Parents’ Workshop : MYP Assessment Global Jaya International School Pak Liam & Bu Popy

1. Parents’ Workshop :MYP AssessmentGlobal Jaya International SchoolPak Liam & Bu Popy

2. Rate the following ideas/questions using the scale 14 (1= not at all 4= to a great extent ) What is the Purpose of assessment and grades

3. 1. To what extent is assessment used for:

4. 2. to what extent should assessment and grading take into account ?

5. 3. which of the following is considered the most appropriate?

6. What is assessment ? The ongoing process of collecting and analysing information about the students’ achievements to enhance learning and improve teaching.

7. Assessments Assessments are demonstrations or performances of learning Assessments provide observable evidence of performance Assessments should be directly linked to desired objectives and outcomes. Assessments should be authentic tasks i.e enabling the demonstration of real skills

8. We assess using Rubrics • Rubrics: • measure the level of achievement • describe what is expected from the students • inform the student on their level of achievement.

9. Rubrics —generalities • A good assessment rubric: • is clear • is detailed • reflects the main/important aspects of the task • describes what is expected from the students.

10. Example of a rubric

11. Rate your favourite Restaurant • Your task (right now) • design a quick rubric (checklist) that would assist you in choosing your favourite restaurant. • Decide what qualities are important, and write a description for each standard for that quality

12. Example of a Restaurant Rubric Location Design Quality Value Descriptions of each level go here ! Descriptions of each level go here ! Descriptions of each level go here ! Descriptions of each level go here !

13. Criterion based assessment • Each level has a corresponding description • The description is the most important thing! Not the number • Focus on personal achievement; not a comparison against others • Students are involved in the assessment process • Formative and summative assessment

14. Criterion based assessment • Every subject - assessment criteria (between 3 and 6) - levels of achievement (a number) ** Level 3 is not 50% of level 6! ** • MYP Grade 1-7 • MYP General Descriptor • MYP Grade Boundaries

15. Introduction to the notion of criteria • Significant Concept :It is important to know what is expected of you before you begin the assessment task.

16. Objective : Through completing this activity participants should be able to: • Understand the concept of criterion related assessment Activity question : How will you win if you do not know the rules?

17. WHICH PICTURE IS BETTER?

18. Criteria are similar towaterbuckets placed onpyramidalstepswhichgetfilledgradually, fromthelowestlevel of achievementtothehighest, dependingonhowwellthestudent’sworkmeetstherequirements.

19. ExampleCriterion 6 5 It uses colour, shows a correctproportionamongtheparts of the human body and conveys a clear idea. 4 3 It uses colour and shows anacceptableproportionamongtheparts of human body. 2 1 Itis complete and shows someproportionamongtheparts of the human body. 0 Itdoesnotreachany of theabovementionedlevels.

20. Assessment 6 5 It uses colour, shows a correctproportionamongtheparts of thehumanbody and conveys a clear idea. 4 3 It uses colour and shows anacceptableproportionamongtheparts of humanbody. 2 1 Itis complete and shows someproportionamongtheparts of thehumanbody. 0 0 Itdoesnotreachany of theabovementionedlevels.

21. Assessment It uses colour, shows a correctproportionamongtheparts of the human body and conveys a clear idea. 6 5 4 3 It uses colour and shows anacceptableproportionamongtheparts of human body. 2 1 2 1 Itis complete and shows someproportionamongtheparts of the human body. 0 0 Itdoesnotreachany of theabovementionedlevels.

22. Assessment 6 5 6 5 It uses colour, shows a correctproportionamongtheparts of the human body and conveys a clear idea. 4 3 4 3 It uses colour and shows anacceptableproportionamongtheparts of human body. 2 1 2 1 Itis complete and shows someproportionamongtheparts of the human body. 0 0 Itdoesnotreachany of theabovementionedlevels.

23. Assessment 6 5 6 5 It uses colour, shows a correct proportion among the parts of the human body and conveys a clear idea. ? 4 3 4 3 It uses colour and shows anacceptableproportionamongtheparts of human body. 2 1 2 1 Itis complete and shows someproportionamongtheparts of the human body. 0 0 Itdoesnotreachany of theabovementionedlevels.

24. Criteria are similar towaterbuckets placed onpyramidalstepswhichgetfilledgradually, fromthelowestlevel of achievementtothehighest, dependingonhowwellthestudent’sworkmeetstherequirements.

25. Assessment in language A:relationship between objectives and criteria Language A objectives Criteria • Content (receptive and productive) A • Organization B • Style and language mechanics C

26. Criterion A—content (receptive and productive)

27. Language A assessment criteria 30 Total

28. Final objectives; Content (receptive and productive) • At the end of the course, the student should be able to : • understand and analyse the language, content, structure, meaning and significance of both familiar and previously unseen oral, written and visual texts • understand and apply language A terminology in context • analyse the effects of the author’s choices on an audience • compose pieces that apply appropriate literary and/or non-literary features to serve the context and intention • compare and contrast works, and connect themes across and within genres • express an informed and independent response to literary and non-literary texts.

30. Tailoring assessment to the objectives Three guiding questions: • What are the objectives to be achieved? • How will students demonstrate achievement? • How will I teach to enable this achievement? Importantly, the first two answers must also be made clear to students, as well as other teachers.

31. Question 2: How will students demonstrate achievement? • Teachers will design a variety of tasks that give students the opportunity to achieve all levels of the criteria (students often need to be prompted to demonstrate specific skills and knowledge). • Students will complete this variety of tasks and will be assessed by the subject-specific criteria.

32. Question 3: How will I teach to enable this achievement? The teacher must: • teach knowledge and skills specific to achieving the objectives • share the desired results and assessment criteria with the students (how will the students know what you expect if you do not tell them?)

33. Assessment should be a balance of summative assessment and formative assessment!

34. Example of formative assessment form

35. Example of summative assessment Student’s name: Pak Liam Subject: Mathematics

36. Benefits of criterion based assessment • Corresponds to subject-specific objectives and is not subjective to teachers’ judgment • Provides clear and specific standards of expected student achievement • Fosters self-assessment and improvement • Shows the state of students’ conceptual understanding, knowledge and skills • Gives flexibility for curriculum design • Can be applied in a variety of circumstances and contexts and with a range of assessment tasks.

37. Assessment Task 1 Assessment Process • Criteria A :6 • Criteria C: 8 Assessment Task 2 Assessment Task 3 • Criteria B: 7 • Criteria C: 8 • Criteria B: 7 • Criteria C: 6

38. Example Summative Assessment Grade Book 4 2 7

39. Assessment Task 1 Assessment Process • Criteria A : 6 • Criteria C: 8 Assessment Task 2 Assessment Task 3 • Criteria B: 7 • Criteria C: 8 • Criteria B: 7 • Criteria C: 6 Based on what the student has demonstrated that they can achieve, not an average. MYP GRADE 1 to 7

40. Activity 7 – Formative and summative assessment Language A grade boundaries

41. Assessment Task 1 Assessment Process • Criteria A : 6 • Criteria C: 8 Assessment Task 2 Assessment Task 3 • Criteria B: 7 • Criteria C: 8 • Criteria B: 7 • Criteria C: 6 Based on what the student has demonstrated that they can achieve, not an average. MYP GRADE 5

42. General grade descriptors

43. Some confusing words Evaluation: involves interpreting and making a judgment about assessment information. Testing: one type of assessment strategy. Measurement: assignment of marks based on an explicit system. Score: number or letter assigned to a task via the process of measurement. Grade: number assigned to standards of student achievement. A grade is reached by applying the grade boundaries table to the student’s criterion levels total. A grade can only be arrived at when all subject-specific criteria have been used for assessment. Criterion-related assessment: assessment process based on determining levels of achievement against previously agreed criteria. MYP assessment is criterion-related.

44. Questions ?

45. MYP Parent WORKSHOP Developing Coaching Strategies Kelly Millar kelly@globaljaya.com

46. Identify and Understand the Decision Required in your Job Review your Decision-Making Experiences Practice the Difficult Decisions in Context

47. Improve Coaching Decision Making • Size up situations more quickly • Recognize problems and anomalies more quickly • Feel confident that your first option you think of will usually be a good one • Have a good sense of what is going to happen next • Avoid getting overloaded with data • Be calm in the face of time pressure and uncertainty • Find alternative solutions when plans run into difficulty

48. Commitment To ExcellenceThe 4C's • Concentration - ability to maintain a high level of focus in practices and games. • Confidence - believe in one's abilities • Composure – ability to control oneself in good and challenging times. • Commitment - ability to continue working to agreed goals

49. 4C’s 2012-13 • Commitment 1st Priority Strong team commitment Strong commitment to practice and fitness training • Communication 2nd Priority Basketball talk Team support Communication with coach • Composure 3rd Priority Composure when tired Composure at end of half and games Composure at the end of practice • Confidence 3rd Priority Increase confidence in dealing with stress Confidence in their abilities Demonstrate confidence when warming up for games 2013-14 • Commitment 1st Priority Commitment to full court whole game defensive pressure that is unrelenting • Composure 2nd Priority We will impose our will so that other team will lose theirs • Confidence 2nd Priority Increase confidence in our basketball systems • Communication 3rd Priority Basketball talk Team support Communication with coach

50. Decision Making Exercise (DMX) Creating a good DMX is taken form of a compelling story or experience that builds to climax, which should put the other participants in the hot seat, forcing them to make a decision. It is important that there is not one correct answer but create a discussion with different perspectives.