IB MIDDLE YEARS PROGRAMME ASSESSMENT and REPORTING

Parent workshop27 November 2010

PRINCIPLES OF ASSESSMENT

• Assessment must focus on the whole child.

• Assessment provides a means to monitor and improve performance and to enable all students to achieve their full potential.

• Assessment is an integral part of the learning and teaching process designed to heighten student awareness of the effectiveness of their own learning.

PRINCIPLES OF ASSESSMENT

• Assessment should provide opportunities for students to reflect on and accept responsibility for their own learning.

• Assessment should be part of the way in which teachers and administrators as educators measure the efficacy of their programmes and their approach to teaching.

• At CIS, where student performance in Years 11 and 13 is moderated or examined by external agencies, teachers should ensure that all students are appropriately prepared for this kind of assessment.

PRINCIPLES OF ASSESSMENT

• All teachers should use a variety of appropriate assessment methods in evaluating student performance to meet the needs of all learners.

• Assessment values both content and process relevant to particular disciplines.

• Cooperation and teamwork are integral to student learning, and appropriate methods of assessing these skills should, where possible, be incorporated into overall student assessment.

•Parents should be kept informed of student progress on a regular basis.

PRINCIPLES OF ASSESSMENT

• All students will be assessed on a regular basis, using a variety of appropriate assessment techniques.

• Teachers are to provide regular and timely feedback to students on their work.

• A summative report of student progress, which represents student performance against specific criteria, is provided to parents on a regular basis.

PRINCIPLES OF ASSESSMENT

• Appropriate homework, classwork and tests form part of the assessment process, but none shall be the exclusive vehicle for overall student assessment.

• Teachers shall use assessment of student performance for course review and evaluation of instructional practices.

Professional Development

• Assessment approaches and techniques shall form part of the ongoing professional development for all teaching staff and be included in school-wide PD plans.

How teachers assess student work in the MYP

How information about students’ achievement is gathered, interpreted and described.

MYP subject aims, tasks and assessment rubrics.

Teachers’ assessment records. How a teacher’s assessment record

translates into meaningful information for parents and students.

Introduction cont...

Assessment / internal standardisation activity using rubrics

Recording and reporting assessment

Assessment modes: a distinction

Two assessment traditions

(1) Norm referencing : e.g. IGCSE

(2) Criterion referencing : e.g. MYP

Norm referenced assessment

A test /exam, marked according to agreed scheme, totalled out of 100.

Marks ranked / converted into grades (grade curve, grade point average, A-E, 1-7, etc.)

students are ranked according to a NORM on a CONTINUOUS SCALE

Example of norm distribution

Criterion related assessment

• A task / test assessed according to agreed, specific criteria.

• Criteria have agreed descriptors for designated levels of achievement

• Student work is awarded levels of achievement according to the descriptors

• There is no grade curve or equivalent

Example of criterion related assessment distribution

0

2

4

6

8

10

12

14

16

1 2 3 4 5 6 7

Criterion related assessment cont...

At CIS (and in all MYP schools), teacher assessment is concerned with:

Individual student achievement levels rather than comparison with the performance of other students

Measurable student progress in knowing, understanding, skills, conceptual grasp

Methods of achieving progress via assessment

Formative assessment: ‘coaching’ - continuous throughout the course of study. To improve student awareness of learning goals (ATL)

Summative assessment: Measuring progress made over an assessment period.

Objectives and Assessment

For each MYP subject, a clear set of objectives provides the targets for learning.

Each subject has its own objectives and its own specific assessment criteria linked to the objectives.

Example: Mathematics

Assessment Criteria Levels ofAchievement

Criterion A: Knowledge andunderstanding

0-10

Criterion B: Application andreasoning

0-10

Criterion C: Communication 0-6

Criterion D: Reflection andEvaluation

0-8

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Example: MathematicsCriterion C: Communication

Level ofAchievement Descriptor

0 The student does not reach a standard described by any of thedescriptors given below

1-2 The student recognizes and uses a basic mathematical symbols andlanguage. An attempt is made to verbalize when investigatingproblems set in familiar contexts. The student presents somemathematical information clearly.

3-4 The student recognizes and uses a range of mathematical symbolsand language. The lines of reasoning are verbalized and thesolutions to problems are explained. Mathematical information ispresented clearly and logically

5-6 The student recognizes and uses a wide range of mathematicalsymbols and language. The student verbalizes effectively andexplains solutions to problems clearly. The student chooses anduses the most appropriate technology to present mathematicalinformation clearly and logically.

Example: Mathematics

Grade Boundaries1 0-42 5-83 9-144 15-205 21-256 26-307 31-34

Assessing students’ work Rubrics are provided with the task

Students note the highest level as the one to strive for

The teacher assesses the work, starting with the descriptor for the lowest level, until reaching a descriptor for a level of achievement the work has not attained

The work is therefore best described by the next lowest descriptor

This corresponds to a levels band (e.g.5-6)

Assessment exercises

1. Assessment Principles Into Practice

2. Internal Standardisation of Assessment

Introduced by the CIS MYP Coordinator

Maninder Kalsi