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Assessment in context

MYP criteria

Command terms in learning and teaching

Commit to change

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Assessment in context

The IB “culture”, “purpose,” “environment” and “learning” of assessment

The aims of MYP assessment

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Horizontal and vertical planning

Components of the subject group overview

The summative task and planning

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Activator: How does your school currently

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Activator: How does your school currently

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Participants in your groups, please take a look at the GRASP examples and discuss if they are or are not authentic assessments. Go back to the research points and share your opinion.

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Individually, make a list of key ideas about the concept of authenticity.

● Compare their lists with a partner and define authenticity. What does it mean when something is authentic?

● Use their collective key words about authenticity to define authentic assessment with their partner.

● Write their definition on this padlet.

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Learning engagement: MYP assessment in my own context 

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Learning engagement: MYP assessment in my own context 

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Read the description for each category (purpose, environment, culture, learning)

Using chart paper, list possible connection between each category and assessment

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Create a visual

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Learning engagement: Reading between the lines • Take out their school Assessment Policy! • Briefly read through it and search for any definition of MYP assessment • Is anything like what their table group just did communicated in their own policy? • What similarities and/or differences can they see between their own assessment policy definition of assessment and the one they created withtheir group? • What would they add? Or change (to their policy and/or the definition)?

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FPIP- reference: starting at p34 - assessment! for further reading 

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FPIP- reference: starting at p34 - assessment! for further reading 

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Using the summative assessment task example you were assigned:

fill in the columns on a blank subject group overview based on the task (building backwards)

consider the relationship between the task design and the other unit components.

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external assessment model _ e-Assessment 

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Basic principles of MYP differentiation

Differentiation when designing summative assessment tasks

Implications of differentiated assessment

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Parameters of formative assessment

Formative assessment that supports summative assessment

Formative strategies

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MYP eAssessment demo_ Interdisciplinary learning and teaching

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Meaningful learning with MYP eAssessment (PRC)

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Alongside the eight strategies to successfully implement eAssessment in your school, what aspects of those listed above:

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Activity: a) Read p 8 from this guide in a round table reading until all the practices are read.

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Activity: a) Read p 8 from this guide in a round table reading until all the practices are read.

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MYP eAssessment demo_ Language and literature (video)

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The IB uses both internal and optional external assessment (eAssessment) in the MYP.

School-based assessment

MYP assessment focuses on tasks created and marked by classroom teachers who are well-equipped to make judgments about student achievement. These tasks are rigorous and embrace a variety of assessment strategies.

MYP teachers assess the prescribed subject-group objectives using the assessment criteria for each subject group in each year of the programme.

External assessment

In the final year of the programme, each MYP student must develop a personal project independently, which is externally validated by the IB. Producing a truly personal and creative piece of work over an extended period stands as a summative review of their ability to conduct independent work.

At the same time, schools can register for optional external assessment (eAssessment) in all other elements of the programme. It offers students the chance to earn a formal, internationally recognised certificate if they meet the success criteria.

Once a school registers for eAssessment in the MYP, students can participate in any of these two types of examinations:

The graphic below outlines how the two types of assessment - on-screen examinations and ePortfolios - are divided across the MYP's various subject groups. The Language acquisition assessment comprises one on-screen examination and one internally assessed individual speaking assessment.

The mandatory personal project and the optional ePortfolio course works are subject to external moderation of teacher's internal marking. On-screen examinations are externally marked by trained IB examiners.

IB assessment principles and practices

The IB takes great care in ensuring assessment of candidates is meaningful and fair.

The following guides provide an overview of the assessment process across our programmes. Read assessment guide for:

Learn more about the principles of MYP assessment here.

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Learn about the assessment and exams involved during the International Baccalaureate® Middle Years Programme.

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e Assessment: good advice from a student 

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e Assessment: good advice from a student 

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Taking the eAssessment? Here's everything you need to know!

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b) Now that you have read the practices, copy the graph onto paper and "define" how each of the standards approaches inclusion - as a table decide, which of the standards speaks best to inclusion from a students perspective. 

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b) Now that you have read the practices, copy the graph onto paper and "define" how each of the standards approaches inclusion - as a table decide, which of the standards speaks best to inclusion from a students perspective. 

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Meeting student learning diversity in the classroom_2013

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Objectives

Achievement levels

Using standardization

The impact of formative and summative assessment, differentiation, and standardization

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Objectives: In order to reach the aims of the workshop, in this session, participants

should be able to:

● inquire into how achievement levels are used

● investigate the process of standardization using student work

● Consider the impact of formative and summative assessment,

differentiation and standardization within the school’s

assessment policy.

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Practice 3.5 page 11

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Demo video: Teachers and Administrators 

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Demo video: Teachers and Administrators 

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Please divide in 3 groups and observe the 3 different dimension:

Context

Concepts

Content

in the onscreen exam

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MYP eAssessment_ Introduction for school leaders and teachers

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MYP Language and Literature Subject Guide 2015

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•How do the learning experiences you’ve just created build to the summative assessment task?

•What role does formative assessment play in the assessment process?

•Write each of these learning experiences on a piece of chart paper and post around the room for a “photo shoot”.

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Student work_conflict in society example

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Do a quick search for a video on the internet that showcases authentic assessment.

Watch the video and add to their definition.

Share their video on this padlet to contribute to a bank of examples that can be used in their own context when supporting teachers.

As a whole-group, discuss the difference between traditional assessment and authentic assessment.

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IB inclusion guide: "How do we use the IB standards and practices to demonstrate inclusion?p 4 onwards 

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IB inclusion guide: "How do we use the IB standards and practices to demonstrate inclusion?p 4 onwards 

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Each person reads one of the practices. ● Continue to read around the table until all practices have been read. ● As a table, copy the mandala onto chart paper and “define” how each of the standards approaches inclusion. ● As a table, decide which of the standards speak best to inclusion from a student’s perspective

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You can create a new one or work on an assessment that you are already using in your practices.

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Activity: Discuss criteria based assessment 

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Activity: Discuss criteria based assessment 

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How does criteria marking works-important for standardization - common understanding amongst the team

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How does criteria marking works-important for standardization - common understanding amongst the team

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How criteria -related assessment (marking) works

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Task sheet_You say you want a revolution

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Task sheet_You say you want a revolution

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You say you want a revolution_ task sheet

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Justification_You say you want a revolution

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Justification_You say you want a revolution

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You say you want a revolution_ student work justification

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Unit planner_You say you want a revolution

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Unit planner_You say you want a revolution

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You say you want a revolution_ unit planner pdf

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Student work_You say you want a revolution

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Student work_You say you want a revolution

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You say you want a revolution_ student work justification

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I love using GRASPS for creating authentic assessment. I made this handout for my colleagues, which shows what GRASPS stands for, and gives an example for every MYP subject group. Enjoy! Link here .

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At your table, discuss the following questions.

To what do you assign a “grade”, in your classroom?

Why do you do it?

Do you only report MYP “grades”?

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Stories and lessons for growing minds

We are a free multimedia platform for educators and students. Through our immersive storytelling and curricula, we aim to plant seeds of empathy, interconnectedness, and a sacred relationship with our planet. Use our award-winning films, photo essays, and essays to learn about social, cultural, and environmental issues from individuals and communities worldwide. For grades 3-12, our stories and lessons encourage students to broaden their perspectives and worldviews while fostering universal human values and respect for the living world. We aim to bring universal values into the lives of educators and students.

Experience Our Storytelling

Watch this short video to learn more about the stories we tell.

Student Winners and Finalists: The Environment Is in You

In what ways is climate change impacting the place where you live?

In this contest, students documented the fragility, hope, and future of our planet's ecosystem due to climate change. Inspired by four environmental writers-Linda Hogan, Robert Hass, Wendell Berry, and Dara McAnulty-students explored changes to local systems, how the environment shapes our identity, and how our actions and awareness today can impact the future.

View Winners and Finalists

Feature

These five shorts films follows five Native American communities who are restoring their traditional land management practices.

Learn More

Essay

How might stories act as keys allowing us access to challenge, examine, uproot, and illumine our habits and fears?

Learn More

Feature

This feature shares the stories of four Indigenous communities in California who are working to revitalize their languages and cultures in order to pass them on to the next generation.

Learn More

"This film has historic relevancy. I can see myself using it to encourage students to think about the value of the space program and how it speaks to the American Spirit and how we are often looking forward in our progress. This film begs to be used as an exploration of what it means to be a global citizen, how students can learn from people not like themselves, and what actions students can take in their everyday lives to make the world a better place."

Michael Dunn, Director of College Counseling at Eagle Rock School & Professional Development Center

Stories Exploring Climate Change

Celebrating Student Artwork: New Student Gallery

Encourage thoughtful and meaningful conversations in the classroom with our student gallery. Use the gallery as a tool to foster curiosity, observation skills, and perspective-taking.

The gallery encourages students to learn from each other's perspectives. How are students witnessing and engaging with the world in new ways since the start of Covid-19? Search by theme, previous Global Oneness Project contests, or from locations around the world. The gallery is accompanied by an image analysis activity, including a Visible Thinking Routine from Project Zero, Harvard Graduate School of Education.

View Student Gallery

Receive our newsletter to learn about new stories and companion lesson plans.

Who Is Using Our Materials

Our materials provide opportunities for an interdisciplinary approach to learning across disciplines from social sciences and humanities to environmental sciences. Education stakeholders, including K-12 educators, university professors, librarians, tech/media specialists, parents, and students are using our materials in multiple learning environments.

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https://docs.google.com/document/d/1THoL4dScYguQFNiQ_-9tYg7QobSEy7ux/edit

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Learning engagement: explaining the criteria to the audience 

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Learning engagement: explaining the criteria to the audience 

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1)Participants will be split in 4 groups

2)The objectives will be read, discussed and standardized (all participants should have the same understanding)

3)Prepare a presentation for with the following topics in mind: What task option would be appropriate? What could teachers ask students to do? What ATLs might be used? What implications do the descriptors have?

4) Gallery walk or presentation

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Rebecca Gillman and two colleagues from the International Community School of Addis Ababa in Ethiopia just designed a unit in their grade 9 English Language & Literature classes around story circles and deep listening.

After redesigning the entire curriculum of the grade 9 English class this year, some common themes surfaced including one theme about our "storied pasts" and how our experiences shape our identities. This theme was evident right from unit 1 at the start of the year; students explored poetry and responded to poems that resonated with them and connected in some way to their "storied pasts".

Later in the year, when students read William Kamkwamba's book The Boy Who Harnessed the Wind, they investigated what it means to be an innovator and what conditions converge to inspire innovation. Again, the idea of "storied pasts" surfaced as students researched Kamkwamba's life journey.

In the final unit of the year, the grade 9 English team decided to do a deep dive into stories. They invited community members (teachers, leaders, school staff and community partners) to participate in story circles with grade 9 students.

Inspired by the work of Narrative 4 and Darla Deardorff (specifically, her protocol for story circles for intercultural understanding), Rebecca designed the experience in two rounds. In the first round, students were paired with a community member and they each shared a story. In round two, partner pairs joined together in circles of 6-8; each person shared their partner's story using a first-person perspective.

Through sharing stories, the students made deep connections with so many community members from varied backgrounds and experiences. Rebecca says there was a palpable energy in the room; students and adults alike were fully engaged and connecting in meaningful ways.

To reflect on the experience, students created stories to capture what happened and what they learned and felt. They shared these stories in a variety of forms, from written accounts to podcasts and digital stories. Here is a link to an overview of the summative task as well as one student's written story and another's podcast.

"A month after the story circle event, we had some community members from Mekedonia, a community partner across the city, come to our campus, and I asked the students to share their stories back to the people who had participated," says Rebecca. "It was so powerful. The men from Mekedonia had never had their stories validated in such a way before. There were tears and emotional responses. It was clear that this was a deeply important experience."

A student reflected on the impact of the story exchange and story circle: "I think storytelling is a fundamental part of who we are as humans. I think that by doing these circles, people's eyes are opened to a less self-centered view of life. Not only are our perspectives open when we are in the circles, but it also makes people more aware of the people around us and their lives. After leaving the circles I felt a sense of duty to get to know all the people I interact with on a deeper level. Storytelling is a way of connection that can go towards healing the distance between people and these connections are what shape a hate-free, and happy world."

Check out the video interview with Rebecca (below) to hear more about this deep listening experience that embodies the essence of service learning and active global citizenship. The "action" in this example is deep listening and relational connection, a vital foundation for everything we do with community partners.

Photos from the story circles at the International Community School of Addis Ababa.

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Story Circles for impactful community engagement - LeeAnne Lavender:Storyteller

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Grade 9 students at the International School of Addis Ababa just experienced an English unit centred around story circles and story exchanges. The result of this deep listening is a transformed sense of self and others.

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MYP5 Task Sheet and student work

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Copy of MYP4  The Poet X Homework Booklet

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MYP Year 2 - Dystopian Reader's Workshop.

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MYP Year 2 - Dystopian Reader's Workshop.

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Final summative - Literary Essay

Graphic organizer, GRASP, Rubric

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Y7.1 Dystopian Summative Assessment - Literary Essay

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Y7.1 Dystopian Summative - Literary Essay Assignment Outline (1)

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Dystopian Literary Essay - Rubric (MYP Year 2)

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Dystopian Literary Essay - Rubric (MYP Year 2)

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Here's a second link:

https://www.youtube.com/watch?v=0-3vnBdEnnA

Modernity of Addis Ababa:

https://www.fanamc.com/english/addis-ababa-a-city-of-resilience-where-modernity-meets-the-heart-of-africa/

Instagram channel highlighting the modernity of Addis Ababa: https://www.instagram.com/visitethiopiaa?igsh=MTV3dG9ydmJ0eDNlag==

Electric vehicles:

https://edition.cnn.com/2024/08/17/climate/ethiopia-evs-gas-car-ban-climate/index.html

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NEW LOOK OF ADDIS ABABA, ETHIOPIA 2016/ 2024

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Y7.2 Global Storytelling Summative (Parts 1 and 2) - Movie Trailer (1)

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Candidates with assessment access requirements

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Candidates with assessment access requirements

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in the classroom

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Gemini conversation around complicated marking

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Gemini conversation around complicated marking

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Where in these sources can you award a 5 when a s...