In an MYP science class, students are studying the topic of climate change and its impact on ecosystems. As part of the unit, the teacher assigns an assessment task that requires students to research and analyse the effects of climate change on a specific ecosystem and propose solutions to mitigate its impact. The assessment task is designed to be written, with students expected to submit a detailed report outlining their research findings and recommendations.

The assessment task includes the following components, assessed primarily against the MYP Sciences criteria:

1. Research (Criteria A): Students are required to conduct research using credible sources to gather information on the impact of climate change on their chosen ecosystem. This component assesses students' knowledge and understanding of scientific concepts related to climate change and ecosystems (Criterion A: Knowing and Understanding).

2. Analysis (Criteria B): Students must analyse the data and information collected to identify patterns, trends, and key factors contributing to the ecosystem's vulnerability to climate change. This component evaluates students' ability to develop research questions, plan investigations, and gather relevant information (Criterion B: Inquiring and Designing).

3. Solution Proposal (Criteria D): Based on their analysis, students are asked to propose practical solutions and strategies to address the identified challenges and mitigate the impacts of climate change on the ecosystem. This component assesses students' ability to critically reflect on the ethical, social, and environmental implications of scientific knowledge and practices (Criterion D: Reflecting on the Impacts of Science).

Chris Armstrong University of Southampton

Simon Thompson

University of the West of England, Bristol

Background:  

Student 1 is a multilingual learner who excels at understanding scientific concepts. They are passionate about climate change and demonstrate strong analytical skills. However, they often need help to express their ideas clearly in English, particularly in written form. They engage well with visual and practical data but find academic language challenging.

Prompt Questions for Discussion:

• Redistribution: How can we design assessments that provide more equitable opportunities for multilingual learners, allowing them to demonstrate their strengths beyond traditional written formats?

• Recognition: How can assessments better acknowledge and value multilingual learners' scientific understanding and analytical skills without being limited by academic language barriers?

• Representation: How can we ensure that multilingual learners' diverse linguistic and cultural backgrounds are more accurately reflected and supported in the assessment process?

Student 2 has strong verbal communication skills. They excel in class discussions and articulate ideas. However, they find it challenging to conduct research and organise their thoughts in writing. They often struggle with time management and evaluating credible sources, leading to rushed or underdeveloped written work.

Prompt Questions for Discussion:

• Redistribution: How might difficulties in organising research and evaluating credible sources reveal inequities in the assessment process, and what changes could redistribute opportunities for success among students with different skills?

• Recognition: How can assessments better recognize students' strengths in verbal communication or other non-written skills, ensuring that these are valued alongside traditional written reports?

• Representation: How can the assessment structure be adapted to ensure that students with diverse learning and organisational abilities are fairly represented and can demonstrate their understanding of scientific concepts?