Assessment Practices

MYP Criterion Grade Descriptors.

The MYP Assessment Criteria and Descriptors for each subject can be found by accessing individual course pages on Toddle and by contacting respective teachers. These criteria are consistent over the 5 years of MYP and the descriptors follow a sequence for growth. 

Secondary School Assessment Procedures_SY2425

Scheduling

Teachers use Toddle in Gr 6-10 and 11, and Managebac in Gr 12 (specific assessment calendars) to help students proactively keep track of their assessments. The guidelines below are intended to help students remain balanced and manage their learning. 

Teachers must consult the assessment calendars to ensure that: 

• No more than 2 in-class summatives on the same day (presentations, exams or tests).

• Exception for 3rd assessment if it’s a project-based assessment (essay, group project, individual project, etc.) where there has been class time given to complete the project and the student's responsibility is to submit the task on that day.

• No more than 5 assessments in a week (some flexibility here for Gr 12 Mock exams, special circumstances, etc.)

• Teachers will update Toddle proactively 14 days in advance whenever possible.

Feedback 

Teachers will post feedback within 10 days for assessments. For summative assessments, teacher comments that summarize the strengths and areas for growth will be included. More specific feedback can be found on the assessment itself. 

For IBDP IAs, the students must have two weeks to act on formal written feedback before formal submission. 

Summative Assessment Comments - usually at the end of a unit

- To be included in Toddle
1. Begin with a Comment on Growth and Learning Goals:

• Reflect on how the student has progressed throughout the unit.

• Highlight specific areas of growth, focusing on learning goals the student has been working toward.

• Use evidence from both formative and summative assessments to support your comments.

Example:

"Over the course of this unit, [student name] has shown significant growth in their understanding of [key concept or skill].
2. Comment on Performance in Criteria and Task-Specific Clarification (and therefore, ATLs):

• Summarize the student’s performance in relation to the criteria assessed in this unit.

• Use the Task-Specific Clarifications (TSC) to make your feedback concrete and specific, focusing on how well the student met the expectations.

Example:

"[Student name] demonstrated a solid understanding of Criterion A by effectively identifying the main issues in the task and offering thoughtful solutions. However, in Criterion B, they could further develop their research skills by integrating more varied sources."

3. Relation to the Statement of Inquiry (SOI) - (MYP only):

• Comment on how the student has engaged with and made sense of the unit’s Statement of Inquiry through their summative assessment.

• Highlight any connections they made between their work and the broader context of the unit.

Example:

"[Student name] successfully linked their work to the Statement of Inquiry, showing a clear understanding of how [concept] relates to [global context]. Their final project illustrated the connection between [specific theme/topic] and the larger societal issues we explored."

Sample Final comment:

Throughout this unit, Bob has shown growth in analyzing historical events from multiple perspectives, particularly in their research on the impact of colonialism. They demonstrated a strong understanding of power and inequality in Criterion A, though they could improve their research questions for deeper analysis in Criterion B. Moving forward, better self-management and clearer deadlines will enhance their work. (Additional information for MYP) In their summative assessment, Bob effectively connected the Statement of Inquiry to the rise of resistance movements and imperial decline, showing an understanding of how historical power imbalances shape societies.

Retaking / Resubmiting  Assessments 

As an inclusive school, assessment practices at ICS are aligned with our Inclusion and Language Policy and practices. Wherever possible, missed assessments (mostly non-project based) are re-taken to be included as part of a student's body of evidence that is used to create a final grade. In some circumstances (project and non-project based), a missed assessment may be given a "no grade" (N/G) if it is not possible to re-take. However, as part of a larger body of work, a teacher will still have enough evidence to create a grade. This is practiced consistently throughout ICS, MYP and DP Courses, and is considered on a case-by-case basis. 

In MYP Courses, overall 1-7 grades are not given on assessments. If a student receives a grade 2 or below in one or more Assessment Criteria, students and parents are notified via email. At the teacher and MYPC’s discretion a retake may be offered. If this remains consistent the matter is brought to the Grade Level Leader and intervention plans created to support the student. MYP final levels of achievement out of 7 are awarded at the end of the academic year (when all strands and criteria have been assessed twice). 

What is “Best-fit?”

Best fit grades indicate growth and development over the year. Teachers will focus on the development of the student at the end of the reporting period - focusing on the most recent performance in assessmsent. 

Best fit grades Final Grades in MYP ICS are awarded in the End of Year Report. 

• Note each criterion must be assessed twice. 

• Note each criterion strand must be assessed twice eg. Bi 

• If the grades are unclear, formative assessment, observation and portfolio work can be used to inform judgment. 

Here a language teacher has used their professional judgment to evaluate where the student is at the end of the assessment period. 

Source: MYP Diane Smith