Science – Assessment in MYP
Type of task required What are the indicators for success?
A scientific investigation designed and carried out independently by the student ·      The student states a clear focused problem or research question, formulates a testable hypothesis and explains the hypothesis using scientific reasoning.

·      The student selects appropriate materials and equipment and writes a clear, logical method, mentioning all of the relevant variables involved and how to control and manipulate them, and describing how the data will be collected and processed.

·      The student evaluates the method, commenting on its reliability and validity.

·      The student comments on the validity of the hypothesis based on the outcome of the investigation.

·      The student suggests realistic improvements to the method and makes suggestions for further inquiry when relevant.

·      The student organizes, transforms and presents data in numerical and/or visual forms logically and correctly.

·      The student describes a trend, pattern or relationship in the data and comments on the reliability of the data.

·      The student draws a clear conclusion based on the correct interpretation of the data and explains it using scientific reasoning.

·      The student requires no guidance to work safely and uses material and equipment competently.

·      The student works responsibly with regards to the living and non-living environment.

·      When working as part of a group, the student cooperates with others.

An end-of-unit ·      The student uses scientific ideas, concepts and/or processes correctly to construct scientific explanations.

·      The student applies scientific understanding to solve complex problems including those in unfamiliar situations.

·      The student analyses and evaluates scientific information and makes judgments supported by scientific understanding

A piece of writing by the student (Grade 6 – approximately 700 words, Grade 7 – approximately 825 words, Grade 8 – approximately 950 words.) ·      The student explains how science is applied and how it may be used to address a specific problem or issue in a local or global context.

·      The student discusses the effectiveness of science and its application in solving the problem or issue.

·      The student discusses and evaluates the implications of the use and application of science interacting with at least two of the following factors: moral, ethical, social, economic, political, cultural and environmental.

·      The student uses sufficient scientific language correctly.

·      The student communicates scientific information effectively.

·      When appropriate to the task, the student fully documents sources of information correctly.

 

Humanities – Assessment in MYP
Type of task required What are the indicators for success?
A piece of extended writing (Grade 6 – approximately 700 words, Grade 7 –900 words, Grade 8- 1100 words) ·   The student uses a range of humanities terminology accurately and appropriately.

·   The student demonstrates detailed knowledge and understanding of content and concepts through thorough descriptions, explanations and examples.

·   The student formulates a clear and focused research question.

·   The student follows an action plan effectively to investigate a research question.

·   The student uses methods accurately to collect and record appropriate and varied information in line with the research question.

·   The student effectively addresses the research question.

·   The student completes a detailed analysis of concepts, events, issues, models or arguments.

·   The student effectively analyses and evaluates a range of sources in terms of origin and purpose, recognizing values and limitations.

·   The student clearly recognizes a range of different perspectives and their implications.

·   The student makes connections between information to make valid and well supported arguments.

·   The student communicates information and ideas in a style that is completely appropriate to the audience and purpose.

·   The student structures information and ideas completely according to the task instructions.

·   The student creates a list of sources of information according to the task instructions.

A test
An assignment of choice (selected by the teacher)

 

 

The Arts* – Assessment in MYP
Type of task required What are the indicators for success?
Units of work that assess students on all of the following.   (This can be accomplished beginning from the drafting stage all the way through to the finished product and reflection and evaluation.) ·      The student is able to demonstrate excellent knowledge and understanding of the art form studied in relation to societal or cultural or historical or personal contexts.

·      The student is able to demonstrate excellent knowledge and understanding of the elements of the art form studied.

·      The student is able to communicate a welldeveloped critical understanding of the art form studied, in the context of his or her own work.

·      The student is able to elaborate an idea, a theme or a personal interpretation to a point of realization. There is evidence of purposeful expression and effective communication of artistic intentions.

·      Skills and techniques are applied at a high level of proficiency.

·      The student shows an excellent ability to apply the artistic processes involved in creating art.

·      The student reflects critically and in depth on his or her artistic development and processes at different stages of his or her work.

·      The student carries out an excellent evaluation of his or her work. This shows a considered appraisal of the quality of work produced and details of improvements that could be made.

·      The student intentionally uses feedback in his or her artistic development, which shows an appropriate consideration of his or her artistic processes.

·      The student shows excellent commitment in using his or her own artistic processes.

·      The student actively demonstrates curiosity, self‑motivation, initiative and a willingness to take informed risks.

·      The student actively supports, encourages and works with his or her peers in a positive way.

·      The student is actively receptive to art practices and artworks from various cultures, including his or her own.

 

* Dance, Music Goes Global, Orchestra, Band, Percussion, Chorus, Visual Art

 

 

 

 

Language A – Assessment in MYP
Type of task required What are the indicators for success?
One essay (literary, argumentative, persuasive or analytical piece of writing) (Grade 6 – approximately 500 words, grade 7 – approximately 625 words, grade 8 – approximately 750 words) ·      The student demonstrates a perceptive understanding of the text, topic and the author’s choices, consistently using illustrative detail, development and support.

·      In creative work, pieces reflect a lot of imagination and sensitivity; the student employs literary and/or non-literary features effectively that serve the context and intention.

·      The student shows a sophisticated command of relevant terminology, and uses it appropriately.

·      The student consistently employs sophisticated organizational structures and language-specific conventions that serve the context and intention.

·      The work is consistently well-organized, clear and coherent and the ideas being expressed build on each other in a sophisticated manner.

·      The student integrates critical apparatus correctly and effectively.

·      The student employs a wide and effective range of appropriate vocabulary, idiom and sentence structure.

·      Grammar and syntax are accurate; very infrequent errors do not hinder communication.

·      The student demonstrates mastery of a register and style that serve the context and intention.

·      Punctuation and spelling are accurate; very infrequent errors do not hinder communication.

·      In oral/presentation work there is a high level of competence in oratory technique.

One piece of creative writing (for example, poetry, short story, dramatic scene, pastiche) of a maximum of 1,000 words , plus an optional rationale of a maximum of 300 words
One response to literature

Option A: a written personal response, demonstrating the student’s ability to approach work in an independent fashion, (Grade 6 – approximately 500 words, grade 7 – approximately 625 words, grade 8 – approximately 750 words)

Option B: an oral personal response, demonstrating the student’s ability to approach work in an independent fashion, of 3–5 minutes in length.

 

 

 

Mathematics – Assessment in MYP
Type of task required What are the indicators for success?
A broad-based classroom test/examination composed of a range of questions and problems, in familiar and unfamiliar situations, covering at least three of the branches of the framework for mathematics, and which allows students to reach all levels of achievement. (Criterion A is strongly recommended as one of the criteria used to assess this task.)

 

·        The student consistently makes appropriate deductions when solving challenging problems in a variety of contexts including unfamiliar situations.

·        The student shows good use of mathematical language and forms of mathematical representation.

·        The lines of reasoning are concise, logical and complete.

·        The student moves effectively between different forms of representation.

A mathematical investigation, done under test conditions, where students are given the opportunity to recognize patterns, describe them as relationships or general rules and justify or prove them. (Criterion B is strongly recommended as one of the criteria used to assess this task.) ·        The student selects and applies mathematical problem-solving techniques to recognize patterns, describes them as relationships or general rules, draws the correct conclusions consistent with the correct findings, and provides justifications or a proof.
A real-life problem where students are given the opportunity to apply mathematics to a real-life context, reflect upon and evaluate their findings. (Criterion D is essential as one of the criteria used to assess this task.) ·        The student critically explains whether his or her results make sense in the context of the problem.

·        The student provides a detailed explanation of the importance of his or her findings in connection to real life where appropriate.

·        The student justifies the degree of accuracy of his or her results where appropriate.

·        The student suggests improvements to his or her method where appropriate.

·        The student shows good use of mathematical language and forms of mathematical representation.

·        The lines of reasoning are concise, logical and complete.

·        The student moves effectively between different forms of representation.

 

 

 

 

Technology* – Assessment in MYP
Type of task required What are the indicators for success?
Units of work that assess students on all of the following.   (This can be accomplished beginning from the drafting stage all the way through to the finished product and reflection and evaluation.) ·         The student explains the problem, discussing its relevance.

·         The student critically investigates the problem, evaluating information from a broad range of appropriate, acknowledged sources.

·         The student describes detailed methods for appropriate testing to evaluate the product/solution against the design specification.

·         The student generates a range of feasible designs, each evaluated against the design specification.

·         The student justifies the chosen design and evaluates it fully and critically against the design specification.

·         The student produces a plan that contains a number of detailed, logical steps that describe the use of resources and time.

·         The student critically evaluates the plan and justifies any modifications to the design.

·         The student competently uses appropriate techniques and equipment.

·         The student follows the plan and justifies any modifications made, resulting in a product/solution of appropriate quality using the resources available.

·         The student evaluates the success of the product/solution in an objective manner based on the results of testing, and the views of the intended users.

·         The student provides an evaluation of his or her own performance at each stage of the design cycle and suggests improvements.

·         The student provides an appropriate evaluation of the impact of the product/solution on life, society and/or the environment.

·         The student consistently displays a satisfactory standard in both personal engagement (motivation, independence, general positive attitude) and attitudes towards safety, cooperation and respect for others.

 

* Project Runway, Family and Consumer Sciences, Design Technology

 

 

 

 

 

Physical Education – Assessment in MYP
Type of task required What are the indicators for success?
Two pieces of written work that show the student’s use of physical education knowledge. ·         The student uses a wide range of physical education terminology accurately and appropriately in most situations.

·         Demonstrates a thorough knowledge of principles, concepts, strategies, techniques and rules related to the physical education topic or activity.

·         Uses this knowledge wisely and effectively to analyze and solve problems in familiar and unfamiliar situations.

Video evidence of the student performing their own composition. Written evidence that demonstrates that the student actually composed the sequence him/herself must be included. ·         The student selects, adapts and creates a wide range of aesthetic moves that are appropriate to the requirements of the task.

·         The sequence shows a sophisticated use of space, time, level, force and flow.

·         The composition is coherent, and shows aspects of imagination, creativity and style.

·         The student shows a high level of competence in both basic and complex moves, skills and techniques in the performance or playing situation.

·         The student applies movement concepts, tactics, strategies and rules in a critical and effective manner.

·         The student performs with a high degree of precision, synchronization, energy, style and flair.

Video evidence of the student’s performance in another physical activity. ·         The student shows a high level of competence in both basic and complex moves, skills and techniques in the performance or playing situation.

·         The student applies movement concepts, tactics, strategies and rules in a critical and effective manner.

·         The student performs with a high degree of precision, synchronization, energy, style and flair.

Teacher assessment of social skills and personal engagement ·         The student demonstrates attitudes and strategies that improve their communication and relationships with others.

·         The student consistently shows respect and sensitivity to themselves, others and the physical environment.

·         The student takes responsibility for their own learning and usually shows enthusiasm and commitment to physical education.

·         The student reflects critically on their own achievements, sets appropriate goals and takes some action towards achieving them.

 

 

 

Language B* – Assessment in MYP
Type of task required What are the indicators for success?
One recording of an interactive oral task conducted under supervision in class. This can be recorded on an audio cassette, CD or DVD. ·      The student identifies basic information in everyday situations.

·      The student responds appropriately to most simple short phrases.

·      The student interacts in simple and rehearsed exchanges, using verbal and nonverbal language.

·      The student communicates information on a variety of aspects of a topic in everyday situations.

·      The student makes excellent use of a basic range of vocabulary, generally accurately.

·      The student uses clear pronunciation and intonation, which makes communication easy.

·      The student uses language to suit the context.

One visual interpretation task completed under supervision in class ·      The student identifies basic messages, main ideas and supporting details in simple visual texts dealing with everyday situations.

·      The student recognizes basic conventions in visual texts dealing with everyday situations.

·      The student engages with the visual text by identifying ideas, opinions and attitudes in the text and makes substantial connections with own experiences and attitudes.

·      The student shows thorough understanding of the content of the visual, spoken and written text as a whole.

One reading comprehension task completed under supervision in class ·      The student identifies basic facts, more complex ideas and supporting details in simple short written texts with familiar language.

·      The student recognizes basic aspects of format and style, and author’s purpose for writing

·      The student engages with the text by identifying ideas, opinions and attitudes in the text and making substantial connections with own experiences and attitudes.

·      The student shows thorough understanding of the content of the text as a whole.

One writing task produced under supervision in class ·      The student writes a wide variety of basic phrases effectively to express ideas and feelings in a limited range of everyday situations.

·      The student organizes basic information and uses a range of basic cohesive devices.

·      The student makes excellent use of a basic range of vocabulary, grammatical structures and conventions, generally accurately.

·      The student writes with a sense of audience.

* French, Mandarin Chinese, Spanish