Formative Assessments

Per the IBO: For students to meet the language acquisition objectives, teachers need to concentrate on each of the macro skills of language—listening, speaking, reading, writing and viewing—and ensure that units planned provide ample opportunities to practise and develop all of these skills and assessment tasks designed provide students with maximum opportunity to demonstrate their understanding.

Formative assessments are developed with these primary goals in mind: allowing students to practice the skills that are being taught, inform teachers of a student's current mastery of those skills, and reinforce the concepts targeted in the Statement of Inquiry.

Per the IBO, "Subject groups must address all strands of all four objectives at least twice in each year of the MYP."

All formative assessments assigned an MYP score of 1-8 must be recorded on Managebac under "Tasks."

In each unit, a grade/phase team must share at least one formative assessment.

The "shared formative":

• should be given to students 50-75% of the way through the unit
• should be delivered by all team members within the same week
• should be identical in form and contain the same questions
• should test skills that will be in the summative assessment
• should be graded according to a pre-made Task Specific Clarification
• should be moderated by the team to ensure consistent scoring

Formative assessments that are late or not submitted are accounted for using the school's official policy found HERE.

When filling out the Formative Assessment box on Atlas, you should include the following:

• a description of the assignment
• instructions for the teacher that are clear enough to be followed by someone who didn't design the task
• length of time needed for completion
• attached copy of the student handout
• links or attachments to the text (story PDF, image, video link)

EXAMPLES OF QUESTIONS THAT CAN BE USED FOR EACH OBJECTIVE: CLICK HERE

The student is expected to be able to:

• listen for specific purposes and respond to show understanding
• interpret visual text that is presented with spoken text
• engage with the text by supporting opinion and personal response with evidence and examples from the content.

Examples of question types for each Phase can be found here: Designing Objective A tasks

The student is expected to be able to:

• read for specific purposes and respond to show understanding
• interpret visual text that is presented with written text
• engage with the text by supporting opinion and personal response with evidence and examples from the text.

Examples of question types for each Phase can be found here: Designing Objective B tasks

Students should be able to:

• interact and communicate in various situations
• express thoughts, feelings, ideas, opinions and information in spoken and written form
• speak and write for specific purposes.

Students should be able to:

• organize thoughts, feelings, ideas, opinions and information in spoken and written form
• develop accuracy when speaking and writing in the target language.

As understanding develops in higher phases, cognitive demands should be increased. This should be reflected in the type of text chosen as well as in the type of task designed.

Examples of question types for each Phase can be found here: Designing Objective D Tasks