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[BTCLOD.COM] IB in (about) 3_  MYP Assessment overview-1080p

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GRASPS roles and audience - Google Jamboard

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Research assessment strategies and add those you might find relevant to your subject here!

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◦Goal – The SOI. Remember the summative assessment is always a response to the statement of inquiry.

◦Role – Define the role that the students will assume.

◦Audience – The target audience e.g. a client or committee.

◦Situation – Set the context of the scenario, explain the situation.

◦Product or performance – Clarify what the student will create and why they will create it.

◦Standards – Your MYP criteria – provide rubrics or task specific clarification

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Create a TSC that ensures student have a clear understanding of the expectation aligned to the level descriptors of the unit.

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In pairs create a list of examples against these four  tools. Can you think of others you might use?

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List here the types of factual knowledge in the unit planner. e.g. timelines

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List here the types of factual knowledge in the unit planner. e.g. timelines

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List here types of conceptial knowledge e.g. models

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List here types of conceptial knowledge e.g. models

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Can you now organise content into these three areas? Include in these areas the concepts and context, use colour to identify them.

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Can you now organise content into these three areas? Include in these areas the concepts and context, use colour to identify them.

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Upload your contents section of your planner with updates to reflect the learning in this section

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Upload your contents section of your planner with updates to reflect the learning in this section

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Developing Learning Agility This diagram was inspired by the blog post, The agile learner in a VUCA world, written by Aloha Lavina. VUCA is an acronym used to describe volatility, uncertainty, complexity, and ambiguity. Put simply, we live in a fast-changing world and in such an unfamiliar environment, we face unpredictable changes, often are required to make decisions in complex systems, and ...

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Independence and self-regulation are important skills for all learners, not least if you follow the Approaches to Learning (ATL) methodology for the IB Middle Years Program. Below you’ll find rubrics for students to fill in for each of the 5 ATL skill categories. Mark the level you think you should…

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Please select a country in the dropdown menu below to see the values for the 6 dimensions. After a first country has been selected, a second and even a third country can be chosen to be able to see a comparison of their scores.

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Questions I have about MYP assessment....

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Questions I have about MYP assessment....

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How do you meet the assessment practices in your school?

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How do you meet the assessment practices in your school?

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Practice 1

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How do you meet the assessment practices in your school?

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How do you meet the assessment practices in your school?

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Practice 2

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How do you meet the assessment practices in your school?

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How do you meet the assessment practices in your school?

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Practice 3

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List here types of procedural knowedge e.g. techniques

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List here types of procedural knowedge e.g. techniques

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How do you meet the assessment practices in your school?

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How do you meet the assessment practices in your school?

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Practice 4

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◦In pairs examine a unit of work and consider the barriers that may exist.

◦Consider alternate strategies to ensure students have access to assessment.

◦Create a visual to represent your findings.

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Group 2 - What are the barriers to assessment?

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Group 2 - What are the barriers to assessment?

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Group 1  - What are the barriers to assessment?

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Group 1  - What are the barriers to assessment?

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◦Adapt an assessment

◦Use the checklist to develop the assessment

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How was today’s workshop? Comment below with two stars from today´s workshop and one wish for tomorrow!

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Read the short article with your partner, review the subject aims from your guide. What examples can you create that would meet your subject aims? Add to the google doc HERE

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•Find examples in your subject guide or the TSM of assessment tasks
•Create a task of your own based on the example you have found.
•How will you build formal and informal formative assessment?

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Do you wish to spend some time on ATL alignment to objectives?

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Do you wish to spend some time on ATL alignment to objectives?

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https://chat.whatsapp.com/GumnviqJ14vEtnF4GeR7Si

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Every day, millions of educators gather in classrooms, faculty rooms, boardrooms, and (sometimes virtual) conference rooms to tackle problems that are so big that no individual can solve them alone. How to prepare students to thrive in a knowledge economy and rapidly developing world, how to support teachers in transforming their practice, how to create policy that drives opportunity and access for every learner-addressing each of these would truly make a big difference in learning and teaching. But although some of the meetings that could take on these issues are invigorating opportunities for generating ideas and creating solutions, many are not.

This book identifies improving meeting agendas as a high-leverage strategy for changing how people work together, and offers the Meeting Wise Checklist as a tool for developing a common language for discussing and improving the quality of meeting design and the Meeting Wise Agenda Template to help you get started. It provides tips for setting up, facilitating, and participating effectively in meetings, and supports the reader in developing a strategy for making a fundamental shift in how collaborative time is used.

Intrigued? For more information:

If you have already read the book, we would love to hear about the extent to which the ideas in the book may be helping you make more effective use of collaborative time. Please email meetingwise@gse.harvard.edu with:

Insights from using the Meeting Wise Checklist

Experiences addressing common dilemmas for facilitators or participants

Your own tips and ideas for helping an organization become Meeting Wise

The Meeting Wise Agenda Template is also available as a Google document.

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Every day, millions of educators gather in classrooms, faculty rooms, boardrooms, and (sometimes virtual) conference rooms to tackle problems that are so big that no individual can solve them alone.

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It is important to consider rigour when designing summative assessments.

Does the summative assessment allow students to reach the highest level of the descriptors, this might mean that we consider the design and choice of tasks and opportunities for student agency.

Examine the assessment criteria for your subject and year group. Note down the differences.

Review your summative assessment and adjust where needed

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Revisit the Action plan you created at the beginning of the workshop

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Revisit the Action plan you created at the beginning of the workshop

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Create a short , medium and long term goal for your assessment practice from the work we have completed.