MYP Assessment & Grading

Grading enables teachers to communicate the achievements of students to parents and others, provide incentives to learn, and provide information that students can use for self-evaluation.

Madison Meadows teaching and grading practices meet the requirements of both the Arizona state standards as well as the Middle Years Programme objectives. Teachers will provide students both formative and summative assessment opportunities to learn and demonstrate mastery of standards. Below are descriptions of the two types of assessment:

Formative Assessment is part of the instructional process. When incorporated into classroom practice, it provides the information needed to adjust teaching and learning while they are happening. In this sense, formative assessment informs both teachers and students about student understanding at a point when timely adjustments can be made. These adjustments help to ensure students achieve, targeted standards-based learning goals within a set time frame. Formatives make up 30% of the total grade.

Summative Assessments are given periodically to determine at a particular point in time what students know and do not know. Many associate summative assessments only with standardized tests such as state assessments, but they are also used at and are an important part of district and classroom programs. Summative assessments at the district/classroom level are accountability measures. Summatives make up 70% of the total grade.

For summative assessments, students will be assessed using the IB MYP subject specific rubrics. These rubrics are based on subject specific criteria based on an 8 point scale. Each subject has 4 rubrics: A, B, C, and D; which are each assessed at least twice per year.

Students will receive their grade based on the rubric/criteria score. This criteria grade will be translated into a percentage grade for PowerSchool, see below for the rubric score to percentage correlation.

See below for 2 examples of IB MYP rubrics.

Rubrics for different subjects may look slightly different. Some teachers use extra columns to explain the task specific information while others put the task specific information directly in the first column. Students will be informed by teachers about rubrics.