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Post your burning questions about MYP Arts on this Wonder Wall! Let´s answer each other´s questions!

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Post your burning questions about MYP Arts on this Wonder Wall! Let´s answer each other´s questions!

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Can you assess the same student with the different stages in one unit of work?

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Can you assess the same student with the different stages in one unit of work?

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In the first 4 years of the programme assessment criteria can be modified, therefore it would be simpler to modify the competent level rather than mix novice and competent. We do not mix year 1 or 3 or 3 or 5 in other subjects.

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Phases/stages in arts vs phases in langauges

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Phases/stages in arts vs phases in langauges

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In languages there are 6 phases divided into 3 levels, but the guidance is that they do not have more than 2 phases in one class. I.e. you wouldn't have a novice and a competent student in the same class.
Is there any guidance like this for arts?

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No tjere isn't guidance around this. We will discuss this today/tomorrow. I am requesting that the guidance is made more clear in the guide but it may be added to FAQ doc.

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if individual schools determine level of skill sets then, what happens if a student moves from one IB school to another finds Criterion C expectations very different? 

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if individual schools determine level of skill sets then, what happens if a student moves from one IB school to another finds Criterion C expectations very different? 

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Great question. This is one to send back to the CM!

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Great question. This is one to send back to the CM!

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In From Principles into Practice, it says that a well constructed assessment task could cover all 4 assessment criteria, but also that  "Using single pieces of work to determine final grades" is an inappropriate grading practice. Does this second piece of advice refer to giving an end of year grade based on just one piece of work? Is it therefore acceptable to create one assessment task that covers all four criteria to generate a term grade?

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In From Principles into Practice, it says that a well constructed assessment task could cover all 4 assessment criteria, but also that  "Using single pieces of work to determine final grades" is an inappropriate grading practice. Does this second piece of advice refer to giving an end of year grade based on just one piece of work? Is it therefore acceptable to create one assessment task that covers all four criteria to generate a term grade?

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I'm still unsure of the term "adequate" as a characteristic for a level 3. If a student got a level 3 for all four criteria, they would end up with an overall grade of 3, with the description "Produces work of an acceptable quality. Communicates basic understanding of many concepts and contexts, with occasionally significant misunderstandings or gaps. Begins to demonstrate some basic critical and creative thinking. Is often inflexible in the use of knowledge and skills, requiring support even in familiar classroom situations." For me, the words "adequate and "acceptable" have different connotations

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I'm still unsure of the term "adequate" as a characteristic for a level 3. If a student got a level 3 for all four criteria, they would end up with an overall grade of 3, with the description "Produces work of an acceptable quality. Communicates basic understanding of many concepts and contexts, with occasionally significant misunderstandings or gaps. Begins to demonstrate some basic critical and creative thinking. Is often inflexible in the use of knowledge and skills, requiring support even in familiar classroom situations." For me, the words "adequate and "acceptable" have different connotations

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Are there guidelines on what makes a good critique, in order to align with other subjects and DP?

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Could we allow students to choose their phase for a particular task? Does it have to be determined by the teacher? How does a teacher determine phases, especially when different teachers in different schools might do it differently?

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Has the IB considered the impact on student motivation and well-being with labelling different bands and the pressures of grades? A student might feel better achieving a 7 in intermediate rather than a 4 in competent. Is there guidance on the relation of grades between the different phases? E.g. A 6 in intermediate is the same as a 3 in competent??

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Would all arts disciplines at a school have to use phases or grade levels the same way? For example, if Music chooses to differentiate using novice/intermediate/competent, do Visual Arts and Theatre also need to do the same? I wonder if the separation of bands is mostly intended for the wide range of ability in music. What does this look like in Theatre and Visual Arts?

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I'm curious how other schools let students choose their arts subject. At the moment in my school we have Visual Arts and integrated Performing Arts for MYP 1 and 2. In MYP3 they do a rotation of Music, Theatre and Visual Arts. They choose one subject for MYP4. Students inform us their preference and teachers also have an input. However we sometimes have one subject being over-subscribed (last school year I had 40 students choose Music when I only had 20 spaces). How do you keep it fair and sufficiently transparent for students and parents?

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If students are creating (not performing) something in groups, is it possible to assess this summatively? Are group grades or pair grades allowed only for formative assessments?

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Is there any idea when the VA DP guide will be updated?

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It makes sense to have different phases for arts-skilled tasks, but I feel there needs to be flexibility to use the phase system when appropriate. For example, you would expect MYP5 students to have a similar level of evaluating or research skills (e.g. for crit A and D), but maybe for performing their skills will be at different levels. So I might, for example, prefer to have everybody doing the same phase for crit D, but then have students doing different phases for crit C. Would this be allowed?