Post on 31-Dec-2015
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“The single most important aim of MYP assessment is to support and encourage student learning.”MYP: From principle into practice, pg.41
MYP Assessment Targets I can be a risk-taker as I engage in all
activities.
I can analyze, synthesize, and evaluate assessment strategies and practices.
I can write an assessment that meets the highest level of MYP criteria.
Achievement Level Descriptors
0 Does not meet any of the descriptions below
1-2 Can recall and state basic knowledge with little understanding of the concept.
Can begin to apply in simple situations with support.
3-4 Can describe information with basic understanding of concepts
Can apply concepts in simple, familiar situations
5-6 Can explain the concepts Can apply concepts in a variety of complex, familiar
situations Can analyse the effectiveness of the instructional
practices
7-8 Can compare concepts to other related education practices
Can create learning activities based on concepts in a variety of complex situations including unfamiliar
Can evaluate the effectiveness of instructional practices
Inquiry Cycle: EngagePre-Assessment of Knowledge & Understanding of MYP Subject Area Assessment
Aims and objectives of my subject area(s) Specific strands (bullets) listed for each
objective Different levels of achievement according
to my subject assessment criteria Interim objectives and scoring rubrics
Inquiry Cycle: Engage
Self- assessment of - Knowledge & Understanding of MYP Subject Area Assessment1. Score yourself on the rubric. Find your score in the
room. Stand there with your group.2. Work as a group to provide an illustration or
demonstration of what you know, understand or can do. (What demonstrates your score on the rubric?)
3. Work as a group to write 1 – 2 questions to increase your understanding of the topic.
4. Prepare all members to be able to share your illustration and questions.
Inquiry Cycle: Engage Share your illustration and question
Score 0 tallest personScore 1-2 youngest personScore 3-4 darkest hair colorScore 5-6 shortest bangsScore 7-8 oldest person
Achievement Level Descriptors
0 Does not meet any of the descriptions below
1-2 Can recall and state basic knowledge with little understanding of the concept.
Can begin to apply in simple situations with support.
3-4 Can describe information with basic understanding of concepts
Can apply concepts in simple, familiar situations
5-6 Can explain the concepts Can apply concepts in a variety of complex, familiar
situations Can analyse the effectiveness of the instructional
practices
7-8 Can compare concepts to other related education practices
Can create learning activities based on concepts in a variety of complex situations including unfamiliar
Can evaluate the effectiveness of instructional practices
Bloom’s Taxonomy Revised
Unfamiliar, complex, transfer to many situations
Unfamiliar, complex, less support
Familiar, more complex, supported
Familiar, simple, supported
Forms of Higher-Order Thinking(Inquiry cycle – Explain) Transfer: student can apply knowledge
and skills developed during learning to new contexts (new to them).
Critical Thinking: apply wise judgment or produce a reasoned critique; to reason, reflect, and make sound decisions.
Problem Solving: identify and solve problems in their academic work and in life.
Susan Brookhart: How to Assess Higher OrderThinking Skills in Your Classroom, ASCD, 2010
Inquiry Cycle: ExploreExamine the data from the MYP Assessment Survey
What thoughts does this data provoke? What questions does this data generate?
MYP Assessment Survey
Go to IB-MYP resources – use the link provided to view the survey results.
http://dmpsmyp.wikispaces.com/hoover-meredith
Inquiry Circle: ExploreAssessment Audit
Audit your assessment Use the graphic organizer “Assessment
Audit” to analyze the assessment you brought.
Continue with your assessment audit
Item Analysis % of items % of time to complete
% of total value (points earned)
Level of Bloom’s
Example Item
Information Recall
Match Spanish word to the English translation
Transfer in familiar w/support
In Spanish, write directions to make a piece of toast. List of Spanish vocabulary provided.
Transfer in familiar
In Spanish, write the directions to make a piece of toast.
Transfer in unfamiliar
In Spanish, write directions to make a quesadilla.
Problem Solving
Read 2 articles written in Spanish on the art of Spanish cooking. Organize the two articles into one helpful hints of Spanish cooking.
Critical Judgment
Design a wikki, web-page, etc. on the internet in Spanish to share the helpful hints of Spanish cooking.
Assessment Audit
Inquiry Cycle: Evaluate Share your assessment results with a
shoulder partner Similarities? Differences? MYP assessment – What was the highest
level you reached with your assessment?
How would you adapt it to reach a higher level?
Inquiry Cycle: Extension
Create a new assessment for an IB unit A culminating task A formative assessment
Identify subject area criteria and relevant strand(s) Create a student friendly- task specific
rubric for scoring the new assessment
New Thinking IB Thinking Our future study!
1 -2 is not bad, just a lower level of cognitive load – recall, comprehension
Use of the command terms to pinpoint what we want students to be able to do and how will we know what they can actually do.
Embedded assessment – we have to simplify it and make it easy to use
Map where students are currently – then refer to the rubric to form a question to take them to the next level of the rubric.