https://padlet.com/s_stremke/54xjjw1j2qr2 How do you make sure that students can receive the highest level possible? In your groups please give feedback to the following questions: What needs to be improved for your assessment tasks, How is the global context and the statement of inquiry related to your assessment? How do you teach the ATL needed for the task, How do you standardize? How do you determine the differences between 5-6 level to 7-8? en-us 2018-01-09 09:54:30 UTC 2018-01-11 15:05:31 UTC hello@padlet.com p_lewin https://padlet.com/s_stremke/54xjjw1j2qr2/wish/220591077 Paul/Daisy/Milou

They, the students, write a first draft - get feedback on it, including universal elements such as caps, spelling, sentence order, intro, body, conclusion - improve it - look again at criteria - look at an example at levels 5-6 - ask if students fully understand what is meant by criteria terms, as shown in example given - 

Improvement
Focus more on concept (although this is sometimes too universal) - global context (where does the text fit into world lit.)- ATL skills - (these need to be upgraded in unit descriptions on M'bac, which means we need more training in creating units) - more focus on how these ATL skills relate to the study of literature



]]> 2018-01-11 14:29:25 UTC https://padlet.com/s_stremke/54xjjw1j2qr2/wish/220591077 https://padlet.com/s_stremke/54xjjw1j2qr2/wish/220594147 To make sure that the students can reach the highest level:
- address the Criteria strands in the lessons
- practising questions of all levels 

What needs to be improved?
- a more accurate task specific rubric
- formative testing
- linking assessment questions to global context and statement of inquiry

How do you standardize?
- we exchange a sample of tests and grade them - it is not always possbile because of the lack of time.]]> 2018-01-11 14:35:04 UTC https://padlet.com/s_stremke/54xjjw1j2qr2/wish/220594147 r_pienaar https://padlet.com/s_stremke/54xjjw1j2qr2/wish/220595166 Suzanne, Jeffrey, Suklima, Riette

We already award a level of achievement for each strand of the rubric and then decide on a best fit overall level of achievement.  

We will attempt to focus more on the ATL skills in class especially with MYP4 and MYP5

Where we are sharing classes, we will discuss exactly how levels of achievement are awarded before we start grading

It would help if we had more examples (good and bad in terms of student achievement) from the IB of assessment tasks, varied between MYP1 to MYP5

We will have a subject meeting and make more specific rubrics, so that everyone is clear on exactly how to decide on levels of achievement. We will make flow chart so that everyone knows what the strands mean precisely]]> 2018-01-11 14:36:59 UTC https://padlet.com/s_stremke/54xjjw1j2qr2/wish/220595166 s_stremke https://padlet.com/s_stremke/54xjjw1j2qr2/wish/220599396

We discussed each strand individually and what do they mean

when it comes to the terminology: we could ask for a number of terms they need to explain for Crit A strand 1

for Crit B strand  we need to give them clear questions on how to write a reflection

]]> 2018-01-11 14:43:49 UTC https://padlet.com/s_stremke/54xjjw1j2qr2/wish/220599396 https://padlet.com/s_stremke/54xjjw1j2qr2/wish/220607494 Elsje/Olja/Magali/Josefina/Coert

We design questions according to the criteria. In front of the criteria, we put the max achievable points. 

A certain cohort of points will result in a grade. Obvously, the highest category of points leads to 7-8.

Specific ATL-skills are explained beforehand and separate from the actual assessments.

]]> 2018-01-11 14:57:37 UTC https://padlet.com/s_stremke/54xjjw1j2qr2/wish/220607494 https://padlet.com/s_stremke/54xjjw1j2qr2/wish/220608706 Just like the standardization of the Personal project. The arts is working on a document with all the assessment criteria and the command terms to make more clear what we mean so we can use that to assess our student. 

We also describe some of the specific terminology which helps to clarify the criteria

]]> 2018-01-11 14:59:34 UTC https://padlet.com/s_stremke/54xjjw1j2qr2/wish/220608706 https://padlet.com/s_stremke/54xjjw1j2qr2/wish/220609459
Koen
I’ve discussed with myself the design task specific rubrics. 
Currently we are fairly grading using the Rubric and command terms....
 but we are not dividing the different strands. This is something we should work on. Within design it is a priority to make sure we are having the same expectations of students, a good idea is to compare each others ways of grading.]]> 2018-01-11 15:00:44 UTC https://padlet.com/s_stremke/54xjjw1j2qr2/wish/220609459