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Assessment is done by students. Teachers are facilitators in the process of assessment; however, students are the ones doing the assessment. Student choice is important in the process of assessment because they are the ones doing assessment. Assessment must be inclusive, driven by student needs and transparent.

-Gurminder K. Malik

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“Who is doing the assessment and why?” (Salam)

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“Who is doing the assessment and why?” (Salam)

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I typically use the GRASPS Model when deciding the Who's and Whys of an assessment:

Goal: establish the challenge, issue or problem to solve;

Role: give students a role that they might be taking in a familiar real-life situation;

Audience: identify the target audience whom students are solving the problem for or creating the product for;

Situation: create the scenario or explain the context of the situation;

Product/Performance and Purpose: paint a clear picture of the WHAT and WHY of the product creation or the performance;

Standards & Criteria for Success: inform students how their work will be assessed by the assumed audience.

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Who is doing the Assessment and Why? (Shannon) 

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Who is doing the Assessment and Why? (Shannon) 

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Assessments are for the following stakeholders:

-They are for students as they provide feedback on their understanding and areas for development.

-They are for teachers as they help them gauge the effectiveness of their instruction and identify strengths and weaknesses within their students understanding to inform future instruction.

-They are also for parents as assessments provide insight into the child's academic performance and can flag concerns for further support from the school and family.

-They can also be used by curriculum designers and researchers to refine curriculum and interpret educational trends to build a better understanding of learning and instruction.

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Divya Thakur - Who´s doing the assessment and why?

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Divya Thakur - Who´s doing the assessment and why?

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According to me MYP assessment is a collaborative effort that involves various stakeholders.

1.     Teachers play a central role in assessment. They assess students' progress and achievement in relation to the prescribed subject-group objectives using the assessment criteria specific to each subject area. Teachers use a variety of assessment tools and methods to gauge student understanding and skills development.

2.     Assessment by MYP teachers serves the purpose of evaluating individual student performance. It helps identify areas where students excel and where they may need additional support. This information guides teachers in tailoring their instruction to meet the needs of their students effectively.

3.     Students in the MYP are active participants in their own assessment. They are encouraged to reflect on their own learning and self-assess their progress. This self-assessment helps them develop metacognitive skills, understand their strengths and areas for improvement, and take ownership of their learning journey.

4.     In addition to internal assessments conducted by MYP teachers, there is also a component of external assessment known as the MYP eAssessment. This involves external examinations and assessments designed and scored by the International Baccalaureate (IB) organization. The eAssessment is typically conducted at the end of the MYP program and is used to determine a student's overall performance and readiness for the MYP Certificate.

The purpose of the eAssessment is to provide an external validation of the skills and knowledge acquired by students in the MYP.

5.     Parents and guardians are important stakeholders in the assessment process. They are typically kept informed about their child's progress through reports, conferences, and communication with teachers. This involvement helps parents understand their child's strengths, areas for growth, and overall performance.

6.     School administrators play a role in ensuring that assessment practices are consistent and aligned with the MYP framework. They may also use assessment data to make decisions about curriculum, resource allocation, and professional development for teachers.

The purpose of assessment in the MYP is multifaceted. It not only measures student learning and achievement but also informs instruction, identifies areas for improvement, and supports the development of students' skills, knowledge, and understanding. It is collaborative effort involving all stakeholders to create a comprehensive and meaningful educational experience.

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I think the main point I take from this question is "how much are teachers truly engaged in the assessment?" My worry as a head of dept is that teachers can see assessment as being done to them, particularly if the collaborative process is not genuine. In that sense I think it is the formative assessment, including feedback, that is perhaps the most important element for teachers - and students. Students tend to buy in to assessment when the formative is clear, relevant and valid. If it's not, everyone tends to lose focus.

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(Assessments-Nadine) The students are doing the summative assessment so that they and the teacher can see the product of their learning. They are able to exhibit the skills and knowledge that they have gained throughout the unit. However, it is the formatives that show me what I need to do to help them get to the end. Formatives help me shape my lessons according to their needs. 

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(Assessments-Nadine) The students are doing the summative assessment so that they and the teacher can see the product of their learning. They are able to exhibit the skills and knowledge that they have gained throughout the unit. However, it is the formatives that show me what I need to do to help them get to the end. Formatives help me shape my lessons according to their needs. 

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who is doing the assessment and why? (fizza)

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who is doing the assessment and why? (fizza)

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in MYP the assessment is happening at many stages from the subject leaders evaluating the unit plans, to teachers assessing their teaching and the learning of the students, and students refelecting on their learning. each step has some form of assessment going on. the reason for this lies in the fact that learning is not a linear process but rather like a spiral and cyclic so each step informs the next. therefore assessment is necessary for the developemnt of the MYP programs and student learning.
assessment data is also an important data for various stakeholders

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I also agree with the statement "All stakeholders are engaged in assessment in the MYP." Assessment is essential to knowing if a student learned and the point of education is to ensure students are learning. Assessment is used to drive instruction. Assessment also indicates the success of the learning activities. Students can use assessment to evaluate their own learning which empowers them to want to use their learning in different settings.

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I am giving the assessment and the students are doing the assessment. Students are doing the assessment to exhibit their knowledge on the topic, they are also doing their project for fun. Without fun, many more students would drop out. Students will be assessed in my classroom by showing what they have learned in a variety of ways, written proof, formative lesson proof, and summative assessment proof. I agree with Alan that we are building on topics throughout the year.

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Who is doing the assessment and why? (Alan)

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Who is doing the assessment and why? (Alan)

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Everybody is. Students are doing the assessment as an indication of how they have progressed and developed their skills through-out the unit. They can use it as a measure of their own individual progress but that data should be used by every other person involved in the process. For teachers, assessment is one measure of how successful we taught the unit, did the students develop the required skills, if so why, how can we build on this, etc. If not, then we can question why, was there not enough scaffolding, clear instructions.  It also impacts other teachers in the school, in that year level and beyond. We should always be building on concepts and skills across subjects and year levels. Assessments also involve parents, it is one of the best ways that the school can communicate with them, what skills their child are developing and how they are progressing

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I too agree with the statement “All stakeholders are engaged in assessment in the MYP.”  Often we just think about the students being assessed by various methods or tasks, although participating in assessment does not end with the students.  Teachers use assessment to drive their instruction, as well as evaluate prior learning.  Administrators use assessment data to determine student growth, quality of teaching, and measure the progress of programs. Parent/guardian partnerships are important in all aspects of students' education including assessment.  When parents/guardians are involved in their child’s education the student benefits.  Community members are engaged in a less formal way of assessment, but they are engaged nonetheless. They assess the school and form opinions of the quality of the school, including students, teachers, administrators, school board members and support staff.

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Who is doing the assessment? (Katherine)

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Who is doing the assessment? (Katherine)

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I completely agree that all stakeholders are engaged in assessment in the MYP. So, one other aspect I like to include is student assessment of each unit itself (beyond reflecting on their own work and performance). What lesson/activity helped prepare you the most for the final assessment? Do you have any ideas about other activities that might help students engage more with the IQ in this unit? Is there anything you would suggest cutting or changing for students next year because it didn't seem relevant? This allows me to model reflection as a skill and I always start with a genuine personal critique (i.e. "I think my mini-lesson on Said's Orientalism was interesting but maybe wasn't linked clearly enough to the readings we did after that. What do you think?"). I have gotten some of my best teaching ideas from the responses students have had to these questions, and I find that this regular practice builds trust through the year. However, it takes a strong belief in a collaborative relationship between teachers and learners and is not a comfortable practice for many people!