Assessment in the MYP

Assessment in the MYP is criterion-related and directly linked to the aims and objectives of the subject groups. MYP criterion-related assessment leads to teaching and learning that is grounded in inquiry, while maintaining disciplinary rigour - A Balanced Approach

MYP assessment standards are consistent around the world. In order to maintain the rigour for which the IB is renowned, the MYP assessment model is criterion-related. Teachers structure varied and valid assessment tasks so that students can demonstrate achievement according to objectives defined by the IB. Tasks are assessed against established criteria, not against the work of other students. A good curriculum develops a range of student skills.

Why assess?

MYP assessment gives teachers, students and parents/caregivers reliable and valid information on student learning. Integrated with the written and taught curriculum, the assessed curriculum is considered throughout the processes involved in planning for learning. Assessment in the MYP is largely an internal (school-based) process.

Assessment in the MYP aims to:

support and encourage student learning by providing feedback on the learning process
inform, enhance and improve the teaching process
provide opportunity for students to exhibit transfer of skills across disciplines, such as in the personal project and interdisciplinary unit assessments
promote positive student attitudes towards learning
promote a deep understanding of subject content by supporting students in their inquiries set in real world contexts
promote the development of critical- and creative-thinking skills
reflect the international-mindedness of the programme by allowing assessments to be set in a variety of cultural and linguistic contexts
support the holistic nature of the programme by including in its model principles that take account of the development of the whole student.

Assessment practices in the MYP can sometimes represent significant challenges to existing school practices. Some key features of MYP assessment include:

distinction between internal summative assessment and the supporting formative processes
attention to the most accurate demonstration of student performance, rather than mechanically and uncritically averaging achievement levels over given reporting periods
assessment of student understanding at the end of a course, based on the whole course and not individual components of it.

Students must be able to recall, adapt and apply knowledge and skills to new questions and contexts. Students need to understand assessment expectations, standards and practices, which teachers can introduce early and naturally in teaching, as well as in class and homework activities.

What is assessed?

In the Middle Years Programme all students are assessed against a prescribed set of criteria, which align with the objectives of each subject group. Just as each subject group has four objectives, so student work will be evaluated in each subject group against four criteria.

OBJECTIVES/CRITERIA for each subject group, interdisciplinary units and the G8 Community Project

How to assess?

In the MYP, teachers address objectives (through classroom teaching and learning—the taught curriculum) and assess criteria (through formative and summative assessment tasks—the assessed curriculum). Teachers must address all strands of all objectives and assess all strands of all criteria at least twice in each year of the programme.

MYP assessment encourages teachers to monitor students’ developing understanding and abilities throughout the programme. Through effective formative assessment, teachers gather, analyse, interpret and use a variety of evidence to improve student learning and to help students to achieve their potential. Student peer and self-assessment can be important elements of formative assessment plans.

Internal (school-based) summative assessment is part of every MYP unit. Summative assessments are designed to provide evidence for evaluating student achievement using required MYP subject-group specific assessment criteria.

Internal summative and formative assessments are closely linked, and teachers must use their knowledge of IB assessment expectations and practices to help students improve performance through consistent, timely and meaningful feedback.

Formative assessment takes place during the unit of work and may be repeated many times over; formative assessment allows teachers to monitor the progress of each student through the unit so as to be able to counsel them and to give advice.

FORMATIVE opportunities to demonstrate learning include:

observation
dialogues
teacher conversations
interviews and conferencing
role plays
presentations
student self-assessment
video/audio/photographs

Summative assessment takes place at the end of each unit of work and provides an indicator of student achievement in that particular unit against the MYP objectives for that particular subject.

SUMMATIVE opportunities to demonstrate learning include:

classroom tests
essays: factual, directed, open-ended
performance tasks/projects
investigations
case studies
field work
practical work
examinations

Determining achievement levels

This “criterion-related” approach represents a philosophy of assessment that is neither “norm-referenced” (where students must be compared to each other and to an expected distribution of achievement) nor “criterion-referenced” (where students must master all strands of specific criteria at lower achievement levels before they can be considered to have achieved the next level).

Each criterion is divided into various achievement levels (numerical values) that appear in bands, and each band contains general, qualitative value statements called level descriptors. The level descriptors for each band describe a range of student performance in the various strands of each objective. At the lowest levels, student achievement in each of the strands will be minimal. As the numerical levels increase, the level descriptors describe greater achievement levels in each of the strands.

Example: Achievement Levels & Descriptors - G6 / y1 (January & June)

When and how assessments are reported?

MYP grading and reporting is based on subject-group requirements. Those requirements may be met by discrete or modular courses, and final judgments about student achievement are always made on a “best fit” basis.

January Progress Report Card

Teachers give a level of achievement for each criterion (Max. 8)
Teachers offer advise for achievement improvements?

1 - 8 = Overall Achievement LEVELS (OAL)

Teachers must determine which LEVEL of Achievement best represents the student’s final standard of achievement based on:

- - Progression
  - Consistency
  - Latest and fullest performance
  - Professional judgment

June FINAL Report Card

Teachers give a level of achievement for each criterion (Max. 8)
Teachers calculate an Overall Achievement Grade (Max. 7)

1 -7 = Overall Achievement GRADE (OAG)

From the FOUR Criteria to an Overall Achievement GRADE

To arrive to an Overall MYP Grade, the levels for each criterion are added together.
The system uses the term OAG. (This refers to the MYP level 1-7 which the student has achieved during the reporting session based on the 4 criteria per subject group)

Grade Boundaries and Descriptors (June)

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