humanities terminology accurately• shows detailed knowledge and understanding of facts and ideas through descriptions, explanations and examples.

*Use examples from all three theories of change*All hominids are discussed*Show that you know facts and ideas through a detailed explanation of each change

5-6 The student:• uses relevant humanities vocabulary often accurately• shows good knowledge and understanding of facts and ideas through descriptions, explanations and examples.

*Use examples from two theories of change* Four or five hominids are discussed*Show that you know facts and ideas through a good explanation of each change

3-4 The student:• uses some humanities vocabulary• shows knowledge and understanding of facts and ideas through simple descriptions, explanations and examples.

*Use examples from one or two theories of change*Two or three hominids*Show that you know facts and ideas through a simple explanation of each change

1-2 The student:• recognizes some humanities vocabulary• shows basic knowledge and understanding of facts and ideas through some descriptions and/ or examples.

 

*Use example of one theory of change* At least two hominids are discussed*Show that you know basic facts and ideas but explanation is weak.

0 The student does not reach a standard described by any of the descriptors given above.

*No theories are explained and no hominids are discussed

Flashback to earlier classes before the assessment was assigned…Significant Concept

There are many ways to interpret the past.

Unit Question and AOI

How did we get here? AOI: Human Ingenuity

Goals for this unit

I Can:• create a historical narrative to

explain events or issues over time. (I will explain a change over time using a visual representation.)

• identify a primary source.• identify a secondary source• summarize main ideas in historical

documents.• explain why and how people,

goods, and ideas move.

MYP Objectives• Use sources such as maps,

graphs, tables, atlases, photographs, and statistics in a critical manner

• information using maps, models, and diagrams including use of scale, graphs, and tables

• Make well substantiated decisions and relate them to real world concepts

What did students do to get here?Formatives/Knowledge:• Shipwrecked – discussed basics of civilization building• Jigsaw classroom on 5 hominids. IB quiz on the

information gathered.• Middle East map quiz• Africa map quiz• Latitude/Longitude homework assignment• Primary/Secondary source work on ardiphithicus

afrensis

Some things you might have seen…

We have made our way through the hominids and are getting ready for our first summative IB assessment next week. All classes participated in their first Jigsaw classroom where they became experts on one hominid and then taught their study group about that hominid. It is a strategy used by medical students to process large amounts of information in a short amount of time and one that we use often in my classroom. Students will be allowed to use their notes on the summative assessment.Hominid Quiz

We have begun discussing pre-history and learned how to read a timeline. Students were asked to do an interdisciplinary activity using math to convert a 100,000 year timeline onto a 365 day calendar.

Assessment task:

Predict what humans will look like in the year 5012. Create a labeled diagram outlining the changes and then explain your choices in paragraphs on the back of this sheet. Use your knowledge of early humans to explain why you predict each change. Remember to read the rubric carefully before you begin.

Achievement Level Descriptor Task Description

7-8 The student:• uses relevant humanities terminology accurately• shows detailed knowledge and understanding of facts and ideas through descriptions, explanations and examples.

*Use examples from all three theories of change*All hominids are discussed*Show that you know facts and ideas through a detailed explanation of each change

5-6 The student:• uses relevant humanities vocabulary often accurately• shows good knowledge and understanding of facts and ideas through descriptions, explanations and examples.

*Use examples from two theories of change* Four or five hominids are discussed*Show that you know facts and ideas through a good explanation of each change

3-4 The student:• uses some humanities vocabulary• shows knowledge and understanding of facts and ideas through simple descriptions, explanations and examples.

*Use examples from one or two theories of change*Two or three hominids*Show that you know facts and ideas through a simple explanation of each change

1-2 The student:• recognizes some humanities vocabulary• shows basic knowledge and understanding of facts and ideas through some descriptions and/ or examples.

*Use example of one theory of change* At least two hominids are discussed*Show that you know basic facts and ideas but explanation is weak.

0 The student does not reach a standard described by any of the descriptors given above.

*No theories are explained and no hominids are discussed

Rubric:Criterion A: Knowledge and UnderstandingStudents should be able to:•Use humanities terminology in context.•Show knowledge and understanding of subject-specific content and concepts, appropriate to the age level, using descriptions, explanations, and examples.

Scoring of Assessment - Activity• In your group, study Just N. Time’s and Nita B. Smart’s work. • Now begin at band 1-2 on the rubric, critically look at the

student’s work and read the rubric descriptor to decide if the student work meets or exceeds the 1-2 expectation. If you feel the work more than meets level 1-2, move to the next band.

• Determine if the student work meets all or part of that band descriptor or exceeds that band descriptor.

• Continue through the bands until a level is reached that the work cannot partially or fully meet.

• You will give the score where the descriptor best fits the work.

Here are the scores Professor Ida Know gave:

• Just N. Time: 1•Nita B. Smart: 7

“Successful students typically know how to take corrective action on their own. They save their assessments and review the items or criteria that they missed. They rework problems, look up answers in their textbooks or other resource materials, and ask the teacher about ideas or concepts that they don’t understand. Less successful students rarely take such initiative. After looking at their grades, they typically crumple up their assessments and deposit them in the trash can as they leave the classroom. Teachers who use classroom assessments as part of the instructional process help all of their students do what the most successful students have learned to do for themselves.”

Guskey, 2003

“When teachers’ classroom assessments become an integral part of the instructional process and a central ingredient in their efforts to help students learn, the benefits of assessment for both students and teachers will be boundless.”

Guskey, 2003

Our Goal

Helping each student learn so that every student achieves growth in every criterion over the course of the year.

References• Guskey, Thomas. (2003) How Classroom Assessments

Improve Learning. Educational Leadership, 60(5), 6-11.• MYP From Principles Into Practice. (2008) International

Baccalaureate, Peterson House, Cardiff Wales.