• 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.

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.

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

• Why do you do it?

• Do you only report MYP “grades”?

Context

Concepts

Content

in the onscreen exam

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

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

● 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.

• Achievement levels 

• Using standardization

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

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

•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”.

Analyze

Break down in order to bring out the essential elements or structure. (To identify parts, relationships and interpret information to reach conclusions.)

*Communicate

To give messages or information to others through speech, writing, body movements or signals.

When assessing criterion C, this refers to giving messages or information to others through speech.

*“To be able to communicate” is an overarching aim in language acquisition.

Demonstrate

Make clear by reasoning or evidence, illustrating with examples or practical application.

Describe

Give a detailed account or picture of a situation, event, pattern or process.

Discuss

Offer a considered and balanced review that includes a range of arguments, factors or hypotheses. Opinions or conclusions should be presented clearly and supported by appropriate evidence.

Evaluate

Make an appraisal by weighing up the strengths and limitations.

Examine

Consider an argument or concept in a way that uncovers the assumptions and interrelationships of the issue.

Explain

Give a detailed account including reasons or causes.

Find

Obtain an answer showing relevant stages in the working.

Identify

Provide an answer from a number of possibilities. Recognize and state briefly a distinguishing fact or feature.

Interpret

Use knowledge and understanding to recognize trends and draw conclusions from given information.

Justify

Give valid reasons or evidence to support an answer or conclusion.

Organize

Put ideas and information into a proper or systematic order; give structure to a text.

Outline

Give a brief account or summary.

Present

Offer for display, observation, examination or consideration.

State

Give a specific name, value or other brief answer without explanation.

Summarize

Abstract a general theme or major point(s).

Synthesize

Combine different ideas in order to create new understanding.

Use

Apply knowledge or rules to put theory into practice