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What does assessment look like in the IB MYP?

Why are there numeric grades, not letter grades?

AEACMS does not report traditional A-F grades. The MYP identifies a set of four criteria for each subject area which guide teaching, learning, and assessment. As an IB MYP World School, we are required to report student’s progress on each the four criteria using rubrics which are scaled 1-8 and a final grade based on a 1-7 scale.

What are the IB Grading Criteria for each MYP Subject?

How is each class graded?
Each subject has four criteria

What are the scores for each criteria?
- Each criteria is graded using a rubric that grades with descriptor of scores ranging 1-8

Subject	Criteria A	Criteria B	Criteria C	Criteria D
Language and Literature	Analysing	Organizing	Producing text	Using language
Language Acquisition	Comprehending spoken and visual text	Comprehending written and visual text	Communicating	Using language
Individuals and Societies	Knowing and Understanding	Investigating	Communicating	Thinking critically
Design	Inquiring and analysing	Developing ideas	Creating the solution	Evaluating
Art	Knowing and understanding	Developing skills	Thinking creatively	Responding
Science	Knowing and understanding	Inquiring and designing	Processing and evaluating	Reflecting on the impacts of science
Math	Knowing and understanding	Investigating patterns	Communicating	Applying mathematics in real-world contexts
Physical and Health Education	Knowing and understanding	Planning for performance	Applying and performing	Reflecting and improving performance
Community Project (8th grade only)	Investigating	Planning	Taking action	Reflection

What is an easy way to understand the four 1-8 criteria scores per class?

Understanding IB Criteria Scores
7-8	consistent, thorough, effective
5-6	considerable, substantial
3-4	adequate
1-2	limited, minimal
0	not met

Entendiendo las puntuaciones de los criterios del IB
7-8	consistente, minucioso, efectivo
5-6	considerable, sustancial
3-4	adecuado
1-2	limitado, minimo
0	no se cumplen

What do numeric grades really mean?

What do end of semester grades look like?

At the end of each semester, the scores reported for each of the four criteria are combined to produce one final IB grade which is scaled 1-7.

End of Semester Grading Rubric

How do the four criteria grades turn into one?

- Each of the four criteria grades are combined to give a 1-7 final grade at the end of each semester

End of Semester scores (boundary guidelines)	Descriptor
1 (1-5)	Produces work of very limited quality. Conveys many significant misunderstandings or lacks understanding of most concepts and contexts. Very rarely demonstrates critical or creative thinking. Very inflexible, rarely using knowledge or skills.
2 (6-9)	Produces work of limited quality. Expresses misunderstandings or significant gaps in understanding for many concepts and contexts. Infrequently demonstrates critical or creative thinking. Generally inflexible in the use of knowledge and skills, infrequently applying knowledge and skills.
3 (10-14)	Produces work of an acceptable quality. Communicates basic understanding of many concepts and contexts, with occasionally significant misunderstandings or gaps. Begins to demonstrate some basic critical and creative thinking. Is often inflexible in the use of knowledge and skills, requiring support even in familiar classroom situations.
4 (15-18)	Produces good-quality work. Communicates basic understanding of most concepts and contexts with few misunderstandings and minor gaps. Often demonstrates basic critical and creative thinking. Uses knowledge and skills with some flexibility in familiar classroom situations, but requires support in unfamiliar situations.
5 (19-23)	Produces generally high-quality work. Communicates secure understanding of concepts and contexts. Demonstrates critical and creative thinking, sometimes with sophistication. Uses knowledge and skills in familiar classroom and real-world situations and, with support, some unfamiliar real-world situations.
6 (24-27)	Produces high-quality, occasionally innovative work. Communicates extensive understanding of concepts and contexts. Demonstrates critical and creative thinking, frequently with sophistication. Uses knowledge and skills in familiar and unfamiliar classroom and real-world situations, often with independence.
7 (28-32)	Produces high-quality, frequently innovative work. Communicates comprehensive, nuanced understanding of concepts and contexts. Consistently demonstrates sophisticated critical and creative thinking. Frequently transfers knowledge and skills with independence and expertise in a variety of complex classroom and real-world situations.

What is the difference between the four criteria grades (scored 1-8)and final semester grades (scored 1-7)?

What is the difference between formative and summative assessments?

Formative assessments are ongoing opportunities for students to practice the skills taught in class and to receive informal feedback. It is also an opportunity for teachers to gather feedback that can be used to guide instruction and monitor student growth. Examples: classwork, homework, quiz, teacher observation
Summative assessments are typically given at the end of the unit to formally measure student progress on the set IB criteria. Examples: essay, lab report, unit test, speech

What is my student’s citizenship grade?

Students do not receive traditional citizenship grades. Students receive a score scaled 1-4 for the following four Approaches to Learning Skills: Self Management, Communication, Social Collaboration, and Work Completion.

Approaches to Learning Skills

Achievement Level Descriptors

Approaches to Learning Skills Rubric
ATL – Self Management
4	The student consistently follows rules and procedures.
3	The student generally follows classroom rules and procedures.
2	The student sometimes follows classroom rules and procedures.
1	When redirected, the student follows classroom rules and procedures.
0	The student does not follow classroom rules and procedures.
n/a	The student has not been assessed, yet.
ATL – Communication (An active learner who is on task and advocates for support, when necessary)
4	The student consistently participates.
3	The student generally participates.
2	The student sometimes participates.
1	When prompted, the student participates.
0	The student’s participation does not meet classroom expectations.
n/a	The student has not been assessed, yet.
ATL – Social Collaboration
4	The student consistently exhibits positive and productive interpersonal skills. The student consistently adheres to group norms.
3	The student generally exhibits positive and productive interpersonal skills. The student generally adheres to group norms.
2	The student sometimes exhibits positive and productive interpersonal skills. The student sometimes adheres to group norms.
1	When redirected, the student exhibits positive and productive interpersonal skills, and adheres to group norms.
0	The student does not exhibit positive and productive interpersonal skills and/or does not adhere to group norms.
n/a	The student has not been assessed, yet.
Work Completion
4	The student consistently turns in completed work on time.
3	The student generally turns in mostly completed work on time
2	The student sometimes turns in work on time
1	The student rarely turns in work on time
0	The student does not hand in work on time
n/a	The student has not been assessed, yet.

Self-Management

Self-management III. Organization skills

Plan short- and long-term assignments; meet deadlines
Create plans to prepare for summative assessments (examinations and performances)
Keep and use a weekly planner for assignments
Set goals that are challenging and realistic
Plan strategies and take action to achieve personal and academic goals
Bring necessary equipment and supplies to class
Keep an organized and logical system of information files/notebooks
Use appropriate strategies for organizing complex information
Understand and use sensory learning preferences (learning styles)
Select and use technology effectively and productively

Self-management IV. Affective skills

Mindfulness

Practise focus and concentration
Practise strategies to develop mental focus
Practise strategies to overcome distractions
Practise being aware of body–mind connections

Perseverance

Demonstrate persistence and perseverance
Practise delaying gratification
Emotional management
Practise strategies to overcome impulsiveness and anger
Practise strategies to prevent and eliminate bullying
Practise strategies to reduce stress and anxiety

Self-motivation

Practise analysing and attributing causes for failure
Practise managing self-talk
Practise positive thinking

Resilience

Practise “bouncing back” after adversity, mistakes and failures
Practise “failing well”
Practise dealing with disappointment and unmet expectations
Practise dealing with change

Self-management V. Reflection Skills

Develop new skills, techniques and strategies for effective learning
Identify strengths and weaknesses of personal learning strategies (self-assessment)
Demonstrate flexibility in the selection and use of learning strategies
Try new ATL skills and evaluate their effectiveness
Consider content
- What did I learn about today?
- What don’t I yet understand?
- What questions do I have now?

Consider ATL skills development
- What can I already do?
- How can I share my skills to help peers who need more practice?
- What will I work on next?

Consider personal learning strategies
- What can I do to become a more efficient and effective learner?
- How can I be more flexible in my choice of learning strategies?
- What factors are important for helping me learn well?

Focus on the process of creating by imitating the work of others
Consider ethical, cultural and environmental implications
Keep a journal to record reflections

Communication

Communication I. Communication skills

Exchanging thoughts, messages and information effectively through

interaction

Give and receive meaningful feedback
Use intercultural understanding to interpret communication
Use a variety of speaking techniques to communicate with a variety of audiences
Use appropriate forms of writing for different purposes and audiences
Use a variety of media to communicate with a range of audiences
Interpret and use effectively modes of non-verbal communication
Negotiate ideas and knowledge with peers and teachers
Participate in, and contribute to, digital social media networks
Collaborate with peers and experts using a variety of digital environments and media
Share ideas with multiple audiences using a variety of digital environments and media

Reading, writing and using language to gather and communicate information

Read critically and for comprehension
Read a variety of sources for information and for pleasure
Make inferences and draw conclusions
Use and interpret a range of discipline-specific terms and symbols
Write for different purposes
Understand and use mathematical notation
Paraphrase accurately and concisely
Preview and skim texts to build understanding
Take effective notes in class
Make effective summary notes for studying
Use a variety of organizers for academic writing tasks
Find information for disciplinary and interdisciplinary inquiries, using a variety of media
Organize and depict information logically
Structure information in summaries, essays and reports

Social

Social II. Collaboration Skills

Working effectively with others

Use social media networks appropriately to build and develop relationships
Practise empathy
Delegate and share responsibility for decision-making
Help others to succeed
Take responsibility for one’s own actions
Manage and resolve conflict, and work collaboratively in teams
Build consensus
Make fair and equitable decisions
Listen actively to other perspectives and ideas
Negotiate effectively
Encourage others to contribute
Exercise leadership and take on a variety of roles within groups
Give and receive meaningful feedback
Advocate for one’s own rights and needs

Enfoques del Aprendizaje

Descriptores de Niveles de Logros

Habilidad – Auto Control
4	El estudiante sigue de manera consistente las normas y procedimientos.
3	El estudiante generalmente sigue las reglas y procedimientos de la clase.
2	El estudiante a veces sigue las reglas y procedimientos de la clase.
1	Cuando es redirigido, el estudiante sigue las reglas y procedimientos de la clase.
0	El estudiante no sigue las reglas y procedimientos de la clase.
n/a	El estudiante no ha sido evaluado todavía.
Habilidad- Comunicación (Un alumno activo que se mantiene enfocado en el trabajo y aboga por ayuda cuando es necesario)
4	El estudiante participa de manera consistente.
3	El estudiante participa generalmente.
2	El estudiante participa a veces.
1	Cuando se le solicita, el estudiante participa.
0	La participación del estudiante no cumple con las expectativas del salón de clases.
n/a	El estudiante no ha sido evaluado todavía.
Habilidad – Trabajo Terminado
4	El estudiante constantemente entrega el trabajo completo a tiempo.
3	El estudiante generalmente entrega el trabajo completo a tiempo.
2	El estudiante a veces entrega el trabajo a tiempo.
1	El estudiante rara vez entrega el trabajo a tiempo.
0	El estudiante no entrega su trabajo a tiempo
n/a	El estudiante no ha sido evaluado todavía
Habilidad – Colaboración Social
4	El estudiante exhibe, constantemente habilidades interpersonales positivas y productivas. El estudiante siempre se integra a las normas del grupo.
3	El estudiante exhibe, generalmente habilidades interpersonales positivas y productivas. El estudiante se integra en general, a las normas del grupo.
2	El estudiante a veces exhibe habilidades interpersonales positivas y productivas. El estudiante a veces se integra a las normas del grupo
1	Cuando es redirigido, el estudiante exhibe, habilidades interpersonales positivas y productivas y se integra a las normas del grupo
0	El estudiante no exhibe habilidades interpersonales positivas y productivas y/o no se integra a las normas del grupo.
n/a	El estudiante no ha sido evaluado todavía.

4: Consistently
3: Generally
2: Sometimes
1: When redictedted, When prompted, Rarely
0: Does not