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Assessment and Reporting in the MYP; report card support version

This describes the report card in detail

Dawn McMaster

on 11 January 2018

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Transcript of Assessment and Reporting in the MYP; report card support version

“Assessment isn’t something done ‘to’ students, but something they use to improve and demonstrate their own performance.”
Steven Levy
Criterion based assessment vs norm-referenced assessment
More on assessment.....
Assessment can be qualitative or quantative, but in all cases it informs the student about their level of skill based on a known set of criteria. Feedback from the teacher provides students with information on how to improve. The following youtube video, explains assessment well.
Reporting Interim Progress - the January Report
We listened - the reports have changed!
ManageBac allows you to track your childs progress
Go to ManageBac with your child and discuss the marks that are indicated for various courses. Can you identify the formative assessment tasks vs the summative tasks?

ManageBac allows you continuous access to the progress of your child in each course and Service as Action.

Assessment Details
MYP Assesses course work AND approaches to learning
Assessment and Reporting in the MYP
Assessment and Reporting at The Leo Baeck Day School reflects the high standards of assessment used by the International Baccalueaureate Organization (IBO)
Criterion based assessment is when work is judged against a set of pre-determined criteria (rubrics) whereas norm-referenced assessment compares the outcome of one student to the next.
How would you assess these paintings? Which is better?
Safety nets in place at LBDS to support student learning and student success in the MYP
If your child does not hand in a summative task the teacher will:
i) inform you by phone or by e-mail
ii) inform your child the study hall dates they are scheduled to attend (Monday or Wednesday 12:00 - 12:30)
iii) provide an opportunity for the work to be completed and submitted - it does NOT have to be perfect!

The level of achievement indicated on a rubric is not a mark, but an indication of the students competency in that criterion at a moment in time.
What does getting a level 4 on the 0-8 scale mean?
A useful anology (thanks to Ms Shari Zacks) that the students understand.

Imagine you were going to assess understanding and skill about the sport of ice hockey:

Level 1/2: The student understands ice hockey is a sport played in some colder climates and that it involves equipment called skates and it occurs on ice.

Level 3/4: The student can tie up their own skates and make their way around a rink. They are aware that it takes practice and skill to be agile on skates and there are various levels the sport of hockey can be played. They are aware of the aim of the game.

Level 5/6: The student understands and can communicate the rules of ice hockey and can make effective contributions to team play. They understand some of the strategy of the game.

Level 7/8: The student has excellent skating and stick handling technique and is able to compete at the highest levels available for someone in their age group. They understand game strategy and consistently and creatively creates plays that allow the team to excel.
How does the criteria chosen affect your answer?
If the criteria is the providing a provocative description of culture would one be judged as a more effective example than the other? What if the criteria was to break a whole into parts?
This means that your child demonstrated a competency at a level 4 on the 0-8 skill level criterion chart.

This does NOT mean your child got 50% as parents often mistakenly interpret it to represent.

MYP uses a best fit approach to criterion based assessment

The Middle Years Programme (MYP) puts the student at the centre, with the IB Learner Profile traits defining the kinds of learners we are trying to produce.

Surrounding the student are global contexts (why the learning is important from a 'big picture' perspective), Approaches to Learning (ATL's), that is to say 'learning how to learn', and finally approaches to teaching, the pedagological requirements to support the kinds of learners we are trying to produce. Outside of this layer of the MYP programme you find Service as Action which recogizes the importance of learning, through service, outside of the classroom, and the Community Project, a culminating project completed at the end of grade 8. You see discipline based learning embedded in the final layer of international-mindedness, a signature feature of the MYP programme.
Assessment as a tool to support learning is an
important component of the MYP Programme.
This Prezi is designed to help you understand
assessment in MYP at LBDS.
Norm Based Assessment (old school)
Teaching and Assessment of a students Approaches to Learning (ATL) skills:
Criterion Based Assessment (21st centuary best-practice)
Assessment of Approaches to Learning Skills is Qualitative
In Response to Parent Feedback the reports are shorter and every student gets an interim level for each course.
N/A means that criteria has not been assessed, yet.
Interim overall levels are awarded based on this performance rubric
Final grades will awarded based on a similar rubric, but they are based on a minimum of two assessments in each of the four criteria.
This is how ATL assessment appears on the report.

Each teacher assess the ATL skills taught that term and accompanies this with a comment about academics and ATL's if needed.
You will see a summary of the Service as Action completed to date.
You will see the student reflection on academics and approaches to learning.
The Homebase teacher will comment on learning as well as engagement with co-curricular activities and progress in the required Service as Action component of the programme.
Full transcript