It is internal – all assessment tasks are designed by the teachers for their students.
It is criterion related – all assessment that contribute to the MYP grade is based on predetermined criteria. The student has access to these criteria before the assessment task.
It allows students to be assessed against defined levels of achievement and not against each other.
It is designed to support and motivate learning through feedback – clearly identifying students’ strengths and weaknesses.
There are two main types of assessment in the MYP
Perhaps the most important is the ‘formative’ assessment. This takes place during a module or unit of work. It assesses students’ work using specific criteria. Students are therefore informed of their strengths and weaknesses giving them the opportunity to improve.
At the end of a module of unit of work ‘summative’ assessment also takes place. Final grades for each criterion are awarded on a ‘best fit’ approach. An overall grade is also awarded by totalling each criterion grade and using a system of grade boundaries.
The grading system implemented by the International Baccalaureate has a maximum of 7 – this is how the grades are represented in Managebac. This is also the standard used in the International School (MYP1-5)
In the Maartenscollege TTO only an overall grade will also be reported out of a maximum of 10. This is equivalent to standard Dutch summative grades.
The teachers, students and parents can monitor all activities related to MYP using our on-line MYP learning environment: Managebac.
This shows all learning modules, tasks, and grades in an easy to use format and allows students to reflect on their academic progress as well as their community and service activities and, of course, allows parents to access their reports!
At the end of every reporting period students will use Managebac to reflect on their progress. With the help of their teachers, they identify their strengths, their weaknesses and set targets for self improvement.
In addition to the academic, criteria assessment, we place an equal value on your child's study skills, or their attitude towards his or her learning. These skills have an important role to play in explaining progress and are often key pointers showing why a child is achieving certain levels in a subject.
There are three separate areas:
This requires self motivation and a positive ‘attitude towards their learning’. This is reflected in the content of both their classwork and their homework. Engagement is active: asking relevant questions, volunteering information and participating actively in group discussion.
Behaviour requires cooperation and respect for others. The students can work effectively as a member of a team, collaborating, acknowledging and respecting the views of others as well as ensuring, where necessary, a safe working environment.
This includes completing and submitting homework on time, meeting deadlines and being prepared for the lesson with required materials. Arriving on time to the lesson is generally not included. However, arriving late because of having to collect forgotten materials may be included.
and also in the TTO only,
Use of English
In the TTO all students are be encouraged only to use English language during their interaction with the teacher and with each other whilst in their lessons which are taught in English (English, Humanities, Sciences, Physical Education, Technology and the Arts). Obviously this will progress through TTO1 but in TTO2 and above English should be the only language used in these classrooms. There is a revised protocol available which explains this in more detail. Please see the document, "Assessment in the MYP - 2012", available below.
Assessment levels for study skills
Students are assessed on a six point scale (maximum 6), based on the following descriptions: