International Baccalaureate: Middle Years Programme Shaker Heights City School District Assessment Policy 2016-2017 Philosophy & Purpose The Shaker Heights Middle Years Programme (MYP) believes that assessment is an on-going approach to evaluate individual student progress in a learning continuum. Assessments are intended to be meaningful, relevant and purposefully designed to reflect students current level of content knowledge and 21 st Century Skills. Teachers use assessment to guide progress in the classroom and communicate achievement to both students and parents, maintaining open-communication and transparency with grading practices. Students are expected to be active participants in the assessment practice of the Shaker Heights MYP, enhancing their knowledge and skills by reflecting upon meaningful, clear feedback from their educators. The development of our above goals and the details of assessment discussed below was a combined effort between the MYP coordinators and staff of Woodbury, the Middle School, and the High School. The MYP coordinators drafted the original assessment policy based on MYP s From Principles into Practice, and then sought feedback from the District s MYP leadership team. After refinement, teachers from each school provided their thoughts and insight into the continued development of the policy, an annual process to reflect our growing experience and knowledge. Most recently, our assessment practices have undergone rapid development as informed by the best practices of Rick Wormelli, Lynn Erickson, Carol Dweck, and the overall philosophy of MYP. We have combined our professional training, years of experience, and these various experts wisdom to create the current assessment policy. Essentially, the Shaker Heights MYP believes in two major categories of assessment; the assessment for learning and the assessment of learning. Both of these aspects of assessment can be performed using criteria-related approaches, meaning that students are evaluated against pre-determined criteria provided by the MYP and clarified by the teacher. The criteria-related approach allows assessments to reflect a student s knowledge and skills as a whole, creating a best fit score that reflects where the child is in their educational journey at that time. The types of assessment and MYP criteria are discussed in detail in the following pages. 1
Assessment for Learning Teachers and students must each use assessments to improve and enhance the learning process. In this regard, pre-assessments and formative assessments are those made for a student s learning, the instructional stepping stones on the way to a student s mastery of content knowledge and skills. These assessments for learning provide clear feedback on a student s areas of success and where extra attention is necessary. Teachers will utilize two broad categories of assessment for learning to guide their teaching and students growth: Pre-Assessments: These experiences occur prior to the teaching of a unit or lesson and are intended to illuminate what students already know on the topic. Results of pre-assessment are used during lesson design and planning so that teachers can capitalize on students prior knowledge and be responsive to their previous experiences. Pre-assessments may be formal, such as pre-quizzes on content, or informal, such as KWL charts, pre-writes or brainstorming discussions. Formative Assessments: This type of assessment occurs on a daily basis and spans a wide array of assessments, from formal quizzes and homework to teacher observation and discussion. The goal of formative assessments is to provide a genuine reflection on how each student is progressing so that a teacher may make critical choices in the direction of the class or differentiate for individuals. Some formative assessments may be graded and others may not; regardless, formative assessment shows how a student is doing on a day-to-day basis. Assessments for learning seek to enhance and support the learning experience for each student by: Having clear instructions and expectations, aided by exemplars and rubrics Varying in nature and medium Supporting students to grow in reflection and ownership of their learning experience Informing teachers of student progress so that they may modify unit planning as warranted Stimulating problem-solving, inquiry and other higher order thinking skills Providing real-world and relevant connections with content Providing prompt and specific feedback on how students can achieve greater levels of mastery Allowing for students to master missed content and display new knowledge Assessment of Learning Culminating at the end of each unit is a summative assessment. In a summative assessment, students are given an opportunity to display what it is that they have experienced and learned in the unit. The format of this assessment may be a test, project, essay or some other assignment that allows students to 2
show the maximum extent of their achievement. Many summative assessments are designed to allow a student to apply what they have learned in unfamiliar and authentic situations, conveying not only their mastery of content knowledge but also their ability to apply it. MYP Units include at least one summative assessment that will be graded with criterion-specific MYP rubrics. These rubrics help teachers to assess concepts and skills necessary to be successful in each of the subject areas while clearly communicating to students the expectations of an assignment. The MYP rubrics are modified to the appropriate grade of the MYP to ensure that students clearly understand what is expected of them and how they will be graded. To ensure that all students in the same course in the MYP are having a relatively equitable experience, teachers collaborate with one another in the interpretation and specification of rubrics, aligning expectations and opportunity for student success. MYP Assessment Criteria Assessments are evaluated against the MYP s assessment criteria for each subject. These criteria clearly describe the expectations for learners in each year of the MYP, ultimately helping the partnership to develop common understanding of assessment practices across grades 5-10. This sequential scaffolding also helps students to consistently grow and develop over the course of the program This deliberate use of the criteria means that all teachers have a better vision of what skills and knowledge students are coming with, targeted areas for growth, and clearly defined final expectations for our Year 5 graduates. Each building in the partnership is focused on the assessment criteria that MYP provides, with 5 th and 6 th grade teachers using the prescribed criteria for Year 1, 7 th 8 th grade teachers using the criteria for Year 3, and 9 th and 10 th grade teachers using those for Year 5 (see p. 6 for an example). To ensure that each teacher understands the expectations set forth in the MYP criteria, subject-groups practice and exercise the collaborative scoring of assessments using MYP rubrics. This process includes teachers working together to analyze examples of student work, scoring them, and comparing results. Individual teachers justify their score with specific evidence from the work sample, and then share out their analysis with colleagues to seek common interpretation and application of the rubric. Nuanced differences between scores are then discussed between teachers, seeking a clear understanding of what the rubric is truly asking for, how it relates to the assessment, and how the student achieved against the criteria. This is also an opportune time to reflect on how well the assignment is aligned with the criteria and rubric; it is essential that any assessment that is being evaluated with an MYP rubric allows students to reach the highest possible achievement level. Ultimately, teachers use their professional judgment to determine achievement levels for all MYP assessments. This professional judgment has been informed by MYP training, collaborative scoring, and their own personal experience. In Shaker Heights, we believe in teachers professional judgment, trusting them to provide true reflections of student achievement through the use of the MYP rubrics. 3
Communication of Student Progress One goal of our assessment strategy is to continue the development of our communication of student growth to parental stakeholders. For this reason, the recording and reporting of students achievement level on assessments is essential. Teachers are expected to record MYP criteria-related scores and communicate their meaning to students and parents. Clear communication of the scores to all stakeholders provides a deeper understanding of students overall areas of mastery, growth, and necessary development. In other words, it tells us a lot more than just a letter or percentage! It is sometimes necessary for MYP scores to be translated into percentages in order to be reported. It is important to note that percentages for MYP criteria scores are not calculated based on a student s score divided by 8, rather collaboratively translated based on the professional judgment of individual departments. In essence, this means that an achievement level of 4 (out of a possible 8) is not equivalent to a 50%, but the value that the department has determined is appropriate for that assignment (e.g., a 4 may be a 75%). This example is helpful to illustrate the challenge and rigor of achieving even a 4 on many MYP rubrics, providing a clear and common set of objectives for all of our students to achieve. This also exemplifies the importance of departments working collaboratively to define our interpretation of MYP criteria and rubrics. One example of a translation chart for an assignment is shown right: Achievement % Score used Level in Grade Book 0 45 1 60 2 65 3 70 4 75 5 80 6 85 7 95 8 100 Future Directions We will continue to develop our assessment policy and practices as we further grow as an MYP District. First and foremost, a plan for determining final achievement scores for students is necessary. Final achievement scores provide useful data on a student s progress towards mastery of each MYP objective by showing a child s overall achievement level at the end of the year. This final achievement level is based on scores from previous summative assessments, a student s trend data, and the professional judgment of the teacher. In order to most reliably reflect the final achievement level, each objective must be assessed at least twice a year in each subject area. This requirement will inform the continued development of MYP units and the variations in our summative assessment tasks. We re also working with teachers and our current technology to enhance ways of communicating to students and parents the meaning and parameters of MYP scores. Part of this includes what happens to an MYP score, namely whether feedback is the direct value from the MYP Rubric (i.e., 0-8) or a score that has been translated into the more traditional system of letters and percentages (e.g., A, 95%). As we 4
continue to develop the program, a priority will be to educate the broader community on how the MYP criteria are being used to provide feedback on student achievement, and that each unit in every subject in every year will be assessed using at least one MYP rubric. In the future, teachers, students, and parents will have a richer understanding of the holistic capabilities of students in such areas as analyzing in Language & Literature, communicating in Individuals and Societies, thinking creatively in Arts, and investigating patterns in Math. Our plan to achieve this level of utility in our assessments is articulated below. Year 2013-2014 Assessment-Related Goals 2 units written and assessed Criteria-Related scores explained and reported to students and parents 2014-2015 Addition of 3 rd unit using a previously unused criteria Further stakeholder education on MYP assessment practices and philosophy Professional Development on Collaborative Scoring of Assessments 2015-2016 Addition of at least 4 th unit using final criteria Final Achievement Scores calculated for each criteria possible 2016-2017 Implementation of additional units to meet assessment criteria and State/District curriculum guidelines Professional Development on determining final achievement scores Final Achievement Scores calculated for each criteria possible 2017-2018 All units of study written and taught in MYP framework, utilizing each assessment criteria at least twice Final Achievement Scores calculated and reported with final report cards Thoughts, questions and feedback on the continued development of the assessment policy may be directed to one of the three MYP coordinators. We encourage you to contact them at: Woodbury: Amy Brodsky (216) 295-5560 Brodsky_A@Shaker.Org Middle School: Kevin Thomas (216) 295-4744 Thomas_K@Shaker.Org High School: John Moore (216) 295-4200 x7315 Moore_J@Shaker.Org 5
Example of a Criterion-Related MYP Rubric for Physical Education Criterion C: Applying and performing At the end of year 5, students should be able to: Physical Education: Volleyball Unit i. demonstrate and apply a range of skills and techniques effectively ii. iii. demonstrate and apply a range of strategies and movement concepts analyse and apply information to perform effectively. Achievement level Level descriptor Task-Specific Checklist 0 The student does not reach a standard described by any of the descriptors below. PLAY NOT ATTEMPTED (at this time) 1 2 i. demonstrates and applies skills and techniques with limited success ii. demonstrates and applies strategies and movement concepts with limited success iii. recalls information to perform. LIMITED Bump Set Underhand Serve Limited strategies & movement Recognizes feedback from game (teammates, opponents, position and instructor) 3 4 i. demonstrates and applies skills and techniques ii. demonstrates and applies strategies and movement concepts iii. identifies and applies information to perform. BASIC Bump Set Underhand Serve Basic strategies & movement Identifies feedback from the game (teammates, opponents, position and instructor) i. demonstrates and applies a range of skills and techniques Dig PROFICIENT Spike Overhand Serve 5 6 ii. demonstrates and applies a range of strategies and movement concepts iii. analyses and applies information to perform. Proficient strategies & movement Tries to respond to feedback from the game (teammates, opponents, position and instructor) i. demonstrates and applies a range of complex skills and techniques Dig ADVANCED Spike Overhand Serve 7 8 ii. demonstrates and applies a range of complex strategies and movement concepts iii. analyses and applies information to perform effectively. Advanced strategies & movement Analyzes and Applies feedback from the game to enhance performance (teammates, opponents, position and instructor) 6