Middle Years Program Assessment Criteria

Transcription

1 Assessment Criteria 316 Portrush Road Marryatville 5068 South Australia felicity myp_assessmentcriteria.indd 1 Tel: Fax: info@loreto.sa.edu.au justice Early Learning to Year 12 A Catholic day and boarding school for girls Established 1905 sincerity CRICOS Provider No: 00629G Marryatville Association Incorporated ABN: freedom verity 25/05/ :27:53 PM

2 Contents Criterion-related Assessment... 2 Understanding the Level of... 2 Understanding the MYP Grade... 2 Subject Criteria Overview... 3 The IB Learner Profile... 4 Areas of Interaction... 5 The Arts (Drama, Music, Visual Art)... 6 Humanities (Geography and History) Language A (English) Language B Standard (Chinese, ESL, French and Italian) Mathematics (Mathematics and Extended Mathematics) Physical Education Standard Religious Education Science Technology (ICT, U&ICT, Movie Making, Website Creation, Textiles and Food) Grade Boundaries Final Grade and Descriptors General Regulations: Assessment Criteria Page 1

3 Criterion-related Assessment The MYP assessment model is based upon criteria developed at the Year 5 level (Year 10). Earlier year levels will use the same criteria but they will be modified to reflect the educational needs of students. A level of achievement for each criterion will be awarded to students based on a range of learning experiences conducted throughout the semester. Understanding the Level of Each Area of Learning has a specific set of criteria. At the end of the semester the teacher will determine the level of achievement for each criteria based primarily upon formal assessment tasks. However, it is important to realise that it is the descriptor to which the teacher refers that will determine the level of achievement, not a numerical score. For this reason you will need to refer to this booklet to read the descriptor relevant to the level of achievement given for a particular criterion. For example A Year 6 Art Report indicates that the student s level of achievement for Criterion A: Knowledge and Understanding was a 3. To know what a student is expected to be able to do at this level you would need to read the descriptor which indicates the following: The student is able to demonstrate a satisfactory awareness of the art form studied in relation to some of the contexts that influence their current work. The student is able to demonstrate satisfactory basic language, and has a satisfactory understanding of some of the concepts and processes that support their current work. The student is able to satisfactorily express an opinion of the art form studied in the context of their own work. Understanding the MYP Grade Once a descriptor for each criterion has been decided the teacher will have a set of numbers to add up which will then be converted into the 1 (lowest) to 7 (highest) MYP grade. This conversion is predetermined by the International Baccalaureate Organisation and is presented for your information on page 63. For example our fictitious Art student has received the following levels of achievement: Criterion A: Knowledge and Understanding 3 Criterion B: Application 8 Criterion C: Reflection and Evaluation 6 Criterion D: Personal Engagement 5 Total 22 This gives the student a MYP grade of 5. The following descriptor indicates the student s level of achievement: A consistent and thorough understanding of the required knowledge and skills, and the ability to apply them in a variety of situations. The student generally shows evidence of analysis, synthesis and evaluation where appropriate and occasionally demonstrates originality and insight. Page Assessment Criteria

4 Subject Criteria Overview The Arts Criterion A: Knowledge and Understanding (8) Criterion B: Application (10) Criterion C: Reflection and Evaluation (8) Criterion D: Personal Engagement (8) Humanities Criterion A: Knowledge (10) Criterion B: Concepts (10) Criterion C: Skills (10) Criterion D: Organisation and Presentation (8) Language A Criterion A: Content (10) Criterion B: Organisation (10) Criterion C: Style and Language Usage (10) Language B Criterion A: Oral Communication- Message and Interaction (8) Criterion B: Oral Communication- Language (8) Criterion C: Writing- Message and Organisation (8) Criterion D: Writing- Language (8) Criterion E: Reading Comprehension (16) Mathematics Criterion A: Knowledge and Understanding (8) Criterion B: Investigating Patterns (8) Criterion C: Communication in Mathematics (6) Criterion D: Reflection in Mathematics (6) PE Criterion A: Knowledge and Understanding (8) Criterion B: Movement Composition (6) Criterion C: Performance (10) Criterion D: Social Skills and Personal Engagement (8) RE Criterion A: Knowledge (10) Criterion B: Concepts (10) Criterion C: Skills (10) Criterion D: Organisation and Presentation (8) Science Criterion A: One World (6) Criterion B: Communication in Science (6) Criterion C: Knowledge and Understanding of Science (6) Criterion D: Scientific Enquiry (6) Criterion E: Processing Data (6) Criterion F: Attitude in Science (6) Technology Criterion A: Investigate (6) Criterion B: Design (6) Criterion C: Plan (6) Criterion D: Create (6) Criterion E: Evaluate (6) Criterion F: Attitude to Technology (6) 2009 Assessment Criteria Page 3

5 The IB Learner Profile The aim of all IB programs is to develop internationally minded people who, recognising their common humanity and shared guardianship of the planet, help to create a better and more peaceful world. IB learners strive to be: Inquirers Knowledgeable Thinkers Communicators Principled Open-minded Caring Risk-takers Balanced Reflective They develop their natural curiosity. They acquire the skills necessary to conduct inquiry and research and show independence in learning. They actively enjoy learning and this love of learning will be sustained throughout their lives. They explore concepts, ideas and issues that have local and global significance. In so doing, they acquire in-depth knowledge and develop understanding across a broad and balanced range of disciplines. They exercise initiative in applying thinking skills critically and creatively to recognise and approach complex problems, and make reasoned ethical decisions. They understand and express ideas and information confidently and creatively in more than one language and in a variety of modes of communication. They work effectively and willingly in collaboration with others. They act with integrity and honesty, with a strong sense of fairness, justice and respect for the dignity of the individual, groups and communities. They take responsibility for their own actions and the consequences that accompany them. They understand and appreciate their own cultures and personal histories, and are open to the perspectives, values and traditions of other individuals and communities. They are accustomed to seeking and evaluating a range of points of view, and are willing to grow from experience. They show empathy, compassion and respect towards the needs and feelings of others. They have a personal commitment to service, and act to make a positive difference to the lives of others and to the environment. They approach unfamiliar situations and uncertainty with courage and forethought, and have the independence of spirit to explore new roles, ideas and strategies. They are brave and articulate in defending their beliefs. They understand the importance of intellectual, physical and emotional balance to achieve personal well-being for themselves and others. They give thoughtful consideration to their own learning and experience. They are able to assess and understand their strengths and limitations in order to support their learning and personal development. Page Assessment Criteria

6 Areas of Interaction The Areas of Interaction are used in all of our subjects. They are not assessed; however, they form the foundation of the approaches to the teaching of the unit. Their purpose is to assist students to become aware of the connections between the subject content they re studying and the real world around them; they can also be used to link learning across subject areas, rather than considering each subject as something isolated from each other. Approaches to Learning How do I learn best? How do I know? How do I communicate my understanding? This area of interaction is all about providing students with the skills and strategies to enable them to become self-reflective and successful learners. It is embedded in all MYP units across the disciplines enabling students to reflect on how they learn best, considering their areas of strength and challenges, and allowing them to learn how they can take responsibility for their own learning. Community and Service How do we live in relation to each other? How can I contribute to the community? How can I help others? This area of interaction helps students develop an awareness and understanding of how they are connected to the world around them from a local to global scale. Through this focus, students will recognise the balance between the needs and roles of responsibility of the individual in communities, as well as the communities responsibilities to meet the needs of its members. Students will develop their own personal value systems which will guide them to act in informed and ethical ways; this may lead to an action component which the school highly values. Health and Social Education How do I think and act? How am I changing? How can I look after myself and others? This area of interaction helps students develop the ability to make informed and responsible choices in response to the physical, social and mental issues that can affect themselves and others. It is also about reflecting on how they understand themselves and relate to those around them. Environments What are our environments? What resources do we have or need? What are my responsibilities? This area of interaction is increasingly relevant to our students as their generation is faced with a variety of green issues; however, this is not the sole focus. Looking at the natural, built and virtual environments which surround them, students will reflect on how they impact both positively and negatively on their world. Human Ingenuity Why and how do we create? What are the consequences? Recognising how human minds have influenced the world through inventions, innovations, cultural and social systems and thought processes, in both the past and present, helps students reflect on the consequences of these contributions. This area of interaction can prompt creativity; a skill that will increasingly become important for future generations Assessment Criteria Page 5

7 The Arts (Drama, Music, Visual Art) The Arts are assessed using Criterion A Knowledge and Understanding (8), Criterion B Application (10), Criterion C Reflection and Evaluation (8) and Criterion D Personal Engagement (8). From Years 1 to 5 in the Arts, there are three year levels of criteria designed to reflect the developing abilities of your daughter. The Year 5 criteria are taken directly from the MYP IBO Arts Guide Book and are not modified in any way. This means that students all around the world, studying in Year 5 of the MYP, will be assessed using the same criteria. However, we have modified the descriptors in the criteria for Years 1 and 3. Students in Year 6 and 7 will be assessed using the Criteria for Year 1 of the program throughout the whole year. Students in Year 8 will be assessed using the Criteria for Year 3 of the program throughout the whole year. Students in Year 9 and 10 will be assessed using the Criteria for Year 5 of the program throughout the whole year. Criterion A: Knowledge and Understanding Year 1 Criteria Level of Year 1 Descriptor 1-2 The student is able to demonstrate a limited awareness of the art form studied in relation to some of the contexts that influence their current work. The student is able to demonstrate limited basic language, and has a limited understanding of some of the concepts and processes that support their current work. The student demonstrates a limited ability to form and express an opinion of the art form studied in the context of their own work. 3-4 The student is able to demonstrate a satisfactory awareness of the art form studied in relation to some of the contexts that influence their current work. The student is able to demonstrate satisfactory basic language, and has a satisfactory understanding of some of the concepts and processes that support their current work. The student is able to satisfactorily express an opinion of the art form studied in the context of their own work. 5-6 The student is able to demonstrate a good awareness of the art form studied in relation to some of the contexts that influence their current work. The student is able to demonstrate good basic language, and has a good understanding of some of the concepts and processes that support their current work. The student is able to competently express an opinion of the art form studied in the context of their own work. 7-8 The student is able to demonstrate an excellent awareness of the art form studied in relation to some of the contexts that influence their current work. The student is able to demonstrate excellent basic language, and has an excellent understanding of some of the concepts and processes that support their current work. The student is able to express a well developed opinion of the art form studied in the context of their own work. Page Assessment Criteria

8 Criterion B: Application Level of Year 1 Descriptor 1-2 The student demonstrates a very limited ability to use ideas and artistic conventions to create, perform and/or present art. With the teacher s guidance, the student is able to learn skills and develop the techniques and processes demonstrating a very limited level of proficiency in creating, performing and/or presenting art. 3-4 The student demonstrates a limited ability to use ideas and artistic conventions to create, perform and/or present art. With the teacher s guidance, the student is able to learn skills and develop the techniques and processes demonstrating a limited level of proficiency in creating, performing and/or presenting art. 5-6 The student demonstrates a satisfactory ability to use ideas and artistic conventions to create, perform and/or present art. With the teacher s guidance, the student is able to learn skills and develop the techniques and processes demonstrating a satisfactory level of proficiency in creating, performing and/or presenting art. 7-8 The student demonstrates a competent ability to use ideas and artistic conventions to create, perform and/or present art. With the teacher s guidance, the student is able to learn skills and develop the techniques and processes demonstrating a good level of proficiency in creating, performing and/or presenting art The student demonstrates an excellent ability to use ideas and artistic conventions to create, perform and/or present art. With the teacher s guidance, the student is able to learn skills and develop techniques and processes demonstrating a high level of proficiency in creating, performing and/or presenting art. Criterion C: Reflection and Evaluation Level of Year 1 Descriptor 1-2 The student describes the progress she has made so far with little reflection on the areas that have been particularly easy or challenging. The student is able to give a limited identification of her strengths and weaknesses in her work with guidance. The student is rarely receptive to feedback. 3-4 The student satisfactorily describes the progress she has made so far with reflection on the areas that have been particularly easy or challenging. The student is able to satisfactorily identify strengths and weaknesses in her work. Some aspects of the identification may be unrealistic or incomplete. The student is occasionally receptive to feedback. 5-6 The student competently describes the progress she has made so far with critical reflection on the areas that have been particularly easy or challenging. The student is able to give a competent identification of her strengths and weaknesses in her work and identify some areas for improvement. The student is generally receptive to feedback. 7-8 The student describes in depth the progress she has made so far with critical reflection on the areas that have been particularly easy or challenging. The student is able to give an excellent identification of her strengths and weaknesses in her work and has been able to include details of improvements that could be made. The student is highly receptive to feedback and acts on it positively Assessment Criteria Page 7

9 Criterion D: Personal Engagement Level of Year 1 Descriptor 1-2 The student shows limited commitment in using artistic processes. The student demonstrates limited curiosity, self-motivation, initiative and a willingness to take informed risks. The student works with her peers in a positive way, with encouragement. The student rarely recognises that art practices and artworks vary from culture to culture. 3-4 The student shows satisfactory commitment in using artistic processes. The student demonstrates satisfactory curiosity, self-motivation, initiative and a willingness to take informed risks. The student supports, encourages and works with her peers in a positive way, with encouragement. The student occasionally recognises that art practices and artworks vary from culture to culture. 5-6 The student shows good commitment in using artistic processes. The student generally demonstrates curiosity, self-motivation, initiative and a willingness to take informed risks. The student supports, encourages and works with her peers in a positive way, with little encouragement. The student generally recognises that art practices and artworks vary from culture to culture. 7-8 The student shows excellent commitment in using 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 her peers in a positive way. The student actively recognises that art practices and artworks vary from culture to culture. Criterion A: Knowledge and Understanding Year 3 Criteria Level of Year 3 Descriptor 1-2 The student shows limited knowledge and understanding of the art form studied in relation to some aspects of societal or cultural or historical or personal contexts. The student is able to demonstrate limited knowledge and understanding of some elements of the art form studied including some specialised language, concepts and processes. The student is able to demonstrate a limited informed opinion of the art form studied, in the context of her own work. 3-4 The student is able to demonstrate satisfactory knowledge and understanding of the art form studied in relation to some aspects of societal or cultural or historical or personal contexts. The student is able to demonstrate satisfactory knowledge and understanding of some elements of the art form studied including some specialised language, concepts and processes. The student is able to demonstrate a satisfactory informed opinion of the art form studied, in the context of her own work although some opportunities are not pursued. 5-6 The student is able to demonstrate good knowledge and understanding of the art form studied in relation to some aspects of societal or cultural or historical or personal contexts. The student is able to demonstrate good knowledge and understanding of some elements of the art form studied including some specialised language, concepts and processes. The student is able to demonstrate a good informed opinion of the art form studied, in the context of her own work. 7-8 The student is able to demonstrate excellent knowledge and understanding of the art form studied in relation to some aspects of societal or cultural or historical or personal contexts. The student is able to demonstrate excellent knowledge and understanding of some elements of the art form studied including some specialised language, concepts and processes. The student is able to demonstrate a well developed informed opinion of the art form studied, in the context of her own work. Page Assessment Criteria

10 Criterion B: Application Level of Year 3 Descriptor 1-2 The student is unable to articulate an idea, theme or personal interpretation to a point of clear realisation. The student develops skills and applies the techniques and processes involved in creating, performing and/or presenting art to a minimal level. 3-4 The student partially articulates an idea, theme or personal interpretation to a point of realisation. The student is able to develop skills and apply the techniques and processes involved in creating, performing and/or presenting art to a satisfactory level. 5-6 The student clearly articulates an idea, theme or personal interpretation to a point of realisation. The student is able to develop skills and apply the techniques and processes involved in creating, performing and/or presenting art to a satisfactory level. 7-8 The student confidently articulates a well-developed idea, theme or personal interpretation to a point of successful realisation. The student is able to develop skills and apply the techniques and processes involved in creating, performing and/or presenting art to a good level The student confidently articulates a well-developed idea, theme or personal interpretation to a point of highly successful realisation. The student is able to develop skills and apply techniques and processes involved in creating, performing and/or presenting art to an exceptionally high level. Criterion C: Reflection and Evaluation Level of Year 3 Descriptor 1-2 The student gives a minimal description of the progress they have made so far with little reflection on the areas that have been particularly easy or challenging. The student gives a minimal evaluation of their work and is able to give a limited identification of her strengths and weaknesses. The student rarely considers feedback. 3-4 The student is able to satisfactorily describe the progress they have made so far and identify strategies to improve their artistic processes. The student is able to partially evaluate their work and is able to satisfactorily identify strengths and weaknesses in her work. Some aspects of the identification may be unrealistic or incomplete. The student attempts to consider feedback and identify strategies to improve. 5-6 The student is able to give a competent informed, description of the progress they have made at each stage and identify strategies to improve their artistic processes. The student is able to give a competent identification of her strengths and weaknesses in her work and identify some areas for improvement. The student is generally able to consider feedback and identify strategies to develop and improve. 7-8 The student is able to give an in-depth well informed, detailed description of the progress they have made at each stage of their work and identify strategies to develop and improve their artistic processes. The student is able to give an in-depth critical evaluation of their work identifying her strengths and weaknesses in her work and has been able to include details of improvements that could be made. The student intentionally considers and evaluates feedback when identifying strategies to develop and improve Assessment Criteria Page 9

11 Criterion D: Personal Engagement Level of Year 3 Descriptor 1-2 The student shows limited commitment in developing their own artistic processes. The student demonstrates limited curiosity, self motivation, initiative and a willingness to take informed risks. The student works with her peers in a positive way, with encouragement. The student is rarely receptive to the various ways in which art practices and artworks present themselves from culture to culture. 3-4 The student shows satisfactory commitment in developing their own artistic processes. The student demonstrates satisfactory curiosity, self motivation, initiative and a willingness to take informed risks. The student supports, encourages and works with her peers in a positive way, with encouragement. The student is occasionally receptive to the various ways in which art practices and artworks present themselves from culture to culture. 5-6 The student shows good commitment in developing their own artistic processes. The student generally demonstrates curiosity, self motivation, initiative and a willingness to take informed risks. The student supports, encourages and works with her peers in a positive way, with little encouragement. The student is generally receptive to the various ways in which art practices and artworks present themselves from culture to culture. 7-8 The student shows excellent commitment in developing their 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 her peers in a positive way. The student is actively receptive to the various ways in which art practices and artworks present themselves from culture to culture. Criterion A: Knowledge and Understanding Year 5 Criteria Level of Year 5 Descriptor 1-2 The student shows limited 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 limited knowledge and understanding of the elements of the art form studied. The student is able to communicate a limited critical understanding of the art form studied, in the context of her own work. 3-4 The student is able to demonstrate satisfactory 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 satisfactory knowledge and understanding of the elements of the art form studied. The student is able to communicate satisfactory critical understanding of the art form studied, in the context of his or her own work although some opportunities are not pursued. 5-6 The student is able to demonstrate good 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 good knowledge and understanding of the elements of the art form studied. The student is able to communicate a good level of critical understanding of the art form studied, in the context of her own work. 7-8 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 well developed critical understanding of the art form studied, in the context of her own work. Page Assessment Criteria

12 Criterion B: Application Level of Year 5 Descriptor 1-2 There is very limited expression and communication of artistic intentions in the student s work, which may not have reached a point of realisation. Skills and techniques are applied at a very limited level of proficiency. The student attempts to apply the artistic processes. 3-4 There is limited expression and communication of artistic intentions in the student s work, which has reached a point or partial point of realisation. Skills and techniques are applied at a limited level of proficiency. The student attempts to apply the artistic processes. 5-6 The student is able to elaborate an idea, a theme or a personal interpretation to a point of realisation. There is satisfactory expression and communication of artistic intentions. Skills and techniques are applied at a satisfactory level of proficiency. The student shows a satisfactory ability to apply the artistic processes involved in creating art. 7-8 The student is able to elaborate an idea, a theme or a personal interpretation to a point of realisation. There is evidence of good expression and communication of artistic intentions. Skills and techniques are applied at a good level of proficiency. The student shows a good ability to apply the artistic processes involved in creating art The student is able to elaborate an idea, a theme or a personal interpretation to a point of realisation. 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. Criterion C: Reflection and Evaluation Level of Year 5 Descriptor 1-2 The student records her artistic development and processes with little reflection. The student carries out a limited evaluation of her work, with guidance. 3-4 The student reflects on her artistic development and processes. The student carries out a satisfactory evaluation of her work. Some aspects of the evaluation may be unrealistic or incomplete. The student attempts to use feedback in her artistic development and processes, with guidance. 5-6 The student reflects critically on her artistic development and processes at different stages of her work. The student carries out a good evaluation of her work. The evaluation includes an appraisal of the quality of work produced and an identification of some areas of improvement. The student uses feedback in her artistic development with little guidance, which informs her own artistic development and processes. 7-8 The student reflects critically and in-depth on her artistic development and processes at different stages of her work. The student carries out an excellent evaluation of 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 her artistic development, which shows an appropriate consideration of her artistic processes Assessment Criteria Page 11

13 Criterion D: Personal Engagement Level of Year 5 Descriptor 1-2 The student shows limited commitment in using her own artistic processes. The student demonstrates limited curiosity, self motivation, initiative and a willingness to take informed risks. The student works with her peers in a positive way, with encouragement. The student is rarely receptive to art practices and artworks from various cultures, including her own. 3-4 The student shows satisfactory commitment in using her own artistic processes. The student demonstrates satisfactory curiosity, self motivation, initiative and a willingness to take informed risks. The student supports, encourages and works with her peers in a positive way, with encouragement. The student is occasionally receptive to art practices and artworks from various cultures, including her own. 5-6 The student shows good commitment in using her own artistic processes. The student generally demonstrates curiosity, self motivation, initiative and a willingness to take informed risks. The student supports, encourages and works with her peers in a positive way, with little encouragement. The student is generally receptive to art practices and artworks from various cultures, including her own. 7-8 The student shows excellent commitment in using 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 her peers in a positive way. The student is actively receptive to art practices and artworks from various cultures, including her own. Page Assessment Criteria

14 Humanities (Geography and History) Humanities are assessed using Criterion A Knowledge (10), Criterion B Concepts (10), Criterion C Skills (10) and Criterion D Organisation and Presentation (8) From Years 1 to 5 in Humanities, there are three year levels of criteria designed to reflect the developing abilities of your daughter. The Year 5 criteria are taken directly from the MYP IBO Humanities Guide Book and are not modified in any way. This means that students all around the world, studying in Year 5 of the MYP, will be assessed using the same criteria. However, we have modified the descriptors in the criteria for Years 1 and 3. Students in Year 6 will be assessed using the Criteria for Year 1 of the program throughout the whole year. Students in Year 7 will be assessed in Semester 1 using Criteria for Year 1 of the program. During Semester 2, they will be assessed using the Criteria for Year 3 of the program. Students in Year 8 and 9 will be assessed using the Criteria for Year 3 of the program throughout the whole year. Students in Year 10 will be assessed using the Criteria for Year 5 of the program throughout the whole year. Criterion A: Knowledge Year 1 Criteria Level of Year 1 Descriptor 0 The student does not reach a standard described by any of the descriptors. 1-2 The student shows insufficient command of terminology. Inadequate facts are used to show understanding. Descriptions and explanations are minimal or absent. 3-4 The student has attempted to use some terminology. Limited facts are used to show understanding. Descriptions are attempted but explanations are vague. 5-6 The student shows a developing command of terminology. Some facts are used to show understanding. Descriptions are used and some explanations are present. 7-8 The student shows a command of terminology. A range of facts are used to show an understanding. Descriptions are clear and developed The student shows a high command of terminology and uses it appropriately. A large number of facts are used to show understanding. Descriptions are clear and explanations are developed Assessment Criteria Page 13

15 Criterion B: Concepts Level of Year 1 Descriptor 0 The student does not reach a standard described by any of the descriptors. 1-2 The student cannot demonstrate application of concepts. The student attempts to demonstrate a limited conceptual awareness but is rarely successful without teacher guidance. 3-4 Application of concepts is present but limited. The student demonstrates conceptual awareness but is limited to making basic connections to subject matter. 5-6 Application of concepts is sometimes appropriate but lacks depth. The student demonstrates conceptual awareness and developing understanding by describing connections to the subject matter in a superficial manner. With teacher guidance the student attempts to apply concepts with varying degrees of success. 7-8 Application of concepts is appropriate. The student demonstrates conceptual awareness and understanding by identifying some connections to the subject matter. The student applies concepts to other contexts Application of concepts is consistently appropriate and shows depth. The student demonstrates conceptual awareness and understanding by using connections to the subject matter. The student applies concepts to other contexts successfully. Criterion C: Skills Level of Year 1 Descriptor 0 The student does not reach a standard described by any of the descriptors. 1-2 The student has attempted to include some relevant information. The student s work is descriptive. Arguments, decisions and judgements are rarely present. The student s work lacks evidence of independent investigative skills. 3-4 The student has attempted to use and select relevant information. The student s work is descriptive, however, shows a minimal level of analysis. Arguments, decisions and judgements are present, but not always coherent. The student demonstrates an awareness of some investigative skills, but they are not always used effectively. 5-6 The student selects and uses sources to collect relevant information. The student s work is descriptive and shows a satisfactory level of analysis. Arguments, decisions and judgements are present and somewhat balanced. The student demonstrates some investigative skills. 7-8 The student selects and uses a few different sources to collect relevant information. Work shows a good level of analysis. Arguments, decisions and judgements are present but not always effectively supported and balanced. The student demonstrates adequate investigative skills The student selects and uses a wide range of relevant information. Work shows a very good level of analysis. Arguments, decisions and judgements are supported and balanced. The student demonstrates effective investigative skills. Page Assessment Criteria

16 Criterion D: Organisation and Presentation Level of Year 1 Descriptor 0 The student does not reach a standard described by any of the descriptors. 1-2 The student communicates information that may not always be relevant. The student attempts to structure the work, but it may be inappropriate to the format required. Presentation and expression are unclear. There may be some evidence of documentation. 3-4 The student communicates information that is mostly relevant. The student attempts to use a structure appropriate to the task but is not always successful. Presentation and expression are usually clear. The student has attempted to document sources of information, with some errors in adhering to conventions. 5-6 The student communicates information that is relevant. The student uses a structure appropriate to the task. Presentation and expression are clear. Sources of information are documented, with occasional errors in adhering to conventions. 7-8 The student communicates information that is always relevant. The student organises basic information into a logical sequence, appropriate to the format required. Presentation and expression are clear and concise. Sources are documented according to a recognised convention. Criterion A: Knowledge Year 3 Criteria Level of Year 3 Descriptor 0 The student does not reach a standard described by any of the descriptors. 1-2 The use of terminology is inconsistent or incorrect. Facts and examples are absent or inadequate. Descriptions and explanations are insufficient or minimal. 3-4 The student has used some terminology accurately and appropriately. Some facts and examples are used to show a developing understanding. Basic descriptions and explanations are used but lack sufficient detail. 5-6 The student shows a developing usage of terminology. Relevant facts and examples are used to show a degree of understanding. Descriptions are used and explanations are present. 7-8 A range of terminology is used accurately. A range of relevant facts and examples are used to show understanding. The student provides appropriate descriptions and explanations The student shows sophisticated command of terminology and uses it appropriately. A wide range of relevant facts and examples are used to show understanding. Descriptions and explanations are thorough and developed. Criterion B: Concepts Level of Year 3 Descriptor 0 The student does not reach a standard described by any of the descriptors. 1-2 Application of concepts is limited or absent. The student may demonstrate very limited conceptual awareness by recognising some basic concepts. 3-4 Application of concepts is attempted but not always successfully. The student demonstrates conceptual awareness but lacks depth in understanding in relation to subject matter. 5-6 Application of concepts is appropriate but lacks depth. The student usually demonstrates conceptual awareness and understanding by describing connections to the subject matter. The student attempts to apply concepts with varying success. 7-8 Application of concepts is appropriate and shows some depth. The student demonstrates conceptual awareness and understanding by identifying connections to the subject matter. The student independently applies concepts to other situations Application of concepts is consistently appropriate and shows depth in analysis. The student demonstrates conceptual awareness and understanding by explaining connections to the subject matter. The student applies concepts effectively to other situations Assessment Criteria Page 15

17 Criterion C: Skills Level of Year 3 Descriptor 0 The student does not reach a standard described by any of the descriptors. 1-2 The student can select and use some relevant information. The student s work is descriptive, lacking evidence of analysis. The student s arguments, decisions or judgements are not always relevant, or may be absent. The student s work demonstrates minimal use of investigative skills. 3-4 The student selects and uses mostly relevant information. The student s work is descriptive, but shows signs of developing a basic level of analysis. The student makes some relevant arguments, decisions or judgements though these are unsupported. The student demonstrates some basic investigative skills. 5-6 The student selects and uses relevant information. Work shows a satisfactory level of analysis. Arguments, decisions and judgements are supported and balanced to an extent. The student demonstrates some useful investigative skills. 7-8 The student selects and uses a range of relevant information. Work shows a good level of analysis. Arguments, decisions and judgements are supported and balanced. The student demonstrates a range of investigative skills The student selects and uses various sources to collect relevant information. Work shows a very good level of critical analysis. Arguments, decisions and judgements are well supported and balanced. The student demonstrates effective investigative skills. Criterion D: Organisation and Presentation Level of Year 3 Descriptor 0 The student does not reach a standard described by any of the descriptors. 1-2 The student communicates information that may not always be relevant. The student inconsistently attempts to use a structure appropriate to the task with little success. Presentation and expression are unclear and imprecise. There may be some evidence of documentation. 3-4 The student communicates information that is mostly relevant. The student attempts to use a structure appropriate to the task with some success. Presentation and expression are usually clear. Sources of information are documented, though there may be omissions or fairly consistent errors in adhering to conventions. 5-6 The student communicates information that is relevant. The student uses a structure appropriate to the task and sequences the content logically. Presentation and expression are clear, and appropriate language and visual representation are used. Sources of information are documented, with occasional errors in adhering to conventions. 7-8 The student communicates information that is always relevant. The student organises information into a logical sequence, appropriate to the format required. Presentation and expression are clear and concise, and the language and visual representation used are always appropriate to the audience and purpose. All sources of information are documented according to a recognised convention. Page Assessment Criteria

18 Year 5 Criteria Criterion A: Knowledge Level of Year 5 Descriptor 0 The student does not reach a standard described by any of the descriptors. 1-2 The use of terminology is inconsistent or incorrect. Facts and examples are either absent, or those used are irrelevant or do not show understanding. The student provides descriptions that are inaccurate or that have insufficient detail; explanations are absent or superficial. 3-4 The use of terminology is mostly accurate and usually appropriate, though some errors remain. Facts and examples used are mostly relevant, and usually show understanding. The student provides basic descriptions that may need more detail; explanations are usually adequate but sometimes superficial. 5-6 Terminology is used accurately and appropriately. Relevant facts and examples are used to show understanding. The student provides accurate descriptions; explanations are adequate but not well developed. 7-8 A range of terminology is used accurately and appropriately. A range of relevant facts and examples are used to show understanding. The student provides accurate and detailed descriptions; explanations are developed The student shows an excellent command of a wide range of terminology, and uses it appropriately. An extensive range of relevant facts and examples are used to show understanding. Descriptions are accurate and detailed and explanations are fully developed. Criterion B: Concepts Level of Year 5 Descriptor 0 The student does not reach a standard described by any of the descriptors. 1-2 Application of concepts is inappropriate. The student may demonstrate some conceptual awareness and understanding by recognising basic connections to the subject matter. 3-4 Application of concepts is not always appropriate. The student demonstrates conceptual awareness and understanding by describing basic connections to the subject matter. 5-6 Application of concepts is appropriate but superficial. The student demonstrates conceptual awareness and understanding by describing connections to the subject matter. The student attempts to apply concepts to other situations but is not always successful. 7-8 Application of concepts is appropriate and shows some depth. The student demonstrates conceptual awareness and understanding by explaining connections to the subject matter. The student applies concepts to other situations Application of concepts is appropriate and sophisticated. The student demonstrates conceptual awareness and understanding by explaining in detail connections to the subject matter. The student applies concepts effectively to other situations Assessment Criteria Page 17

19 Criterion C: Skills Level of Year 5 Descriptor 0 The student does not reach a standard described by any of the descriptors. 1-2 The student can select and use some relevant information. The student displays minimal analytical skills. The student s arguments, decisions or judgements are not always relevant, or may be absent. The student attempts to carry out investigations, demonstrating few skills. 3-4 The student selects and uses mostly relevant information. The student s work lacks the required depth in analysis. The student makes some relevant arguments, decisions or judgements though these are unsupported. The student demonstrates basic investigative skills. 5-6 The student selects and uses relevant information. Work shows satisfactory evidence of analysis. Arguments, decisions and judgements are supported and balanced but superficial. The student demonstrates adequate investigative skills. 7-8 The student selects and uses a range of relevant information. Work shows a good level of critical analysis. Arguments, decisions and judgements are well supported and balanced. The student demonstrates effective investigative skills The student selects and uses a wide range of relevant information. Work shows a high level of critical analysis. Arguments, decisions and judgements are fully supported and well balanced. The student demonstrates sophisticated investigative skills. Criterion D: Organisation and Presentation Level of Year 5 Descriptor 0 The student does not reach a standard described by any of the descriptors. 1-2 The student communicates information that may not always be relevant. The student attempts to structure the work, but it may be unclear and/or inappropriate to the format required. Presentation and expression are unclear and imprecise. There may be some evidence of documentation. 3-4 The student communicates information that is mostly relevant. The student attempts to structure and sequence the work but is not always successful. Presentation and expression are occasionally unclear. Sources of information are documented, though there may be omissions or consistent errors in adhering to conventions. 5-6 The student communicates information that is relevant. The student uses a structure appropriate to the task and sequences the content logically. Presentation and expression are clear; attention is paid to the audience and purpose in terms of appropriate language, style and visual representation. Sources of information are documented, with occasional errors in adhering to conventions. 7-8 The student communicates information that is always relevant. The student organises information into a well-developed and logical sequence, appropriate to the format required. Presentation and expression are clear, concise and effective, and the language, style and visual representation used are always appropriate to the audience and purpose. All sources of information are documented according to a recognised convention. Page Assessment Criteria

20 Language A (English) Language A is assessed using Criterion A Content (10), Criterion B Organisation (10), and Criterion C Style and Language Usage (10). From Years 1 to 5 in Language A, there are three year levels of criteria designed to reflect the developing abilities of your daughter. The Year 5 criteria are taken directly from the MYP IBO Language A Guide Book and are not modified in any way. This means that students all around the world, studying in Year 5 of the MYP, will be assessed using the same criteria. However, we have modified the descriptors in the criteria for Years 1 and 3. Students in Year 6 will be assessed using the Criteria for Year 1 of the program throughout the whole year. Students in Year 7 will be assessed in Semester 1 using Criteria for Year 1 of the program. During Semester 2, they will be assessed using the Criteria for Year 3 of the program. Students in Year 8 will be assessed using the Criteria for Year 3 of the program throughout the whole year. Students in Year 9 will be assessed using the Criteria for Year 3 of the program in Semester 1. In Semester 2 they will be assessed using the Criteria for Year 5 of the program. Students in Year 10 will be assessed using the Criteria for Year 5 of the program throughout the whole year. Criterion A: Content Year 1 Criteria Level of Year 1 Descriptor 0 The student does not reach a standard described by any of the descriptors. 1-2 The student demonstrates very limited understanding of the age-appropriate topic or theme. The work lacks detail and development. Creative pieces do not reflect imagination. The student s response to literature demonstrates no awareness of the author s intention and techniques. 3-4 The student demonstrates limited understanding of the age-appropriate topic or theme. The work displays insufficient detail and development. Creative pieces reflect a limited degree of imagination. The student s response to literature demonstrates the beginning of awareness of the author s intention and techniques. 5-6 The student shows adequate understanding of the age-appropriate topic or theme. The work displays some detail, development and support. Creative pieces reflect imagination. The student s response to literature demonstrates a developing awareness of the author s intention and techniques. 7-8 The student shows a good understanding of the relevant aspects of the age-appropriate topic or theme. The work displays adequate detail, development and support. Creative pieces reflect a good degree of imagination and the beginning of sensitivity. The student s response to literature demonstrates an increasing appreciation of the author s intention and techniques The student shows an excellent understanding of the relevant aspects of the age-appropriate topic or theme. The work consistently contains detail, development and support. Creative pieces reflect a substantial degree of imagination and increasing sensitivity. The student s response to literature demonstrates analysis of the author s intention and techniques Assessment Criteria Page 19