Using assessment criteria Assessment for the MYP community project is criterion-related, based on four equally weighted assessment criteria.

Transcription

1 Passion Project Using assessment criteria Assessment for the MYP community is criterion-related, based on four equally weighted assessment criteria. Criterion A Investigating Maximum 8 Criterion B Planning Maximum 8 Criterion C Taking action Maximum 8 Criterion D Reflecting Maximum 8 Table 14 MYP community s must address all strands of all four assessment criteria. In the MYP, objectives correspond to assessment criteria. Each criterion has nine possible levels of achievement (0 8), divided into four bands that generally represent limited (1 2), adequate (3 4), substantial (5 6) and excellent (7 8) performance. Each band has its own unique descriptor, which teachers use to make best-fit judgments about students progress and achievement. This guide provides the required assessment criteria for the community developed in years 3 or 4 of the MYP. In response to national or local requirements, schools may add criteria and use additional models of assessment. Schools must use the appropriate assessment criteria as published in this guide to report students final achievement in the programme. Coordinators and supervisors clarify the expectations for the MYP community with direct reference to the assessment criteria. Task-specific clarifications should clearly explain what students are expected to know and do, in forms such as: a face-to-face or virtual discussion an information day detailed advice pages on the school intranet. Completing the MYP community

2 Community assessment criteria: Years 3 or 4 Criterion A: Investigating i. define a goal to address a need within a community, based on personal interests ii. identify prior and subject-specific knowledge relevant to the iii. demonstrate research skills. Achievement level Level descriptor Students do not achieve a standard described by any of the i. state a goal to address a need within a community, based on personal interests, but this may be limited in depth or accessibility ii. identify prior and subject-specific knowledge, but this may be limited in occurrence or relevance iii. demonstrate limited research skills. i. outline an adequate goal to address a need within a community, based on personal interests ii. identify basic prior and subject-specific knowledge relevant to some areas of the iii. demonstrate adequate research skills. i. define a clear and challenging goal to address a need within a community, based on personal interests ii. identify prior and subject-specific knowledge generally relevant to the iii. demonstrate substantial research skills. i. define a clear and highly challenging goal to address a need within a community, based on personal interests ii. identify prior and subject-specific knowledge that is consistently highly relevant to the iii. demonstrate excellent research skills.

3 Criterion B: Planning i. develop a proposal for action to serve the need in the community ii. plan and record the development process of the iii. demonstrate self-management skills. 1 2 i. develop a limited proposal for action to serve the need in the community ii. present a limited or partial plan and record of the development process of the iii. demonstrate limited self-management skills. 3 4 i. develop an adequate proposal for action to serve the need in the community ii. present an adequate plan and record of the development process of the iii. demonstrate adequate self-management skills. 5 6 i. develop a suitable proposal for action to serve the need in the community ii. present a substantial plan and record of the development process of the iii. demonstrate substantial self-management skills. 7 8 i. develop a detailed, appropriate and thoughtful proposal for action to serve the need in the community ii. present a detailed and accurate plan and record of the development process of the iii. demonstrate excellent self-management skills.

4 Criterion C: Taking action i. demonstrate service as action as a result of the ii. demonstrate thinking skills iii. demonstrate communication and social skills. 1 2 i. demonstrate limited service as action as a result of the ii. demonstrate limited thinking skills iii. demonstrate limited communication and social skills. 3 4 i. demonstrate adequate service as action as a result of the ii. demonstrate adequate thinking skills iii. demonstrate adequate communication and social skills. 5 6 i. demonstrate substantial service as action as a result of the ii. demonstrate substantial thinking skills iii. demonstrate substantial communication and social skills. 7 8 i. demonstrate excellent service as action as a result of the ii. demonstrate excellent thinking skills iii. demonstrate excellent communication and social skills.

5 Criterion D: Reflecting i. evaluate the quality of the service ii. reflect on how completing the iii. reflect on their development of ATL skills. 1 2 i. present a limited evaluation of the quality of the service as action against the proposal ii. present limited reflections on how completing the iii. present limited reflections on their development of ATL skills. 3 4 i. present an adequate evaluation of the quality of the service ii. present adequate reflections on how completing the iii. present adequate reflections on their development of ATL skills. 5 6 i. present a substantial evaluation of the quality of the service ii. present substantial reflections on how completing the has extended their knowledge and understanding of service iii. present substantial reflections on their development of ATL skills. 7 8 i. present an excellent evaluation of the quality of the service ii. present excellent reflections on how completing the iii. present detailed and accurate reflections on their development of ATL skills.