Focused and frequent criterion-related assessments of student skills and knowledge occurs based on the objectives of each subject. These objectives are grouped into 4 criterion which are unique to a subject area. Each of these criterion are assessed several times throughout the year in order for students to show growth in their acquisition of a subject’s knowledge, skills and understandings.
Formative assessment or feedback is undertaken throughout instruction and is greatly valued to guide students in meeting the objectives and requirements of the assigned tasks, while more formal summative assessments are varied in natural, are given at appropriate times throughout the units of work and are based on the subject’s objectives. The latter are considered when determining a subject’s grade out of 7 which is reported as a progress report in Jan. and as a final report in June.
A child’s performance in both formative and summative tasks is available on Managebac.
A. Knowledge and understanding : Students develop scientific knowledge (facts, ideas, concepts, processes, laws, principles, models and theories) and apply it to solve problems and express scientifically supported judgments.
B. Inquiring and Designing : Students develop intellectual and practical skills through designing, analysing and performing scientific investigations.
C. Processing and Evaluating: Students collect, process and interpret qualitative and/or quantitative data, and explain conclusions that have been appropriately reached.
D. Reflecting on the Impacts of Science: Students evaluate the implications of scientific developments and their applications to a specific problem or issue. Varied scientific language is applied to demonstrate understanding. Students should become aware of the importance of documenting the work of others when communicating in science.
Task specific asssessment rubrics are based on the following general MYP criteria assessment rubrics:
Command terms & Definitions