Glenridge Middle School IB World School Middle Years Programme Assessment Policy

Transcription

1 Glenridge Middle School IB World School Middle Years Programme Assessment Policy Glenridge Middle School believes in and values students ability to be inquirers, risk-takers and thinkers; to communicate knowledge and in real world contexts as open-minded, reflective, principled and caring learners. To this end, our assessments are designed to measure student growth during the teaching and learning process and report student s achievement in each of the eight MYP subjects. I. Assessment is student centered: Assessment practices take into account different learning styles and abilities, student s prior knowledge, and cultural diversity. Assessment is authentic and provides opportunities for students to demonstrate their knowledge,, skills and attitudes. Assessment is designed to promote student development of critical thinking, verbal reasoning, and reflection. Inquiry and real world application will guide the teaching and learning process. Assessment occurs at the beginning of teaching to influence the teachers planning, during teaching to provide students feedback on their learning and identify areas for improvement and after teaching to evaluate student s level of achievement. II. Assessment is a shared process: Assessment allows for collaboration between students, parents and teachers. Each group plays a key role in the assessment process. Students are aware of the objectives and criteria for assessment at all stages of the learning process. Students consistently engage in self-evaluation and reflection. Parents are aware of the assessment criteria and tasks as well as their child s achievement through Progress Book, the online reporting system. Students, parents and teachers discuss student learning and achievement through comments on assessments, daily/weekly monitoring reports, Progress Book, s, telephone conversations and electronic or face-to-face conferences. III. Assessment provides meaningful feedback: Assessment provides students feedback on their level of achievement on the MYP objectives or the Florida Standards.

2 Assessment provides students timely quantitative and/or qualitative feedback before, during and after teaching and learning identifying the current level of achievement, including areas and ways to improve. Assessment provides teachers with information to reflect upon and use within planning, teaching and learning process. IV. Planning for Assessment: Assessment drives the instructional planning process in all classrooms. Assessment is aligned with MYP objectives and Florida Standards to allow students to achieve the required objectives and standards in each subject. Teachers plan common assessment tasks collaboratively within grade levels. Assessment tasks increase in complexity of content and thinking skills in each year of the programme. V. Assessment Strategies: Formative assessments allow students to demonstrate their knowledge and during the teaching and learning process. Students receive feedback on how/what they need to improve. Teachers collect and analyze data to inform teaching activities and learning experiences. Teachers may decide to remediate, accelerate, extend or differentiate based on the student data. Teachers use a variety of formative assessment strategies including, but not limited to exit slips, Kahoot, quizzes, short writing assignments, Socratic seminars, classroom presentations, Cornell notes, Venn-diagrams and think-pair-share. Summative assessments measure student s knowledge and at the end of the teaching and learning process. Students receive a mark using the MYP criteria evaluating their demonstration of mastery on the real-world application of content. Teachers collect and analyze current summative assessment data to inform teaching and learning experiences in the next unit of instruction. Teachers use a variety of summative assessments, including but not limited to short and extended response questions, oral and visual presentations, portfolios, research projects, process journals, lab reports, debates and performances. Teachers participate in standardization of assessment, vertically and horizontally in subjects, to develop quality assessments that effectively measure student knowledge and of the criteria and to consistently apply the criteria to student assessments.

3 All teachers of the grade level student team administer the same summative assessments. VI. Assessment is criterion related Each subject has four criteria: Criterion A, Criterion B, Criterion C and Criterion D that will be used to assess growth and achievement. Criterion A Criterion B Criterion C Criterion D Language and Literature Analyzing Organizing Producing Text Using Language Language acquisition Comprehending spoken and/or visual text Comprehending written and/or visual text Communicating Using language Individuals and societies Investigating Communicating Thinking Critically Sciences Inquiring and designing Processing and evaluating Reflecting an the impacts of science Mathematics Arts Investigating patterns Communicating Applying mathematics in realworld contexts Developing skills Thinking creatively Responding Physical and health education Planning for performance Applying and performing Reflecting and improving performance Design Inquiring and analyzing Developing ideas Creating the solution Evaluating Community Project Investigating Planning Taking Action Reflecting Interdisciplinary Disciplinary grounding Synthesizing Communicating Reflecting Each criterion is assessed using a rubric that is divided into five bands. Each band has a specific description of the level of achievement on the learning expectation or strand. Below is a chart with general descriptions used to measure student achievement.

4 Level of Achievement Descriptor 0 No demonstrated 1-2 Limited 3-4 Basic 5-6 Meets expectations 7-8 Exceeds expectations Each criteria strand (learning expectation) will be assessed at least a minimum two times over the course of a school year. Criteria strands increase in complexity from year 1-3 in the criteria rubrics. a. 6 th Grade- Year 1 Criteria Rubrics b. 7 th Grade- Year 1 Criteria Rubrics c. 8 th Grade- Year 3 Criteria Rubrics Copies of the criteria rubrics in each subject are provided to students and are also available on the Glenridge Middle School IB webpage. Assessment tasks may include task-specific clarifications. VII. Recording and reporting student achievement Teachers will record student achievement on the criteria into Progress Book using the following weights in the eight middle school MYP subjects: a. Criterion A- 20% weight b. Criterion B- 20% weight c. Criterion C- 20% weight d. Criterion D- 20% weight e. Self-Management- 20% weight (organization, affective skills, reflection)

5 Teachers will record student achievement on the criteria into Progress Book using the following weights in high school courses MYP subjects: a. Criterion A- 25% weight b. Criterion B- 25% weight c. Criterion C- 25% weight d. Criterion D- 25% weight Learning Strategies teachers will use the following criteria and weights to record student achievement in Progress Book: a. Criterion A- Knowledge and Understanding 25% weight b. Criterion B- Investigating 25% weight c. Criterion C- Using Language 25% weight d. Criterion D- Self-Management- 25% weight Teachers will record and report assessment using ProgressBook for at least two formative assessments per week and at least one summative assessment per unit of instruction. Students assessments will be marked with a 0-8 mark aligned to the appropriate IB MYP criterion. 0-8 mark on each assessment. Scores are reported in ProgressBook percentage score using the following conversion. IB MYP Achievement Level OCPS Percentage Score OCPS Grade Missing 50 F 0 55 F 1 60 D 2 65 D 3 70 C 4 75 C 5 80 B 6 90 A 7 95 A A

6 Student grades of A-F are reported quarterly on report cards and progress reports. These reports are available through Progress Book. VIII. Analysis of Assessment: Assessment data is analyzed individually by teachers and collaboratively with subject teams, coaches and administration. Data analysis is recorded and reported by the subject team on Sharepoint. Assessment data influences planning, teaching and learning as well as teacher professional development. Assessment data is used to set teaching and learning goals in the School Improvement Plan (SIP). Policy Revised 11/2017