MYP ASSESSMENT 101 October 2017/NAHS

LEARNER PROFILE
The Learner Profile is the IB philosophy and mission in action. The 10 attributes represent IB’s
aim to develop international minded people who may help to create a better and more
peaceful world.
So, as instructional leaders:
How are we international-minded?
How are we aiming to embody this attributes?
Complete the two sentence starters:
I am a ____________________________ because__________________.
I am working becoming more_________________ by_________________.
https://goo.gl/forms/G188n9o3eJQ6zfWy1
MYP ASSESSMENT 101
Assessment is integral to all teaching and
learning.

MYP assessments require teachers to

assess the prescribe subject-group
objectives using the assessment criteria
for each subject group.

The aim of MYP assessment is to support

and encourage student learning.
MYP ASSESSMENT 101
When creating a MYP Unit, teachers must ensure that assessment:
Are integral to the learning process
Are aligned with subject-group objectives
Provide evidence of student understanding through authentic performance (not
simply recall of factual knowledge)

Internal summative assessment is part of every MYP unit.

Summative assessments are designed to provide evidence for evaluating student
achievement using required subject group specific assessment criteria.
MYP ASSESSMENT 101
Subject area guides----Programme Resource Centre (PRC) and
www.ibmypnorthatlanta.weebly.com (Teacher tab)
Written and Taught
Aims
Objectives
Assessed
Assessment Criterion
 A B C D

Language and literature Analysing Organizing Producing text Using language

Comprehending spoken Comprehending written

Language acquisition Communicating Using language
and visual text and visual text

Individuals and Knowing and

Investigating Communicating Thinking critically
societies understanding
Knowing and Processing and Reflecting on the impacts
Sciences Inquiring and designing
understanding evaluating of science
Knowing and Applying mathematics in
Mathematics Investigating patterns Communicating
understanding real-world contexts
Knowing and
Arts Developing skills Thinking creatively Responding
understanding

Physical and health Knowing and Planning for Applying and Reflecting and improving
education understanding performance performing performance

MYP Projects Investigating Planning Taking Action Reflecting

Interdisciplinary Disciplinary Grounding Synthesizing Communicating Reflecting

 Language and Literature
MYP ASSESSMENT 101 Criterion A: Analysing (Year 5)
At the end of Year 5, students
Subject groups must address all strands should be able to:
of all four 4 objectives at least twice in
each year of the MYP. i. Analyze the content, context, language,
and structure, technique, and style of
text(s) and the relationship among texts
Subject groups must address all strands ii. Analyze the effects of the creator’s
of all four 4 assessment criteria at least choices on an audience
twice in each year of the MYP.
iii. Justify opinions and ideas, using
examples, explanations, and terminology
Objectives – written and taught iv. Evaluate similarities and differences
by connecting features across and within
Criteria – assessed genres and texts.
Language and Literature Achievement Level Level descriptor

Year 5 1-2 ii. Provides limited analysis the effects of the

Criterion A: creator’s choices on an audience
Analysing

At the end of Year 5, 3-4 ii. Provides adequate analysis the effects of the
students should be able creator’s choices on an audience
to:

ii. Analyse the effects of

5-6 ii. Competently analysis the effects of the creator’s
the creator’s choices on an
choices on an audience
audience

7-8 ii. Provides perceptive analysis the effects of the

creator’s choices on an audience
 Language and Literature assessment criteria
MYP ASSESSMENT 101 At the end ii. Identify and comment upon significant aspects
of Year 1, of texts
students
should be
Year 1 = 6th grade able to:
Year 3 = 8th grade At the end ii. Identify and explain the content, context,
of Year 3, language, structure, technique and style of
Year 5 = 10th grade students text(s) and the relationships among texts
should be
able to:

At the end ii. Analyze the effects of the creator’s choices on

of Year 5, an audience
students
should be
able to:
IB ASSESSMENT 101- STANDARDS
MYP Objectives (Criterion) have the ability to correlate to all standards.
Example: English standards and Language and Literature

GSE Language and Literature

Reading Literature Criterion A: Analysing, Year 5
9-10RL1- cite strong and thorough ii. Analyse the effects of the creator’s
evidence to support analysis choices on an audience
9-10RL5- analyze how an author’s
choices concerning how to structure a
text, order events within it and
manipulate time creating effects
IB ASSESSMENT 101- ASSESSMENT TASKS
IB requirements: Composition
Statement of Inquiry drives the unit. Creation of solutions or products in response
to a problem
Each unit should address at least one MYP
subject objective and have at least one Essays
assessment task
Examinations
Each assessment task must address at least
1 MYP subject-group objective Questionnaires
Rubrics can be modified to include task- Investigations
specific clarifications Research
Schools regularly must report student Performance
progress towards the MYP objectives using
the assessment criteria. Presentations
IB ASSESSMENT 101-
CRITERION REPORTING TOOL
You may modify the rubrics to create task-specific versions of the required
assessment criteria (The bolded words and command terms must not change.)
Core 10th grade courses should use Year 5 assessment criteria for your subject
area.
Core 9th grade courses will decide as a PLC to use Year 3 or Year 5
assessment criteria for your subject area group.
PE, Health, and Arts will focus on Intro level courses (9th grade and 10th grade
students only).
Language Acquisition will report for all 9th and 10th grade students
(regardless of level or phase).
IB ASSESSMENT 101-
CRITERION REPORTING TOOL
Complete spread sheet for all 9th and 10th grade students
In the spreadsheet, there are directions and worksheets for each
class. Please do not delete any worksheets.
Address each criteria at least twice;
An assessment can be assessed using two criteria, but you must use 2
different corresponding rubrics.
Save and rename by adding your last name; complete in google
(Showers_MYP Assessment Criteria Reporting and Final Grade_2017-2018)
The document is due in google drive on or before Monday, April 30,
2018.
Do not complete for AP courses.
IB ASSESSMENT 101-
CRITERION REPORTING TOOL
IB GRADES
The final IB grade is automatically created in Conversion: IB to Traditional Numerical
the spread sheet.
8 = 95-100
This IB grade will not affect students’
transcript grade and it is for IB reporting 7 = 90-94
purposes only. 6 = 85-89
Can you convert IB grades obtained by 5 = 80-84
assessing unit summative assessment
tasks with the IB rubric to a traditional 4 = 75-79
numerical grade?
3 = 70-74
Yes
2 = 65-69
Can you convert traditional numerical
grades to IB grades? 1 = 64 and below
No