1. IB MIDDLE YEARS
PROGRAMME ASSESSMENT
AND REPORTING
PARENT WORKSHOP
15TH SEPTEMBER 2012

2. WELCOME!
INTRODUCTIONS

3. MYP FUNDAMENTAL
CONCEPTS
• Intercultural Awareness
understanding of their own culture and that of others
Fosters respect, empathy and understanding
• Holistic Learning
Knowledge is interrelated, educating beyond academics
• Communication
Strength in both verbal and non-verbal communication
essential in learning.
Uses more than one language, and one means of
communication.

4. AREAS OF INTERACTION:
INCORPORATED INTO THE SUBJECTS (NOT
SEPARATE SUBJECTS)

5. AREAS OF INTERACTION:
INCORPORATED INTO THE SUBJECTS (NOT
SEPARATE SUBJECTS)
 Approaches to Learning

6. AREAS OF INTERACTION:
INCORPORATED INTO THE SUBJECTS (NOT
SEPARATE SUBJECTS)
 Approaches to Learning
 Community and Service

7. AREAS OF INTERACTION:
INCORPORATED INTO THE SUBJECTS (NOT
SEPARATE SUBJECTS)
 Approaches to Learning
 Community and Service
 Health and Social Education

8. AREAS OF INTERACTION:
INCORPORATED INTO THE SUBJECTS (NOT
SEPARATE SUBJECTS)
 Approaches to Learning
 Community and Service
 Health and Social Education
 Environments

9. AREAS OF INTERACTION:
INCORPORATED INTO THE SUBJECTS (NOT
SEPARATE SUBJECTS)
 Approaches to Learning
 Community and Service
 Health and Social Education
 Environments
 Human Ingenuity

10. MYP PROGRAMME
MODEL

11. PRINCIPLES OF
ASSESSMENT

12. PRINCIPLES OF
ASSESSMENT
• Assessment provides a means to monitor and
improve performance and to enable all students to
achieve their full potential.

13. PRINCIPLES OF
ASSESSMENT
• Assessment provides a means to monitor and
improve performance and to enable all students to
achieve their full potential.
• Assessment is an integral part of the learning and
teaching process designed to heighten student
awareness of the effectiveness of their own learning.

14. PRINCIPLES OF
ASSESSMENT
• Assessment provides a means to monitor and
improve performance and to enable all students to
achieve their full potential.
• Assessment is an integral part of the learning and
teaching process designed to heighten student
awareness of the effectiveness of their own learning.
• Assessment should provide opportunities for
students to reflect on and accept responsibility for
their own learning.

15. PRINCIPLES OF
ASSESSMENT

16. PRINCIPLES OF
ASSESSMENT
• Assessment should be part of the way in which
teachers and administrators as educators measure the
efficacy of their programmes and their approach to
teaching.

17. PRINCIPLES OF
ASSESSMENT
• Assessment should be part of the way in which
teachers and administrators as educators measure the
efficacy of their programmes and their approach to
teaching.
• At CIS, student performance in Year 11 is moderated
by external agencies

18. PRINCIPLES OF
ASSESSMENT
• Assessment should be part of the way in which
teachers and administrators as educators measure the
efficacy of their programmes and their approach to
teaching.
• At CIS, student performance in Year 11 is moderated
by external agencies
• Assessment values both content and process relevant
to particular disciplines.

19. PRINCIPLES OF
ASSESSMENT
• Assessment should be part of the way in which
teachers and administrators as educators measure the
efficacy of their programmes and their approach to
teaching.
• At CIS, student performance in Year 11 is moderated
by external agencies
• Assessment values both content and process relevant
to particular disciplines.
• Parents should be kept informed of student progress
on a regular basis.

20. PRINCIPLES OF
ASSESSMENT

21. PRINCIPLES OF
ASSESSMENT
• All students will be assessed on a regular basis, using a
variety of appropriate assessment techniques.

22. PRINCIPLES OF
ASSESSMENT
• All students will be assessed on a regular basis, using a
variety of appropriate assessment techniques.
• Teachers are to provide regular and timely feedback to
students on their work.

23. PRINCIPLES OF
ASSESSMENT
• All students will be assessed on a regular basis, using a
variety of appropriate assessment techniques.
• Teachers are to provide regular and timely feedback to
students on their work.
• A summative report of student progress, which
represents student performance against specific criteria, is
provided to parents.

24. PRINCIPLES OF
ASSESSMENT
Professional Development

25. PRINCIPLES OF
ASSESSMENT
• Appropriate homework, classwork and tests form part
of the assessment process, but none shall be the exclusive
vehicle for overall student assessment.
Professional Development

26. PRINCIPLES OF
ASSESSMENT
• Appropriate homework, classwork and tests form part
of the assessment process, but none shall be the exclusive
vehicle for overall student assessment.
• Teachers shall use assessment of student performance
for course review and evaluation of instructional
practices.
Professional Development

27. PRINCIPLES OF
ASSESSMENT
• Appropriate homework, classwork and tests form part
of the assessment process, but none shall be the exclusive
vehicle for overall student assessment.
• Teachers shall use assessment of student performance
for course review and evaluation of instructional
practices.
Professional Development
• Assessment approaches and techniques shall form part
of the ongoing professional development for all teaching
staff and be included in school-wide PD plans.

28. ASSESSMENT MODES:
A DISTINCTION
Two assessment traditions
(1) Norm referencing : e.g. IGCSE
(2) Criterion referencing : e.g. MYP

29. NORM REFERENCED
ASSESSMENT
•A test /exam, marked according to agreed scheme,
totalled out of 100.
•Marks ranked / converted into grades (grade curve,
grade point average, A-E, 1-7, etc.)
•students are ranked according to a NORM on a
CONTINUOUS SCALE

30. EXAMPLE OF NORM
DISTRIBUTION

31. CRITERION RELATED
ASSESSMENT
• A task / test assessed according to agreed, specific
criteria.
• Criteria have agreed descriptors for designated
levels of achievement
• Student work is awarded levels of achievement
according to the descriptors
• There is no grade curve or equivalent

32. SO WHAT DOES THAT
MEAN…
Over to Brandy Stern

34. QUESTION?

35. QUESTION?
What is the best
restaurant in Hong
Kong?

36. MICHELIN STAR
CRITERIA
"Welcome to Michelin Travel & Lifestyle." Methodology Behind the Michelin Stars. Michelin, n.d. Web. 13
Sept. 2012. <http://www.michelintravel.com/methodology/>.

37. MICHELIN STAR
CRITERIA
“The star symbols judge only what’s on the plate, meaning the quality of products,
the mastering of flavors, mastering of cooking, personality of the cuisine, value for
the money and the consistency of what the restaurant offers to its customers
both throughout the menu and the year.
One star indicates a very good restaurant in its category, offering cuisine prepared
to a consistently high standard. A good place to stop on your journey.
"Welcome to Michelin Travel & Lifestyle." Methodology Behind the Michelin Stars. Michelin, n.d. Web. 13
Sept. 2012. <http://www.michelintravel.com/methodology/>.

38. MICHELIN STAR
CRITERIA
“The star symbols judge only what’s on the plate, meaning the quality of products,
the mastering of flavors, mastering of cooking, personality of the cuisine, value for
the money and the consistency of what the restaurant offers to its customers
both throughout the menu and the year.
One star indicates a very good restaurant in its category, offering cuisine prepared
to a consistently high standard. A good place to stop on your journey.
Two stars denote excellent cuisine, skillfully and carefully crafted dishes of
outstanding quality. Worth a detour.
"Welcome to Michelin Travel & Lifestyle." Methodology Behind the Michelin Stars. Michelin, n.d. Web. 13
Sept. 2012. <http://www.michelintravel.com/methodology/>.

39. MICHELIN STAR
CRITERIA
“The star symbols judge only what’s on the plate, meaning the quality of products,
the mastering of flavors, mastering of cooking, personality of the cuisine, value for
the money and the consistency of what the restaurant offers to its customers
both throughout the menu and the year.
One star indicates a very good restaurant in its category, offering cuisine prepared
to a consistently high standard. A good place to stop on your journey.
Two stars denote excellent cuisine, skillfully and carefully crafted dishes of
outstanding quality. Worth a detour.
Three stars reward exceptional cuisine where diners eat extremely well, often
superbly. Distinctive dishes are precisely executed, using superlative
ingredients.Worth a special journey.”
"Welcome to Michelin Travel & Lifestyle." Methodology Behind the Michelin Stars. Michelin, n.d. Web. 13
Sept. 2012. <http://www.michelintravel.com/methodology/>.

40. QUESTION?

41. QUESTION?
How does a restaurant
improve?

42. MICHELIN STAR CRITERIA
"Welcome to Michelin Travel & Lifestyle." Methodology Behind the Michelin Stars. Michelin, n.d. Web. 13
Sept. 2012. <http://www.michelintravel.com/methodology/>.

43. MICHELIN STAR CRITERIA
• quality of products
• the mastering of flavors
• mastering of cooking
• personality of the cuisine
• value for the money
• consistency of what the
restaurant offers to its
customers both throughout
the menu and the year.
"Welcome to Michelin Travel & Lifestyle." Methodology Behind the Michelin Stars. Michelin, n.d. Web. 13
Sept. 2012. <http://www.michelintravel.com/methodology/>.

44. MICHELIN STAR CRITERIA
• quality of products One star indicates a very good
restaurant in its category, offering
• the mastering of flavors cuisine prepared to a consistently
• mastering of cooking high standard. A good place to stop
• personality of the cuisine on your journey.
• value for the money
• consistency of what the
restaurant offers to its
customers both throughout
the menu and the year.
"Welcome to Michelin Travel & Lifestyle." Methodology Behind the Michelin Stars. Michelin, n.d. Web. 13
Sept. 2012. <http://www.michelintravel.com/methodology/>.

45. MICHELIN STAR CRITERIA
• quality of products One star indicates a very good
restaurant in its category, offering
• the mastering of flavors cuisine prepared to a consistently
• mastering of cooking high standard. A good place to stop
• personality of the cuisine on your journey.
Two stars denote excellent cuisine,
• value for the money skillfully and carefully crafted dishes
• consistency of what the of outstanding quality. Worth a
restaurant offers to its detour.
customers both throughout
the menu and the year.
"Welcome to Michelin Travel & Lifestyle." Methodology Behind the Michelin Stars. Michelin, n.d. Web. 13
Sept. 2012. <http://www.michelintravel.com/methodology/>.

46. MICHELIN STAR CRITERIA
• quality of products One star indicates a very good
restaurant in its category, offering
• the mastering of flavors cuisine prepared to a consistently
• mastering of cooking high standard. A good place to stop
• personality of the cuisine on your journey.
Two stars denote excellent cuisine,
• value for the money skillfully and carefully crafted dishes
• consistency of what the of outstanding quality. Worth a
restaurant offers to its detour.
customers both throughout Three stars reward exceptional
the menu and the year. cuisine where diners eat extremely
well, often superbly. Distinctive dishes
are precisely executed, using
superlative ingredients.Worth a
special journey.”
"Welcome to Michelin Travel & Lifestyle." Methodology Behind the Michelin Stars. Michelin, n.d. Web. 13
Sept. 2012. <http://www.michelintravel.com/methodology/>.

47. • Rubrics are provided with the task
• Students note the highest level as the one to strive
for
• Theteacher assesses the work, starting with the
descriptor for the lowest level, until reaching a
descriptor for a level of achievement the work has
not attained
• Thework is therefore best described by the next
lowest descriptor

48. OBJECTIVES
"4th Iranian Conference on Applied Mathematics." 4th Iranian Conference on Applied Mathematics. N.p.,
n.d. Web. 13 Sept. 2012. <http://seminars.usb.ac.ir/math/en-us/>.

49. OBJECTIVES
•Objectives:
"4th Iranian Conference on Applied Mathematics." 4th Iranian Conference on Applied Mathematics. N.p.,
n.d. Web. 13 Sept. 2012. <http://seminars.usb.ac.ir/math/en-us/>.

50. OBJECTIVES
•Objectives:
•these describe the skills,
knowledge, and
understandings that we want
the student to reach.
"4th Iranian Conference on Applied Mathematics." 4th Iranian Conference on Applied Mathematics. N.p.,
n.d. Web. 13 Sept. 2012. <http://seminars.usb.ac.ir/math/en-us/>.

51. OBJECTIVES
•Objectives:
•these describe the skills,
knowledge, and
understandings that we want
the student to reach.
•The skills, knowledge, and
understandings are what will
be assessed.
"4th Iranian Conference on Applied Mathematics." 4th Iranian Conference on Applied Mathematics. N.p.,
n.d. Web. 13 Sept. 2012. <http://seminars.usb.ac.ir/math/en-us/>.

52. CRITERION RELATED
ASSESSMENT
Curriculum Assessment
Objectives Criteria
Student Work

53. CRITERION RELATED
ASSESSMENT
Curriculum Assessment
Objectives Criteria
Language A: Content
analyse the effects of
the author’s choice on
an audience
Student Work

54. CRITERION RELATED
ASSESSMENT
Curriculum Assessment
Objectives Criteria
Student Work

55. CRITERION RELATED
ASSESSMENT
Curriculum Assessment
Objectives Criteria
Language A: Content
The student demonstrates
understanding of the text and topic,
and an awareness of the
author’s choice, using adequate
detail, development and support.
Student Work

56. CRITERION RELATED
ASSESSMENT
Curriculum Assessment
Objectives Criteria
Student Work

57. CRITERION RELATED
ASSESSMENT
Curriculum Assessment
Objectives Criteria
Language A: Content
Students complete a written
response to a piece of print
journalism exploring how the
language may be used to manipulate
the reader.
Student Work

58. CRITERION RELATED
ASSESSMENT
Curriculum Assessment
Objectives Criteria
Student Work

59. EXAMPLE: MATHEMATICS

60. EXAMPLE: MATHEMATICS
Assessment Criteria Levels of Achievement
Criterion A: Knowledge and
Criterion A: 0 -10
Understanding
Criterion B: Application and Criterion B: 0 -10
Reasoning
Criterion C: 0 - 6
Criterion C: Communication
Criterion D: Reflection and Criterion D: 0 - 8
Evaluation

61. EXAMPLE: MATHEMATICS
Assessment Criteria Levels of Achievement
Criterion A: Knowledge and
Criterion A: 0 -10
Understanding
Criterion B: Application and Criterion B: 0 -10
Reasoning
Criterion C: 0 - 6
Criterion C: Communication
Criterion D: Reflection and Criterion D: 0 - 8
Evaluation

62. EXAMPLE: MATHEMATICS
Assessment Criteria Levels of Achievement
Criterion A: Knowledge and
Criterion A: 0 -10
Understanding
Criterion B: Application and Criterion B: 0 -10
Reasoning
Criterion C: 0 - 6
Criterion C: Communication
Criterion D: Reflection and Criterion D: 0 - 8
Evaluation
34

63. EXAMPLE: MATHEMATICS
CRITERION C:

64. EXAMPLE: MATHEMATICS

65. EXAMPLE OF CRITERION
RELATED ASSESSMENT
DISTRIBUTION
15
11
8
4
0
1 2 3 4 5 6 7

66. CRITERION RELATED
ASSESSMENT CONTINUED.....
At CIS (and in all MYP schools), teacher assessment is
concerned with:
• Individual student achievement levels rather than
comparison with the performance of other students
• Measurable student progress in knowing, understanding,
skills, conceptual grasp

67. METHODS OF ACHIEVING
PROGRESS VIA
ASSESSMENT
• Formative assessment: ‘coaching’ - continuous
throughout the course of study. To improve
student awareness of learning goals (ATL)
• Summative assessment: Measuring progress
made over an assessment period.

68. REPORTING
Summative reports issued twice a year:
Yr 7-10: February
Yr 11 December & June
Year 7 reports
**Year long subjects will receive summative grades at the end of the year
only.
* SEE SAMPLE REPORT