Ripples & Reflections

"Learning is about living, and as such is lifelong." Elkjaer.

Capturing the Criteria & “Zooming In”

6 Comments

 

Shortlink to this resource: is.gd/mypassess

Update Sept. 5 2017 based on edits summarized in this update from the IB.

After some parent-teacher conferences recently, I was asked to show all of the MYP assessment criteria together and realised I couldn’t find something that met our needs for a single-reference, quick overview of the MYP assessment objectives and criteria.

Screen Shot 2017-04-27 at 17.52.59Here is an attempt to put the big ideas and rubrics together in one place, so that colleagues can quickly see vertical and horizontal articulation and connections, and so that parents have a resource to hand to help understand assessment.

You might find it useful.

To make your own copy, click “File –> Make a copy”.

This slideshow requires JavaScript.

 ……….o0O0o………..

Disclaimers:

  • This involved a lot of clicking and is bound to have some errors. Big thanks to Mitsuyo-san, our data secretary, who helped with this. 
  • Descriptors in bold did not make it across from text to spreadsheet. Use original descriptors in student assignments.
  • This is intended only as an overview of the programme. Teachers must exercise caution with this, and default to the published guides on the OCC for assessment rubrics, clarifications, rules and guidance.

………o0O0o……….

Edit: added 3 May 2017

Why the green bands? 

In each of the subject-area bands, you’ll find the Level 5-6 row accented with green. This is part of something I’m trying to work on with colleagues and students in terms of zooming into the objectives-level of assessment, and was something I used in #HackTheMYP.

The basic idea is this: 

  1. As a model of a 4-band rubric, we typically see the third band as ‘meets objectives‘. This means that the rows below are approaching and above are exceeding.
    • Try it: add up the scores for all 5, all 6 or a combination thereof. What does it come to when you apply the total to the 1-7 conversion chart? This is the kid that meets the outcomes of our core curriculum. 
  2. When we focus only on the top-band descriptors we may inadvertently end up doing one of two things:
    • Causing students to get stressed by default as they’re aiming for the ‘exceptional’ descriptors first. “The gap” between where they are and want to be is too big; or,
    • Falsely making our core expectations for all students fit the 7-8 band, thus leaving nowhere to go from there – creating a “low ceiling” and no room for extension into genuinely meeting those top descriptors.
  3. If we zoom into the 5-6 band first – in task design and as a student – we are able to set an appropriate expectation for all learners, see how and where to scaffold and support those who need it, and provide a “high ceiling” for innovation, application, analysis, synthesis, etc.
  4. It should then become easier to create the task-specific clarifications. If we can clearly describe the 5-6 “core” band first, we should then make sure that the levels above and below can be really clearly distinguished. In my experience, this is easier than starting at the top and working back.

If you’ve tried this idea (or similar), how did it go?

……….o0O0o……….

For a similar discussion and great resources, but in an SBG context, check out Jennifer Gonzalez’s (@cultofpedagogy) posts on the “single point rubric”:

Advertisements

Author: Stephen

Director of Learning & MYP Coordinator at Canadian Academy, Kobe, Japan. Formerly MYP HS Science & IBDP Bio teacher and missing it terribly. Twitterist (@sjtylr), dad and bloggerer.

6 thoughts on “Capturing the Criteria & “Zooming In”

  1. Wow! This is great!

    On Thu, Apr 27, 2017 at 2:55 AM, Ripples & Reflections wrote:

    > Stephen posted: “After some parent-teacher conferences recently, I was > asked to show all of the MYP assessment criteria together and realised I > couldn’t find something that met our needs for a single-reference, quick > overview of the MYP assessment objectives and criteria.” >

  2. Reblogged this on i-Biology and commented:

    Here’s a post over on my other blog for teachers in the MYP: all the assessment criteria and objectives in one place and a simple ‘zooming in’ strategy to design tasks and tune-in to assessment for students.

  3. Hi Stephen, I’m an MYP Coordinator in Oregon. Your Google Sheets reference is extremely helpful- thanks for putting that together and sharing! I’m always looking for examples of task-specific clarification to share with my teachers. Do you have an example of using a single-point rubric for an MYP assessment?

  4. Dear Stephen,

    I am an MYP Coordinator in Dubai. Thank you for sharing your google sheets, they are a life saver! Being new to MYP and the role as Coordinator this document consolidates everything from MYP Principles to Practice in one place. Bless you.

    Stephen

Thank-you for your comments.

Fill in your details below or click an icon to log in:

WordPress.com Logo

You are commenting using your WordPress.com account. Log Out / Change )

Twitter picture

You are commenting using your Twitter account. Log Out / Change )

Facebook photo

You are commenting using your Facebook account. Log Out / Change )

Google+ photo

You are commenting using your Google+ account. Log Out / Change )

Connecting to %s