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IB Assessment and Scoring

One of the many benefits of the IB Middle Years Programme is the targeted approach for student assessment. Unlike traditional assessment, IB is very specific in the measurement of students' achievement of various objectives. Student work is compared to criteria descriptors to determine his or her level of achievement rather than assigning an average grade for the course. 

MYP Assessment

Our Philosophy:     Effective assessment places students at the center of their learning and allows teachers to monitor student progress and adjust instruction to improve achievement beginning with our 6th grade students.  It is important that our students develop attitudes towards assessment that encourage them to always give their best efforts to the task and set goals for the future. In year one of the program (6th grade), there may be times where teachers show flexibility towards aspects of assessment tasks, such as deadlines and re-submission of tasks.  Students in the final two years of the MYP will be expected to manage their assessment and other deadlines more carefully.  Cultivating discipline in meeting deadlines will be essential for managing the workloads our learners will face in high school especially those associated with the IB Diploma Program.

As a public, IB Middle Years School Programme, J. H. Workman will assess students using both the Florida Standards as well as the MYP Assessment Criteria found in the subject guidebooks and on our school website. Assessment in the International Baccalaureate Programs is criterion related, which means that teachers measure student achievement against specified subject criteria rather than against other individuals in the class.

 

Assessment Principles:     Frequent internal assessments and regular external assessments of curricular objectives using IB criteria and Florida State Standards provide evidence of assessing our students’ achievements. Assessment tasks are an important part of the learning process and should not be seen as separate from other learning experiences. Assessment should aim to help the students understand what they know and understand at different stages of the learning process and should:

Be integrated into a diverse array of continuous learning activities
Support and encourage student learning by providing feedback
Promote student self-responsibility – working to deadlines, asking questions for clarification, recording tasks, timely submission of work and acting on feedback
Affirm student success and progress
Inform and enhance teaching practices
Promote positive attitudes towards student learning
Promote a deep understanding of the content
Support student inquiries and exploration in an authentic, real-world context
Where appropriate, respond meaningfully to the MYP Statement of Inquiry
Promote the development of higher order thinking and questioning skills
Support the MYP's fundamental concepts of Communication, Holistic Learning and Intercultural understanding
Provide opportunities for self-reflection (and self-assessment) in support of the Approaches to Learning (ATL).
Evidence of Student Understanding:     To provide us with a clear picture of student achievements, a balance of formative and summative assessment activities is expected, as no one style of assessment will properly cover all the objectives of an MYP subject or appeal to the range of the diverse learning styles in our classrooms. Assessment of student's learning is ongoing and should make use of a variety of forms, including:

Performance tasks
process journals
Portfolios/Notebooks/Journals/Interactive notebooks
Verbal responses
Presentations
Project-work including individual and group work projects
Class discussions
Group-work participation
Compositions
Performances
Peer assessment
Self-assessment
Quizzes
Tests/exams
The creation of short films
Labs (Science, Math and Technology)
Formative Assessments (Progress Grades):     In the spirit of building healthy student attitudes towards assessment for learning, a range of purposeful formative (informal) assessment activities should always be used to develop student's skills, knowledge and understanding, leading into summative assessment (Achievement) tasks. Formative tasks are designed to prepare students for the summative task by assessing students’ progress in acquiring skills and concepts needed for the summative task.  Effective formative assessment is part of the instructional process and provides the timely information needed to adjust teaching strategies and learning experiences in response to student progress. Formative assessment actively involves students in the process, as they learn to self-assess, peer-assess and set goals based on their teacher's timely and specific feedback. As part of this process teachers should provide:

Standards-specific progress rubrics (using the 3-Point Progress Scale)
Key command terms
Examples of exemplary student work
Questions that uncover and expand student learning and inquiry
Timely feedback on progress toward achievement (reporting with the 3-Point Progress Scale in FOCUS and with written feedback when appropriate)
Sufficient opportunities for practice of new learning before being assessed formally in a summative assessment task
Can be differentiated based on the abilities, learning styles, and interest of students.
Summative Assessments (Achievement Grades):     Summative assessment tasks are formal assessments that take place at the end of the teaching and learning process (IB Unit) to assess a student's knowledge and understanding, usually against a fixed set of standards. They will be developed as part of the IB units and assessed with reference to the relevant MYP subject group objectives and assessment criterion.

Year 1 Objectives and Assessment Criterion used to guide learning in 6th Grade
A blend of Year 1 and Year 3 Objectives and Assessment Criterion used to guide learning in 7th Grade
Year 3 Objectives and Assessment Criterion are used to guide learning in 8th Grade
Assessment rubrics will be developed and applied to all summative assessment tasks. These rubrics should link the Assessment Criteria level of achievement descriptors with task-specific clarifications, i.e. redrafting the value statements in each achievement band in specific reference to the work being assessed.  Teachers will endeavor to create rubrics using student-friendly language in parallel to the IB criteria.

Summative assessment rubrics are scaled on four achievement level bands (1-2, 3-4, 5-6, 7-8), reporting on a scale of 0-8 points for each criterion assessed in the summative task.

A well-constructed rubric should:  

Support learning by providing clear guidance for performance.
Provide transparency to the process for students, their families and teachers.
Provide clear, measurable evidence of learning.
Link generic descriptors to task-specific clarifications.
Be useful in curriculum review, in helping identify what content has been taught.
Workman Middle School understands the value of teacher collaboration in developing the IB units, summative assessment tasks and task-specific rubrics. We encourage our teachers to share these rubrics with the students in the early stages of the unit to empower students by familiarizing them with the expectations of the task, leading them to greater understanding of the MYP assessment criteria.

 

Academic Honesty:   Teachers trust that our IB students have turned in work or completed a project that honestly reflects his or her personal understanding of the material studied. We expect ALL academic work including formative and summative assessments, to follow the guidelines outlined in the school’s academic honesty policy which all students are familiar with. A copy of this policy can be found on our school website. We expect that the work a student has completed is their own, that they have shared the workload where appropriate and that they have not allowed other students to unduly copy their work. Furthermore, we want our students to take responsibility to correctly reference their work and to always act with integrity in regards to their own and others work. Workman Middle strives to create inquiring, knowledgeable, principled and balanced learners who actively support an academic honor code.   

 

Assessment Requirements:     Teachers of year-long courses must assess each of the International Baccalaureate’s four grading criteria and strands for each subject area at twice per year, ideally at least once during each semester.  Teachers of semester courses must assess each of the four grading criteria and strands at least once per semester.   In the early stages of the unit, students and parents will be given notification of these summative assessment tasks and assessment rubrics. Notification may be done via hard copy or electronically (FOCUS, Google classroom, e-mail, website, etc.) Notification should include the following features:

Indication of task components
Form of the task, e.g. an essay, report, power point presentation, sound file etc.
The MYP Criterion to be assessed
Assessment rubric(s), including generic descriptors and task-specific clarifications
Due date of task
Teachers will score the components of the summative task using the relevant criterion rubrics and record score for each criterion in FOCUS upon completion of each unit.

Students must realize that, like them, teachers work to deadlines too and that flexibility with deadlines will only be granted for good reason. Students who fail to turn in their work on time face reduced practice and feedback opportunities that may limit success on summative assessments.   It will be up to the individual teams to determine their own guidelines for granting extensions.  Students must have an excused absence to make-up any work and when appropriate, teachers will make arrangements for an alternative completion date or task. 

One of the many learning opportunities assessment offers students is to learn to be responsible for managing deadlines and completing work on time. This correlates with Approaches to Learning skills in the category of Self-Management.

At an age where the building of positive attitudes towards assessment for learning is of greatest priority, teachers should use their discretion to provide additional time to submit work, especially if they feel students are working to their full capacity and the learning outcomes would be maximized by providing additional time. Teachers should exercise reasonable judgment when accepting late work, especially in cases where a student has demonstrated a high degree of commitment to the task.

 

IB MYP Standards-Based Grading and Reporting:

All IB students will be assessed in each subject group according to the four IB MYP Assessment Criteria and progress towards mastery of Florida Standards resulting from the learning developing in their IB Units during the course of the year.
IB MYP Progress Reports: The students and their parents shall be informed periodically of student’s academic progress toward annual achievement. FOCUS will be updated regularly to reflect feedback for both formative and summative assessments.  Summative assessments for each class will be reported in correlation to the four MYP objectives utilizing a 1-8 scale.  These reports provide a snapshot of student performance at that point in time, depicting the student’s grades and academic performance in each class based upon examinations, unit projects, written papers, class participation, and other academic performance criteria. In addition, these reports will note if behavior is impacting academic performance as well as note the student’s attendance, including absences and tardiness.
IB MYP Summary Academic Report:  For each student, the school will produce an end-of-year IB MYP Summary of Achievement and Class Reports for each IB subject group, reporting achievement levels in the four assessment criteria and a holistic final IB grade in each subject. Parents will be able to review the view the achievement levels for each criteria, the final IB MYP grade and grade descriptors and review each teacher’s assessed results for each criterion.
For reporting purposes for high school courses, a district conversion scale will interpret the final IB grade at semester and end of year.
A student’s progression from one grade level to another is determined by criteria that reflect the student’s proficiency in the IB MYP Assessment Criteria and Florida State Assessments and established, specific levels of proficiency in reading, writing, science, and mathematics.  

Understanding Workman IB Assessment

Progress scores and formative tasks are designed to prepare students for the summative task by assessing students’ progress in acquiring skills and concepts needed for the summative task.  Effective formative assessment is part of the instructional process and provides the timely information needed to adjust teaching strategies and learning experiences in response to student progress. Essentially, progress grades and tasks are related to the practice needed to perform well on the summative tasks.

Formative assessment actively involves students in the process, as they learn to self-assess, peer-assess and set goals based on their teacher's timely and specific feedback. As part of this process teachers should provide:

  • Standards-specific progress rubrics using the 3-Point Progress Scale (See table below)
  • Questions that uncover and expand student learning and inquiry
  • Timely feedback on progress toward achievement
  • Sufficient opportunities for practice of new learning before being assessed formally in a summative assessment (Achievement) task
  • Differentiation based on the abilities, learning styles, and interest of students
Progress Scale
3
  • “I get it!"

  • Positive Results

  • Showing standard mastery

2
  • “I’m not quite there yet…”

  • Questionable Results

  • Showing some understanding, but not mastery.

1
  • “I don’t get this.”

  • Poor Results

  • Not showing mastery of the standard.

M
  • “I had the opportunity to do the work, but I did not take it.”

  • Missing Results

 

Approaches to Learning are the soft skills that students will need to accomplish their summative task. Teachers are required to embed the explicit and implicit teaching of the ATL skills in each of their units. These skill categories include:

  • Communication
  • Social
  • Self-management
  • Research
  • and Thinking

Student performance of the summative task can be traced back to both their understanding of the content and their ability to perform the ATL skills. These skills are not formally documented in Focus with a score as they are taught and embedded in the summative tasks.

Achievement Scores are the measurement of student performance on the formal, summative tasks.  Summative tasks take place at the end of the teaching and learning process (IB Unit) to assess a student's knowledge and understanding against the rubrics provided for the IB Middle Years Programme. When looking in Focus, you will see grades posted in the "Achievement" category. As you are viewing your student's scores in Focus, please keep in mind the following:

  • Posted grades are reflective, feedback-based measures of current student performance. We do not use averages in our grading practices to ensure student achievement levels are accurate, consistent, meaningful, and supportive of learning.
  • Students earn grades on a scale of 1 through 8 based their achievement levels across four different categories called “criterion”.
  • Consistent achievement of a “1” is an indicator of potential course failure. Please speak with your student about current performance and opportunities to improve their current score.

 

Achievement Score Table
ACH Scores