Objectives &
Summative Assessments
From IBO: Objectives, Objectives Strands
and Summative Assessment
5. MYP unit planning - Subject group objectives_strands, summative assessment.mp4MYP Objectives
Each subject group has specific aims and objectives defining what students should experience and learn. All subject groups have four MYP objectives (Criteria A-D). The objectives and objective strands must be assessed formally in a summative assessment once per semester (minimum of twice per school year).
Click here for more detailed information about MYP Objectives by subject area.
Performance-based Assessments
Your assessment should be a performance-based assessment, defined as a complex scenario that provides students an opportunity to demonstrate what they know and are able to do, in an authentic real-world context or a modeled real-world context.
The assessment should be linked to your statement of inquiry and provide varied opportunities for students to demonstrate their knowledge, understanding and skills.
The summative assessment must:
provide evidence of student understanding through authentic performance (not simply the recall of factual knowledge).
rigorous tasks that embrace a variety of assessment strategies to allow students to demonstrate their learning in many ways.
MYP assessment philosophy recognizes the importance of the product and the process of learning, and the development of ATL skills is critical for students to achieve at the highest levels.
Assessment tasks may include:
Compositions—musical, physical, artistic
Creation of solutions or products in response to problems
Essays/Written pieces
Examinations
Investigations
Research
Performances
Presentations—verbal (oral or written), graphic (through various media)
Creating Performance-Based Assessment Tasks
Leveled Exams
If a teacher opts to use an exam as a summative assessment, the exam must contain more than multiple choice or fill in the blank answers. The teacher must develop questions at each achievement band (1-2, 3-4, 5-6, 7-8), and these questions must reflect the level of rigor of the MYP rubric.
MYP doesn’t forbid multiple choice tests, but these types of examinations are not the best way of getting students to practice skills in addition to demonstrating knowledge. As a result, IB recommends that formal formative and summative assessments additionally require students to practice real world skill sets: speaking, listening, producing texts, interacting with peers, and solving complex problems (which is what the Common Core push is all about).
Summative assessments cannot be solely multiple choice or fill-in-the-blank because these types of assessment don’t correspond to MYP criteria.
Use the rubric below to evaluate your summative assessment task (From Evaluating MYP units rubric)
