IB MYP Assessment Policy San Jose High School and Burnett Middle School Purposes of Assessment Assessment serves a variety of purposes, for both students and teachers, as well as educational groups and organizations such as the district and the International Baccalaureate Organization. Support and encourage student learning by providing feedback on the learning process. Inform, enhance and improve the teaching process by taking into account student learning styles, prior experience, current knowledge and interests. Promote positive student attitudes towards learning. Promote a deep understanding of subject content by supporting students in their inquiries set in real world contexts using the areas of interaction and essential questions. Promote the development of higher-order cognitive skills by providing rigorous final objectives that value these skills. Determine the level of understanding using both summative and formative practices. Create opportunities for students to reflect on their own learning. Support the holistic nature of the programme by including in its model principles that take account of the development of the whole student. Learning Objectives Teachers establish daily learning objectives and unit questions based on the California State Standards and IB/MYP objectives for their subject area, which in turn guide their development of assessments for units of study. Assessment methods Summative: Summative assessment is a culminating assessment, which gives information on students' mastery of content, knowledge, or skills from a unit or set of units. Teachers utilize assessments at the end of a unit or semester to verify that students have learned the skills and/or knowledge taught. Examples of teacher-created summative assessments include but are not limited to: Chapter/unit tests including multiple choice, short answer, and/or essay questions Performance-based assessment: Students demonstrate knowledge of dance steps in physical education. Projects: Students create a dictionary for essential math terms from the semester. Presentations: Students present information about a specific element of given time period. Computer-based assessment: Students participate in a multiplechoice quiz after participating in an online simulation in science. "#$%&'()$'*+,-+
Research projects/presentations: Students make a formal presentation of information gathered from research about a selfselected profession. Composition: Students utilize Garage Band software to compose an original song. San Jose Unified School District requires Interim Assessments for English (generally Language A) and Mathematics. These assessments occur once in November and once in March. In compliance with requirements of the California Department of education, all students take the California Standards Tests (CST) in late April or early May of each year. Sixth, seventh, and eighth grade students take English Language Arts and Mathematics CSTs. Eighth graders also take Social Studies CSTs (cumulative grades six through eight standards) and Science CSTs (eighth grade standards). Formative: Formative assessment provides feedback to the teacher for the purpose of monitoring learning and improving instruction. Formative assessment is all classroom-based and may include any number of strategies including: Exit slips: Students answer a brief set of questions at the end of the period. Weekly quizzes Self-reflection: Students monitor and rate their own performance of a task or understanding of a concept. Labs: Students participate in a science lab exercise and answer questions to demonstrate their understanding. Role-playing: Students take on a role in science or history. Scaffolded note-taking with a questioning component. Reciprocal Teaching: Structured partner/group reading involving predicting, clarifying, questioning, summarizing. Checking for understanding strategies: partner/group talk, use of whiteboards, electronic individual answering systems, etc. Re-Teach: The staff is dedicated to looking at assessment data to inform re-teaching strategies. Assessment Measures Depending on the type of assessment, teachers may use a variety of measures to evaluate student success, including: Percent correct Other numerical value such as point allocation Checklist Rubric (both teacher-created and IB/MYP rubrics) "#$%&'()$'*+,-+
For Years 1-3, teachers will utilize a modified IB/MYP rubric for each subject area assessment criteria a minimum of two times each school year. The assessment criteria and point values vary for each of the eight disciplines. Subject Language A Language B Humanities Sciences Criteria A Content Oral Communication Knowing and One World B Organization Visual Interpretation Investigating Communications C Style and Usage Reading Comprehension Thinking Critically D Writing Communicatin g E F Scientific Knowledge and Concepts Scientific Inquiry Processing Data Attitude in Science Subject Criteria Mathematics Technology Arts Physical Education A B C D Knowledge and Investigating Patterns Communications in Mathematics Reflection in Mathematics Investigate Knowledge and Use of Knowledge Plan Application Movement Composition Create a Reflection and Performance Product/Solution Evaluate Evaluation Personal Engagement Social Skills and Personal Common Assessments Within each grade-level subject area, a minimum of three common assessments are administered each (academic school) year. At least one IB/MYP assessment criterion will be used to evaluate each of these common assessments. Job-alike teachers share evaluation of these assessments to ensure consistency in application of the IB/MYP modified rubrics. "#$%&'()$'*+,-+
All MYP Years 1-5 subject areas will administer common assessments as prescribed in each subject guide. In Year 5 (at SJHS, Yr. 4 also uses the Yr. 5 criteria) the final assessment year of the program, all subject areas will use the prescribed assessment tasks and criteria as described in the subject guide. In Years 1-4 of the program, all subject areas will use the coherent framework of modified assessment criteria that is aligned with the framework of the MYP given interim objectives. These criteria were developed in collaboration with the subject area teachers at both sites. In addition teachers at each level must come to a common understanding of the assessment criteria. Assessment Recording and Reporting: Recording of Grades Teachers apply district prescribed A-F grading scale All Teachers record assessment scores and assignments electronically in the Infinite Campus Gradebook Every six weeks, grades are uploaded and a progress report is mailed home San Jose Unified School District Grading Matrix % 100-97 96-94 93-90 89-87 86-84 83-80 79-77 76-74 73-70 69-67 Grade A+ A A- B+ B B- C+ C C- D+ D D- F 66-64 63-60 59-00 Parent and Student Access Parents are able to view all assignments online, through thepaent Internet Viewer Parents have the opportunity to meet teachers and review coursework during Back to School Night in the fall and An Open House in the spring. Parents and stake holders our invited to the MYP Personal Project Presentations for year five students Exemplar work is posted in classrooms, library, hallways, and office Teachers maintain data on student growth and assessments throughout the year. Students self- assess and reflect upon assessment "#$%&'()$'*+,-+
"#$%&'()$'*+,-+