IB MIDDLE YEARS PROGRAMME 2019 PARENT WORKSHOP ON ASSESSMENT AND REPORTING YEAR 7 & 8
Transcript
IB MIDDLE YEARS PROGRAMME 2019
PARENT WORKSHOP ON ASSESSMENT AND REPORTING YEAR 7 & 8
Presenter
Presentation Notes
Renee – introduce Natalie and myself. Explain that tonight is an opportunity to get an understanding of how your daughters will be assessed using the IB framework and what our reporting procedures will look like.
Welcome:
There are some activity sheets on your tables, please introduce yourselves to the others at your table and feel free to engage with some of these activities.
1) IB Terminology match up
2) Cross word
3) Unscramble the anagram
IB MIDDLE YEARS PROGRAMME 2019
Workshop on assessment and reporting Year 7 & 8
ACKNOWLEGEMENT OF COUNTRY
Presenter
Presentation Notes
Renee
PRAYER
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Renee
WELCOME RENEE TAYLOR DEPUTY PRINCIPAL LEARNING
IH in Year 7 combines Language and Literature and Individuals and Societies.
IMS in Year 7 combines Sciences and Mathematics.
Presenter
Presentation Notes
Renee – Welcome and thank you for joining us. The aim of this evening is to provide you with an overview of key changes to assessment and reporting in Year 7 and 8 at Merici College based on the Middle Years Programme. While the IB has an inquiry learning focus and encourages formative assessment, this presentation will focus on summative assessment, so you can be aware how best to engage as a family with the tasks and rubrics. Teachers will go through the rubrics in class with students. The IB Middle Years Programme at Merici is being trialled this year in years 7 & 8. This is a mandatory requirement for our authorisation. Many of you will have seen the MYP programme image shown here. You can see that the IB Learner Profile is at the heart of the programme and the 8 subject areas are around the outside. The aim of this session is not to go through the philosophy of the programme, but to get in and look at how it affects your daughters assessment, as this is something that is coming up soon for some of them and we wanted to make sure you were across the changes so you can support your daughter through their learning journey. IH in Year 7 combines Language and Literature and Individuals and Societies. IMS in Year 7 combines Sciences and Mathematics. These courses both meet the 50 hours teaching time that the IB prescribes in each separate subject group, though are taught in an interdisciplinary way for the whole year.
• Aligns well with what we already do
• Internationally recognised
• Will enhance a more global focus in the collegein the curriculum and in the community of theschool
• Importance of languages preparing globalcitizens
• Research shown that the MYP is a goodpreparation for success in Diploma Programme(Years 11 and 12)
• Personal Project in Year 10
WHY ARE WE ADOPTING THE IB?
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Presentation Notes
Renee
MYP / AUSTRALIAN CURRICULUM
• MYP is a framework to deliver our Australian Curriculum content.
• We currently use our professional ‘best fit’ judgement to allocate a grade A-E to students based on their overall performance across the year per subject.
• We will continue to do this.
• In addition, we will incorporate the MYP language, outcomes and criteria.
Presenter
Presentation Notes
Renee – Students will still study the Australian Curriculum content. The MYP is a framework not a curriculum that considers the way students learn and demonstrate their learning and how teaching can And I now welcome Natalie Fairfax, our IB Coordinator to talk to you about the practical ways we are applying the MYP at Merici College.
ASSESSMENT IN THE MYP AIMS TO:
• feedback on the learning process
• inform, enhance and improve the teaching process
• opportunities to exhibit transfer of skills across disciplines
• positive student attitudes
• promote a deep understanding
• critical- and creative-thinking skills
• reflect the international-mindedness
• Support holistic development
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Presentation Notes
NATALIE support and encourage student learning by providing feedback on the learning process inform, enhance and improve the teaching process provide opportunity for students to exhibit transfer of skills across disciplines, such as in the personal project and interdisciplinary unit assessments promote positive student attitudes towards learning promote a deep understanding of subject content by supporting students in their inquiries set in realworld contexts promote the development of critical- and creative-thinking skills reflect the international-mindedness of the programme by allowing assessments to be set in a variety of cultural and linguistic contexts support the holistic nature of the programme by including in its model principles that take account of the development of the whole student.
Taken from IB MYP Guide
Based on Australian Curriculum and how we are delivering at Merici.
From MYP but selected for our units
Criteria and strands being covered this semester/term
Presenter
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Natalie – You may have noticed that our unit outlines for Years 7 & 8 are a little different. It will have the Statement of inquiry , which is a statement that expresses the relationship between concepts and context; it represents a transferable idea supported by factual content. Over this term, teachers will be unpacking this new language with students and what it looks like in each subject area. The MYP has a concept led focus for teaching which looks at big ideas, encouraging students to see related concepts across areas of learning. Now we will focus this session on the assessment part of the MYP and how we are applying it here.
MYP CRITERIA AND STRANDS
• 4 criteria (A,B,C,D)
• Each criteria have multiplestrands (i, ii, iii, iv)
• Each criteria havedescriptions associated (Yr 7& 8 MYP Year 3)
• Each criteria is marked out of8
• All criteria are of equal value
Presenter
Presentation Notes
Natalie There are 8 subject areas in the MYP and each subject has 4 assessment criteria. For example you can see that Languages and literature has: analysing, organizing, producing text, using language. Each strand has an associated level description attached to it. This tell us how to score the students work. Although each criteria has a mark out of 8 attached to it, it is not based on a calculated total, or an average. It is based on the evidence in the student work against the description. Just like we already do with the Australian Curriculum achievement standards.
Descriptions
• The IB MYP subject group specific descriptions forachievement will be available on our website foryour reference.
• These descriptions will form the basis for all therubrics attached for your daughters assessments.
• Year 7 & 8 students will be assessed against MYPYear 3 level descriptors. This aligns best with theAustralian Curriculum.
• Year 9 and 10 students will be assessed using MYPYear 5 criteria.
Presenter
Presentation Notes
Natalie The subject group specific descriptions for achievement will be available to you on our website for your reference. It is important to note that the task specific rubrics will be based on these subject generic level descriptions. Year 7 & 8 students will be assessed against MYP Year 3 level descriptors. This aligns best with the Australian Curriculum. Year 9 and 10 students will be assessed using MYP Year 5 criteria. So you will expect to see greater mastery as students progress through from the Year 7 to Year 8 ‘Band’. They MYP does not publish Year 2 or Year 4 criteria.
MYP GRADE BOUNDARIES
Associated descriptions that characterise what a students work looks like.
To be used to look at learning holistically in the subject group area.
Not for individual tasks.
Presenter
Presentation Notes
Natalie
LANGUAGES
• Taught in phases across Year 7-10.
• Still have 4 criteria
• Still have a number of strands ineach criteria
• Still assessed out of a score of8 for each criteria.
Presenter
Presentation Notes
Teaching and learning in the language acquisition subject group is organized in six phases. The phases do not correspond to particular age groups or MYP years. Teachers will need to decide the most suitable phase in which to place individual students or a group of students. . Could have a student in Year 10 being assessed against phase 1 language criteria or a year 7 student achieving at phase 6 level. Students with no prior knowledge of the additional language they wish to study in the MYP should start in phase 1. Phase 6 will not be the typical exit level for most students. Currently in Year 7 & 8 classrooms, students will usually be mixed in with their peers in a mixed phase 1-3 classroom. In cases of high proficiency, please get in contact with us as we may be able to offer a more personalised curriculum for your child.
MYP ASSESSMENT IS NOT:
• To be averaged
• To be only summative
• Norm referenced (Does not compare students to eachother – no ranking)
• Criterion referenced (D not have to master all strands ofspecific criteria at lower achievement levels before theycan be considered to have achieved the next level)
• Split up into decimals, e.g. 4.5.
Presenter
Presentation Notes
Natalie
MYP ASSESSMENT IS:• Best Fit• Evidence based• Professional judgement• Holistic• Rigorous• Focuses on positive achievement – no negative
marking
• the highest level of any given criterion does not represent perfection.
• attention to the most accurate demonstration of student performance, rather than mechanically and uncritically averaging achievement levels over given reporting periods
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Presentation Notes
Natalie – A student does not need to be perfect in order to achieve at the highest level. It is an evidence based process. For example if a student completes 4 assessment tasks in Year 8 for English, and they achieve the following grades in each criteria, the teacher will make a best fit judgement.
WORKSHOP ENGAGEMENT ACTIVITY
Jigsaw – In your table groups you will find an envelope. This contains pieces of a Year 8 rubric.
Your task is to sort the cards so they show the progression of learning.
Best is on the left side, lower performance to the right.
(We are just looking at Criteria A, for the purpose of this activity).
Presenter
Presentation Notes
Natalie - Jigsaw – In your table groups you will find an envelope. This contains pieces of a Year 8 rubric. Your task is to sort the cards so they show the progression of learning. Best is on the left side, lower performance to the right. (We are just looking at Criteria A, for the purpose of this activity).
Presenter
Presentation Notes
Answers to our workshop activity. Note that the level descriptions that are task specific are to the left hand side. The criteria will be in the coloured band across the top of each section, and the points available across the top. Those points are associated with the level description beneath. To the very right, will be the criteria total for that task. Note that it is not given for each strand. It is an overall best fit. The rubric will be ticked to show at which end of the level description for that strand your daughter is at. This is helpful for her as it will show what she did well at and any areas for improvement.
Presenter
Presentation Notes
Natalie – Discuss if this was their first itEm of work and if it was their most recent. Discuss the idea of growth and the ‘weighting’ of the task. Will be made task specific e.g. where the IB language says ‘concepts’ or ‘examples’ the concept being studied and/or the example will be stated. Ask parents to give a score out of 8 for each criteria.
EXAMPLE OF ACHIEVEMENT
What has this student achieved?
Overall semester performance:
TASK 1 TASK 2 TASK 3Prac Report Unit quiz Multimedia Presentation A
OVERALL
B
OVERALL
C
OVERALL
D
OVERALL
Total Score
1 TO 7
A-E
OVERALL
Student idChristian Surname A B C D A C D A B C 1 2 3 1 2 1 2 3 3 / 32
I, ii, iv,
6 2 4 5 5 4 7 3 4 4 6 5 3 5 2 4 4 4 4 4 4 4 4 17
Task 1 - In class presentation Task 2 - Test Task 3 – Take home research
task
A B C D
A B C D A B C D
Ellie Tomlin
5 8 6 4 6 2 7 5
End of Semester Grades
What would you need to consider? What other information would you need in order to make a judgement at the end of the semester?
Presenter
Presentation Notes
Natalie – parent task – Overall semester judgement - This is still a human process. We are professionals and have been trained to make best fit judgements against standards. This is not something new for us. We will look at the most recent performance, the most consistent performance, the tasks that had the most evidence (work) for that criteria, and also consider the student. For example, you can see this student did very poorly in criteria B, even though that was most recently assessed, the teacher would reflect and see if they had a reason to explain this anomaly for example death in the family.
SEMESTER REPORTING• A-E GRADES – Australian
Curriculum Requirement
• Grades for each criteria in each subject area out of 8, calculated by sum of semester based judgement of teacher against standards in each subject area. NOT average.
• Overall IB MYP Grade 1-7 for each subject area. Reflective of performance against descriptions.
Year 7 student A(8)
B(8)
C(8)
D(8)
MYP GRADE
1-7
Australian Curriculum Grade
A-E
English 4 5 5 3 4 C
Chinese
Geography
Business and Economics
Religion
Science
Mathematics
Food tech
Textiles
PE
Visual Arts
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Presentation Notes
Renee You will actually get more information than before, allowing you to have a greater understanding of your daughters areas for improvement in each criteria. Will also be accompanied by the recommendations and commendations that have previously been listed. We are still working on the aesthetics of the report at this stage, but it will have all this information available. A copy of the MYP grade boundaries will accompany the report so you can check to see the level of performance for a grade 4 for example.
NEXT STEPS
• Engage with your child’s unit outline
• Discuss rubrics with your daughter
• Reinforce it is best fit, not an average.
• Assist your daughter to reflect on how to improve next time by looking at the rubric and seeing where there are gaps.
• Contact your daughters teachers if you or they require any assistance in understanding the expectations of a task or the assessment of it .
