Middle Years Program - 2009 Assessment Criteria Loreto College 316 Portrush Road Marryatville 5068 South Australia
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Early Learning to Year 12 A Catholic day and boarding school for girls Established 1905
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Contents
Criterion-related Assessment ......................................................................................................................... 2 Understanding the Level of Achievement ................................................................................................ 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)........................................................................................... 13 Language A (English) ......................................................................................................................... 19 Language B – Standard (Chinese, ESL, French and Italian) ................................................. 24 Mathematics (Mathematics and Extended Mathematics) ................................................... 31 Physical Education – Standard ....................................................................................................... 36 Religious Education ............................................................................................................................ 43 Science ..................................................................................................................................................... 50 Technology (ICT, U&ICT, Movie Making, Website Creation, Textiles and Food) .......... 57 Grade Boundaries .............................................................................................................................................. 63 Final Grade and Descriptors ........................................................................................................................... 64 General Regulations: Middle Years Program ........................................................................................... 65
Middle Years Program 2009 Assessment Criteria
Loreto College Page 1
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 Achievement 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.
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Middle Years Program 2009 Assessment Criteria
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)
Middle Years Program 2009 Assessment Criteria
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)
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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
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.
Knowledgeable
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.
Thinkers
They exercise initiative in applying thinking skills critically and creatively to recognise and approach complex problems, and make reasoned ethical decisions.
Communicators
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.
Principled
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.
Open-minded
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.
Caring
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.
Risk-takers
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.
Balanced
They understand the importance of intellectual, physical and emotional balance to achieve personal well-being for themselves and others.
Reflective
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.
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Middle Years Program 2009 Assessment Criteria
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. Middle Years Program 2009 Assessment Criteria
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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.
Year 1 Criteria Criterion A: Knowledge and Understanding Level of Achievement 0 1-2
3-4
5-6
7-8
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Year 1 Descriptor The student does not reach a standard described by any of the descriptors below. 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. 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. 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. 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.
Middle Years Program 2009 Assessment Criteria
Criterion B: Application Level of Achievement 0 1-2
3-4
5-6
7-8
9-10
Year 1 Descriptor The student does not reach a standard described by any of the descriptors below. 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. 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. 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. 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 Achievement 0 1-2
3-4
5-6
7-8
Year 1 Descriptor The student does not reach a standard described by any of the descriptors below. 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. 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. 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. 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.
Middle Years Program 2009 Assessment Criteria
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Criterion D: Personal Engagement Level of Achievement 0 1-2
3-4
5-6
7-8
Year 1 Descriptor The student does not reach a standard described by any of the descriptors below. 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. 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. 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. 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.
Year 3 Criteria Criterion A: Knowledge and Understanding Level of Achievement 0 1-2
3-4
5-6
7-8
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Year 3 Descriptor The student does not reach a standard described by any of the descriptors below. 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. 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. 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. 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.
Middle Years Program 2009 Assessment Criteria
Criterion B: Application Level of Achievement 0 1-2
3-4
5-6
7-8
9-10
Year 3 Descriptor The student does not reach a standard described by any of the descriptors below. 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. 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. 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. 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 Achievement 0 1-2
3-4
5-6
7-8
Year 3 Descriptor The student does not reach a standard described by any of the descriptors below. 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. 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. 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. 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.
Middle Years Program 2009 Assessment Criteria
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Criterion D: Personal Engagement Level of Achievement 0 1-2
3-4
5-6
7-8
Year 3 Descriptor The student does not reach a standard described by any of the descriptors below. 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. 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. 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. 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.
Year 5 Criteria Criterion A: Knowledge and Understanding Level of Achievement 0 1-2
3-4
5-6
7-8
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Year 5 Descriptor The student does not reach a standard described by any of the descriptors below. 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. 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. 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. 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.
Middle Years Program 2009 Assessment Criteria
Criterion B: Application Level of Achievement 0 1-2
3-4
5-6
7-8
9-10
Year 5 Descriptor The student does not reach a standard described by any of the descriptors below. 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. 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. 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. 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 Achievement 0 1-2 3-4
5-6
7-8
Year 5 Descriptor The student does not reach a standard described by any of the descriptors below. The student records her artistic development and processes with little reflection. The student carries out a limited evaluation of her work, with guidance. 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. 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. 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.
Middle Years Program 2009 Assessment Criteria
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Criterion D: Personal Engagement Level of Achievement 0 1-2
3-4
5-6
7-8
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Year 5 Descriptor The student does not reach a standard described by any of the descriptors below. 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. 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. 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. 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.
Middle Years Program 2009 Assessment Criteria
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.
Year 1 Criteria Criterion A: Knowledge Level of Achievement 0 1-2 3-4 5-6 7-8 9-10
Year 1 Descriptor The student does not reach a standard described by any of the descriptors. The student shows insufficient command of terminology. Inadequate facts are used to show understanding. Descriptions and explanations are minimal or absent. The student has attempted to use some terminology. Limited facts are used to show understanding. Descriptions are attempted but explanations are vague. The student shows a developing command of terminology. Some facts are used to show understanding. Descriptions are used and some explanations are present. 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.
Middle Years Program 2009 Assessment Criteria
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Criterion B: Concepts Level of Achievement 0 1-2
3-4 5-6
7-8
9-10
Year 1 Descriptor The student does not reach a standard described by any of the descriptors. The student cannot demonstrate application of concepts. The student attempts to demonstrate a limited conceptual awareness but is rarely successful without teacher guidance. Application of concepts is present but limited. The student demonstrates conceptual awareness but is limited to making basic connections to subject matter. 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. 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 Achievement 0 1-2
3-4
5-6
7-8
9-10
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Year 1 Descriptor The student does not reach a standard described by any of the descriptors. 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. 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. 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. 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.
Middle Years Program 2009 Assessment Criteria
Criterion D: Organisation and Presentation Level of Achievement 0 1-2
3-4
5-6
7-8
Year 1 Descriptor The student does not reach a standard described by any of the descriptors. 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. 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. 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. 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.
Year 3 Criteria Criterion A: Knowledge Level of Achievement 0 1-2 3-4
5-6 7-8 9-10
Year 3 Descriptor The student does not reach a standard described by any of the descriptors. The use of terminology is inconsistent or incorrect. Facts and examples are absent or inadequate. Descriptions and explanations are insufficient or minimal. 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. 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. 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 Achievement 0 1-2 3-4 5-6
7-8
9-10
Year 3 Descriptor The student does not reach a standard described by any of the descriptors. Application of concepts is limited or absent. The student may demonstrate very limited conceptual awareness by recognising some basic concepts. Application of concepts is attempted but not always successfully. The student demonstrates conceptual awareness but lacks depth in understanding in relation to subject matter. 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. 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.
Middle Years Program 2009 Assessment Criteria
Loreto College Page 15
Criterion C: Skills Level of Achievement 0 1-2
3-4
5-6
7-8
9-10
Year 3 Descriptor The student does not reach a standard described by any of the descriptors. 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. 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. 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. 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 Achievement 0 1-2
3-4
5-6
7-8
Loreto College Page 16
Year 3 Descriptor The student does not reach a standard described by any of the descriptors. 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. 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. 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. 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.
Middle Years Program 2009 Assessment Criteria
Year 5 Criteria Criterion A: Knowledge Level of Achievement 0 1-2
3-4
5-6
7-8
9-10
Year 5 Descriptor The student does not reach a standard described by any of the descriptors. 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. 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. 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. 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 Achievement 0 1-2 3-4 5-6
7-8
9-10
Year 5 Descriptor The student does not reach a standard described by any of the descriptors. Application of concepts is inappropriate. The student may demonstrate some conceptual awareness and understanding by recognising basic connections to the subject matter. Application of concepts is not always appropriate. The student demonstrates conceptual awareness and understanding by describing basic connections to the subject matter. 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. 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.
Middle Years Program 2009 Assessment Criteria
Loreto College Page 17
Criterion C: Skills Level of Achievement 0 1-2
3-4
5-6
7-8
9-10
Year 5 Descriptor The student does not reach a standard described by any of the descriptors. 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. 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. 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. 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 Achievement 0 1-2
3-4
5-6
7-8
Loreto College Page 18
Year 5 Descriptor The student does not reach a standard described by any of the descriptors. 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. 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. 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. 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.
Middle Years Program 2009 Assessment Criteria
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.
Year 1 Criteria Criterion A: Content Level of Achievement 0 1-2
3-4
5-6
7-8
9-10
Year 1 Descriptor The student does not reach a standard described by any of the descriptors. 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. 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. 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. 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.
Middle Years Program 2009 Assessment Criteria
Loreto College Page 19
Criterion B: Organisation Level of Achievement 0 1-2
3-4
5-6
7-8
9-10
Year 1 Descriptor The student does not reach a standard described by any of the descriptors. The student's work is poorly organised, is not always clear and coherent, and arguments are limited. The student demonstrates very limited understanding of paragraphs. When such devices are required, the student does not use a bibliography or referencing system. The student's work shows the beginnings of organisation, but is not always clear and coherent. The student demonstrates very limited understanding of paragraphs. When such devices are required, the student makes very limited attempts to use a bibliography or referencing system. The student’s work is basically organised with some attention to coherence; arguments are mostly logical. The student has attempted to use the paragraph structure to develop ideas. When such devices are required, with teacher guidance, the student makes some attempts to use a bibliography or referencing system. The student's work is organised, clear and coherent, and arguments are presented in a logical manner. Paragraph structure helps to develop the ideas being expressed. When such devices are required, with teacher guidance, the student makes attempts to use a bibliography or referencing system. The student's work is well organised, clear and coherent, and arguments are presented in a logical manner. Paragraph structure helps to develop the ideas being expressed and the student shows an awareness of transitions. When such devices are required, the student uses a bibliography or referencing system.
Criterion C: Style and Language Usage Level of Achievement 0 1-2
3-4
5-6
7-8
9-10
Loreto College Page 20
Year 1 Descriptor The student does not reach a standard described by any of the descriptors. The student's use of vocabulary is continually inappropriate and limited. Persistent errors in spelling, pronunciation, punctuation and syntax are found throughout their work. The student shows a limited awareness of the use of a register suitable to intention and audience. The student's use of vocabulary is often inappropriate and somewhat varied with regular errors in spelling, pronunciation, punctuation and syntax. The student shows a basic awareness of the use of a register suitable to intention and audience. The student's use of vocabulary is sometimes appropriate and generally varied with occasional errors in spelling, pronunciation, punctuation and syntax. The student shows an increasing awareness of the use of a register suitable to intention and audience. The student's use of vocabulary is appropriate and varied with some errors in spelling, pronunciation, punctuation and syntax. The student shows a good awareness of the use of a register suitable to intention and audience. With assistance the student's use of vocabulary is always appropriate and varied with very few errors in spelling, pronunciation, punctuation and syntax. The student has shown a very good awareness of the need for a register suited to intention and audience.
Middle Years Program 2009 Assessment Criteria
Year 3 Criteria Criterion A: Content Level of Achievement 0 1-2
3-4
5-6
7-8
9-10
Year 3 Descriptor The student does not reach a standard described by any of the descriptors. The student demonstrates very limited understanding of the topic or theme. The work lacks detail and development. Creative pieces do not reflect imagination. The student’s response to literature demonstrates little or no awareness of the author’s intention or techniques. The student demonstrates a limited understanding of the topic or theme. The work rarely displays detail, development but shows the beginning of support. Creative pieces reflect limited imagination. The student’s work demonstrates a little understanding of the author’s intentions and techniques. The student demonstrates satisfactory understanding of the topic or theme. The work displays adequate detail, development and support. Creative pieces reflect imagination and developing sensitivity. The student’s response to literature demonstrates an awareness of the author’s intention and techniques. The student demonstrates a good understanding of the relevant aspects of the topic or theme. The work displays substantial detail, development and support. Creative pieces reflect a good degree of imagination and sensitivity. The student’s response to literature demonstrates a good appreciation of the author’s intention and techniques. The student demonstrates a perceptive understanding of the relevant aspects of the topic or theme. The work consistently displays illustrative detail, development and support. Creative pieces reflect a substantial degree of imagination and sensitivity. The student’s response to literature demonstrates effective analysis of the author’s intention and techniques.
Criterion B: Organisation Level of Achievement 0 1-2
3-4
5-6
7-8
9-10
Year 3 Descriptor The student does not reach a standard described by any of the descriptors. The student’s work is disorganised and lacks logic. The student demonstrates very little understanding of paragraphs. When such devices are required, the student does not include a bibliography or referencing system. The student’s work shows the beginning of organisation with limited attention to coherence and logic. The student reflects developing understanding of paragraphs. When such devices are required, the student makes little attempt to include a bibliography or referencing system. The student’s work is basically organised with attention to coherence; arguments are mostly logical. Paragraph structure and transitions are apparent. When such devices are required, the student makes some attempt to include a bibliography or referencing system. The student’s work is usually organised and expressed with clarity and coherence; arguments are often logical. Paragraph structure and transitions are used well. When such devices are required, the student includes a bibliography or referencing system. The student expresses ideas with clarity and coherence; arguments are logically developed. Paragraph structure and transitions effectively develop and substantiate the ideas being expressed. When such devices are required, the student uses a bibliography or referencing system accurately.
Middle Years Program 2009 Assessment Criteria
Loreto College Page 21
Criterion C: Style and Language Usage Level of Achievement 0 1-2
3-4
5-6
7-8
9-10
Year 3 Descriptor The student does not reach a standard described by any of the descriptors. The student's use of vocabulary is often inappropriate and limited. Very frequent errors in spelling, pronunciation, punctuation and syntax which persistently hinder communication. The student has made limited attempt to use a register suited to the intention and audience. The student's use of vocabulary is sometimes inappropriate and somewhat varied with regular errors in spelling, pronunciation, punctuation and syntax which hinder communication. The student has made some attempt to use a register suited to intention and audience. The student's use of vocabulary is usually appropriate and generally varied with some errors in spelling, pronunciation, punctuation and syntax which sometimes hinder communication. The student appropriately used a register suited to intention and audience. The student's use of vocabulary is appropriate and varied with few errors in spelling, pronunciation, punctuation and syntax. The student has often used a register suited to intention and audience. The student's use of vocabulary is always appropriate and varied with very few errors in spelling, pronunciation, punctuation and syntax. The student regularly uses a register suited to intention and audience.
Year 5 Criteria Criterion A: Content Level of Achievement 0 1-2
3-4
5-6
7-8
9-10
Loreto College Page 22
Year 5 Descriptor The student does not reach a standard described by any of the descriptors. The student demonstrates very limited understanding of the topic or theme. The work lacks detail, development and support. Creative pieces do not reflect imagination and sensitivity. The student’s response to literature demonstrates little or no awareness of the author’s intention or techniques. The student demonstrates a limited understanding of the relevant aspects of the topic or theme. The work displays insufficient detail, development and support. Creative pieces reflect limited imagination and sensitivity. The student’s response to literature sometimes demonstrates an awareness of the author’s intention and techniques. The student demonstrates a sufficient understanding of the relevant aspects of the topic or theme. The work displays adequate detail, development and support. Creative pieces reflect a degree of imagination and sensitivity. The student’s response to literature demonstrates an awareness of the author’s intention and techniques. The student demonstrates a good understanding of the relevant aspects of the topic or theme. The work displays substantial detail, development and support. Creative pieces reflect substantial imagination and sensitivity. The student’s response to literature demonstrates a good appreciation of the author’s intention and techniques. The student demonstrates a perceptive understanding of the relevant aspects of the topic or theme. The work consistently displays illustrative detail, development and support. Creative pieces reflect a high degree of imagination and sensitivity. The student’s response to literature demonstrates a sophisticated analysis of the author’s intention and techniques.
Middle Years Program 2009 Assessment Criteria
Criterion B: Organisation Level of Achievement 0 1-2
3-4
5-6
7-8
9-10
Year 5 Descriptor The student does not reach a standard described by any of the descriptors. The student’s work is generally disorganised and confused, and arguments are not presented in a logical manner. Paragraph structure and transitions are very weak. When such devices are required, no attention is paid to critical apparatus. The student’s work shows the beginnings of organisation, but lacks significant logical order. Paragraphs and transitions are weak. When such devices are required, little attention is paid to critical apparatus. The student’s work is basically organised, clear and coherent, and arguments are presented in a logical manner. Paragraph structure and transitions are apparent. When such devices are required, some attention is paid to critical apparatus. The student’s work is usually well organised, clear and coherent, and arguments are presented in a thoughtful, logical manner. Paragraph structure and transitions help to develop the ideas. When such devices are required, sufficient attention is paid to critical apparatus. The student's work is consistently well organised, clear and coherent, and arguments are presented in a perceptive and persuasive manner. Paragraph structure and transitions effectively develop and substantiate the ideas being expressed. When such devices are required, critical convention and apparatus are used in a sophisticated manner.
Criterion C: Style and Language Usage Level of Achievement 0 1-2
3-4
5-6
7-8
9-10
Year 5 Descriptor The student does not reach a standard described by any of the descriptors. The student’s use of vocabulary is often inappropriate and limited. Very frequent errors in spelling, pronunciation, punctuation and syntax persistently hinder communication. Little attempt has been made to use a register suitable to the intention and audience. The student’s use of vocabulary is sometimes inappropriate and somewhat varied. Regular errors in spelling, pronunciation, punctuation and syntax hinder communication. The student attempts to use a register suitable to intention and audience. The student’s use of vocabulary is usually appropriate and generally varied. Some errors in spelling, pronunciation, punctuation and syntax sometimes hinder communication. The student often uses a register suitable to intention and audience. The student’s use of vocabulary is appropriate and varied. Occasional errors in spelling, pronunciation, punctuation and syntax rarely hinder communication. The student consistently uses a register suitable to intention and audience. The student's use of vocabulary is always appropriate and greatly varied with very infrequent errors in spelling, pronunciation, punctuation and syntax. The student has mastered the use of a register suitable to intention and audience.
Middle Years Program 2009 Assessment Criteria
Loreto College Page 23
Language B - Standard (Chinese, ESL, French and Italian) Language B is assessed using 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) and Criterion E -Reading Comprehension (8). From Years 1 to 5 in Language B, 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 B 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 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.
Year 1 Criteria Criterion A: Oral Communication-Message and Interaction Level of Achievement 0 1-2
3-4
5-6
7-8
Loreto College Page 24
Year 1 Descriptor The student does not reach a standard described by any of the descriptors below. The student’s communication of information is incoherent. Responses are generally irrelevant and/or repetitive. The student has difficulty in responding in familiar situations. The student often needs prompting to encourage a response. The student has some difficulty in communicating information; responses are sometimes irrelevant and /or repetitive. The student sometimes responds correctly in familiar situations. The student needs prompting to encourage a response. The student communicates information clearly. The student’s responses are relevant but not always developed. The student shows understanding through responding correctly most of the time in familiar situations. The student can maintain the flow of the conversation although occasional prompting may be required. The student communicates information clearly and effectively. Responses are relevant and developed. The student shows understanding through responding correctly to familiar situations. The student contributes to the coherent flow of conversation and any prompting is natural.
Middle Years Program 2009 Assessment Criteria
Criterion B: Oral Communication-Language Level of Achievement 0 1-2
3-4
5-6 7-8
Year 1 Descriptor The student does not reach a standard described by any of the descriptors below. The student’s pronunciation and/or intonation are inaccurate and consistently interfere with understanding. The student’s range of vocabulary and structures is limited and /or is used inappropriately or incorrectly. Errors interfere frequently. The student’s pronunciation and/or intonation sometimes interfere with understanding. The student uses a basic range of vocabulary and structures, with occasional mistakes. Errors sometimes interfere. The student’s pronunciation and/or intonation rarely interfere with understanding. The student uses a range of vocabulary and structures appropriately. Errors rarely interfere. The student’s pronunciation and/or intonation do not interfere with understanding. The student uses a good range of vocabulary and varied structures appropriately. Errors do not interfere.
Criterion C: Writing-Message and Organisation Level of Achievement 0 1-2 3-4 5-6 7-8
Year 1 Descriptor The student does not reach a standard described by any of the descriptors below. The student’s communication of information is incoherent. Content is generally irrelevant and /or repetitive. The lack of structure results in an unclear message. The student has some difficulty in communicating information. Content is sometimes irrelevant and/or repetitive. The student makes an attempt at structuring the work. The student communicates information clearly. Ideas are relevant. The student structures the work in an appropriate and clearly sequenced manner. The student communicates information clearly and effectively. Content is relevant and developed. The student structures the work clearly and effectively, which adds to its clarity and coherence.
Criterion D: Writing-Language Level of Achievement 0 1-2 3-4 5-6
7-8
Year 1 Descriptor The student does not reach a standard described by any of the descriptors below. The student uses basic vocabulary and rehearsed structures inappropriately or incorrectly. Spelling/writing are inaccurate and communication is limited. The student uses basic vocabulary and structures with occasional mistakes. Errors sometimes interfere. There are occasional mistakes in spelling/writing that interfere with communication. The student uses a range of vocabulary and structures appropriately. Errors rarely interfere. There are occasional mistakes in spelling/writing but these do not interfere with communication. The student uses a good range of vocabulary and varied structures appropriately. Errors do not interfere. The student shows a good command of spelling/writing.
Middle Years Program 2009 Assessment Criteria
Loreto College Page 25
Criterion E: Reading Comprehension Level of Achievement 0 1-2 3-4 5-6
7-8
Year 1 Descriptor The student does not reach a standard described by any of the descriptors below. The student identifies some basic factual information stated in texts using only rehearsed language. The student shows very little understanding of the text(s) overall. The student identifies some basic factual information and main ideas in texts using some rehearsed language. The student shows an understanding of some parts of the text(s). The student identifies most of the stated information, main ideas and some supporting details in texts with familiar language. The student draws some conclusions. The student shows understanding of most parts of the text(s). The student identifies stated information, main ideas and supporting details in texts with familiar language. The student draws conclusions. The student shows a good understanding of the text(s) overall.
Year 3 Criteria Criterion A: Oral Communication-Message and Interaction Level of Achievement 0 1-2
3-4
5-6
7-8
Loreto College Page 26
Year 3 Descriptor The student does not reach a standard described by any of the descriptors below. The student’s communication of information is incoherent; ideas are generally irrelevant and/or repetitive; no opinions are offered. The student has difficulty in responding and shows little understanding of the situation. The student often needs prompting to encourage a response. The student has some difficulty in communicating information; ideas are sometimes irrelevant and/or repetitive; some opinions are offered. The student shows understanding only in familiar situations. The student needs occasional prompting to encourage a response, and there is little flow in the conversation. The student communicates information clearly, using simple ideas and opinions. The student’s ideas and opinions are relevant but not always developed. The student shows understanding through responding correctly in familiar situations. The student can maintain the flow of conversation most of the time but needs occasional prompting. The student communicates information clearly and effectively; simple ideas and opinions are relevant and developed. The student shows understanding through responding correctly in familiar and some spontaneous situations. The student contributes to the coherent flow of conversation and is actively engaged. Any prompting is natural and does not disturb the flow.
Middle Years Program 2009 Assessment Criteria
Criterion B: Oral Communication-Language Level of Achievement 0 1-2
3-4
5-6
7-8
Year 3 Descriptor The student does not reach a standard described by any of the descriptors below. The student’s pronunciation and/or intonation are inaccurate and consistently interfere with comprehensibility. The student’s range of vocabulary and structures is limited and/or is used inappropriately or incorrectly. Errors interfere frequently. The student’s pronunciation and/or intonation have mistakes that sometimes interfere with comprehensibility. The student uses a basic range of vocabulary and structures, with occasional mistakes. Errors sometimes interfere. The student’s pronunciation and/or intonation have occasional mistakes but these rarely interfere with comprehensibility. The student uses a range of vocabulary and structures appropriately and attempts to use idiom appropriate to the context. Errors rarely interfere. The student’s pronunciation and/or intonation have occasional mistakes, but these do not interfere with comprehensibility. The student uses a wide range of vocabulary and varied structures appropriately, including idiom appropriate to context. Errors do not interfere.
Criterion C: Writing-Message and Organisation Level of Achievement 0 1-2
3-4
5-6
7-8
Year 3 Descriptor The student does not reach a standard described by any of the descriptors below. The student’s communication of information is incoherent; ideas are generally irrelevant and/or repetitive; no opinions are offered. The lack of clear sequencing obscures the message. The student has some difficulty in communicating information; ideas are sometimes irrelevant and/or repetitive; opinions are offered. The student makes an attempt at structuring the work; there is occasional use of basic cohesive devices. The student communicates most information clearly, using simple ideas and opinions. The student’s ideas and opinions are relevant but not always supported. The student structures the work appropriately using some cohesive devices. The student communicates information clearly and effectively; simple ideas and opinions are relevant and supported. The student structures the work clearly and effectively using cohesive devices to produce a coherent message.
Criterion D: Writing-Language Level of Achievement 0 1-2
3-4
5-6
7-8
Year 3 Descriptor The student does not reach a standard described by any of the descriptors below. The student uses basic vocabulary and structures; these may be used inappropriately or incorrectly. Errors interfere frequently. Spelling/writing are inaccurate and interfere with communication. The writing shows no sense of audience. The student uses a basic range of vocabulary and structures, with occasional mistakes. Errors sometimes interfere. There are occasional mistakes in spelling/writing that sometimes interfere with communication. There is some evidence of a sense of audience. The student uses a range of vocabulary and structures appropriately. There are occasional mistakes in spelling/writing but these rarely interfere with communication. The student shows a sense of audience. The student uses a wide range of vocabulary and varied structures appropriately. Errors do not interfere. The student shows a good command of spelling/writing. The student shows a clear sense of audience.
Middle Years Program 2009 Assessment Criteria
Loreto College Page 27
Criterion E: Reading Comprehension Level of Achievement 0 1-2
3-4
5-6
7-8
Year 3 Descriptor The student does not reach a standard described by any of the descriptors below. The student identifies basic factual information stated in texts using familiar language and themes appropriate to this year level. The student shows a limited understanding of the text(s) overall. The student identifies most of the stated information, main ideas and some supporting details in texts with familiar language. The student shows a barely satisfactory understanding of some parts of the text(s). The student identifies stated and some implied information, main ideas and supporting details in texts with familiar and unfamiliar language. The student draws some conclusions. The student shows satisfactory understanding of most parts of the text(s). The student identifies stated and implied information, main ideas and supporting details in texts with familiar and unfamiliar language and/or slightly more complex ideas. The student draws conclusions and identifies some aspects of format where appropriate. The student shows a good understanding of the text(s) overall.
Year 5 Criteria Criterion A: Oral Communication-Message and Interaction Level of Achievement 0 1-2
3-4
5-6
7-8
Loreto College Page 28
Year 5 Descriptor The student does not reach a standard described by any of the descriptors below. The student’s communication of information is incoherent; ideas are generally irrelevant and/or repetitive; opinions are unsupported. The student has difficulty in responding, even in familiar situations. The student often needs prompting to encourage a response; conversation/dialogue does not flow. The student has some difficulty in communicating information; ideas are sometimes irrelevant and/or repetitive; some opinions are supported. The student shows understanding through responding correctly in familiar situations. The student needs occasional prompting to encourage a response, and this contributes to some lapses in the flow of conversation. The student communicates information clearly, though there is some difficulty with more complex ideas. The student’s ideas are relevant but not always developed; opinions are usually justified. The student shows understanding through responding correctly in familiar and some spontaneous situations. The student can maintain the flow of conversation, and may show some active and/or spontaneous engagement. The student needs occasional prompting but this does not disturb the flow of conversation. The student communicates information clearly and effectively; both simple and complex ideas are relevant and developed; opinions are justified. The student shows understanding through responding correctly in familiar and spontaneous situations. The student contributes to the coherent flow of conversation and is actively and spontaneously engaged. Any prompting is natural and does not disturb the flow.
Middle Years Program 2009 Assessment Criteria
Criterion B: Oral Communication-Language Level of Achievement 0 1-2
3-4
5-6
7-8
Year 5 Descriptor The student does not reach a standard described by any of the descriptors below. The student’s pronunciation and/or intonation are inaccurate and consistently interfere with comprehensibility. The student’s range of vocabulary and structures is limited and/or is used inappropriately or incorrectly. Errors interfere frequently. The student’s pronunciation and/or intonation have mistakes that sometimes interfere with comprehensibility. The student uses a basic range of vocabulary and structures, with occasional mistakes. Errors sometimes interfere. The student’s pronunciation and/or intonation have occasional mistakes but these rarely interfere with comprehensibility. The student uses a range of vocabulary and structures appropriately and attempts to use idiom and register appropriate to the context. Errors rarely interfere. The student’s pronunciation and/or intonation have occasional mistakes, but these do not interfere with comprehensibility. The student uses a wide range of vocabulary and varied structures appropriately, including idiom and register appropriate to context. Errors do not interfere.
Criterion C: Writing-Message and Organisation Level of Achievement 0 1-2
3-4
5-6
7-8
Year 5 Descriptor The student does not reach a standard described by any of the descriptors below. The student’s communication of information is incoherent; ideas are generally irrelevant and/or repetitive; opinions are unsupported. The lack of structure contributes to the poor clarity of the message. The student has some difficulty in communicating information; ideas are sometimes irrelevant and/or repetitive; opinions are often unsupported. The student makes an attempt at structuring the work, and uses some basic cohesive devices. The student communicates information clearly, though there is some difficulty with more complex ideas. The student’s ideas are relevant but not always supported; opinions are sometimes justified. The student structures the work appropriately, which adds to the clarity of the message; there is an appropriate use of cohesive devices. The student communicates information clearly and effectively; both simple and complex ideas are relevant and supported; opinions are justified. The student structures the work clearly and effectively, which adds to the clarity and coherence of the message; there is effective use of cohesive devices.
Middle Years Program 2009 Assessment Criteria
Loreto College Page 29
Criterion D: Writing-Language Level of Achievement 0 1-2
3-4
5-6
7-8
Year 5 Descriptor The student does not reach a standard described by any of the descriptors below. The student uses a limited range of vocabulary and structures; these may be used inappropriately or incorrectly. Errors interfere frequently. Spelling/writing are inaccurate and interfere with communication. The writing does not reflect a sense of audience. The student uses a basic range of vocabulary and structures, with occasional mistakes. Errors sometimes interfere. There are occasional mistakes in spelling/writing that sometimes interfere with communication. There is an attempt to use appropriate register, which shows some evidence of a sense of audience. The student uses a range of vocabulary and structures appropriately and attempts to use idiom appropriate to the context. Errors rarely interfere. There are occasional mistakes in spelling/writing but these do not interfere with communication. The student shows a sense of audience, though there may be some lapses in using the appropriate register. The student uses a wide range of vocabulary and varied structures appropriately, and uses idiom appropriate to the context. Errors do not interfere. The student shows a good command of spelling/writing. The student shows a clear sense of audience by consistently using an appropriate register.
Criterion E: Reading Comprehension Level of Achievement 0 1-2 3-4 5-6
7-8
Loreto College Page 30
Year 5 Descriptor The student does not reach a standard described by any of the descriptors below. The student identifies basic information stated in texts with familiar language. The student shows a limited understanding of the text(s) overall. The student identifies stated information, main ideas and some supporting details in texts with familiar language. The student shows an understanding of some parts of the text(s). The student identifies stated and implied information, main ideas and supporting details in texts with familiar and unfamiliar language and/or complex ideas. The student draws conclusions. The student shows an understanding of most parts of the text(s). The student identifies stated and implied information, main ideas and supporting details in texts with familiar and unfamiliar language and/or complex ideas. The student draws conclusions and recognises opinions and attitudes implied within the text. The student identifies some aspects of format and style where appropriate. The student shows a good understanding of the text(s) overall.
Middle Years Program 2009 Assessment Criteria
Mathematics (Mathematics and Extended Mathematics) Both these subjects are assessed using four criteria: Criterion A – Knowledge and Understanding (8), Criterion B – Investigating Patterns (8), Criterion C – Communication in Mathematics (6) and Criterion D - Reflection in Mathematics (6). From Years 1 to 5 the criteria for Mathematics and Extended Mathematics are set at three levels. Each of the levels reflects the developing abilities of your daughter. The Year 5 criteria are taken directly from the MYP IBO Mathematics Guide Book and have not been modified in anyway. 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.
Year 1 Criteria Criterion A: Knowledge and Understanding Level of Achievement 0 1-2 3-4 5-6 7-8
Year 1 Descriptor The student does not reach a standard described by any of the descriptors below. The student attempts to show reasoning when solving simple problems that are similar to the ones done in class. The student sometimes demonstrates appropriate reasoning when solving simple and more challenging problems that are similar to the ones done in class. The student generally demonstrates appropriate reasoning when solving challenging problems that are similar to the ones done in class. The student consistently demonstrates appropriate reasoning when solving challenging problems that are different from the ones done in class.
Criterion B: Investigating Patterns Level of Achievement 0 1-2 3-4 5-6 7-8
Year 1 Descriptor The student does not reach a standard described by any of the descriptors below. The student uses, with help, simple problem-solving methods to recognise simple patterns. The student chooses and uses simple problem-solving methods to recognise patterns and attempts to describe them in mathematical language. The student chooses and uses simple problem-solving methods to recognise patterns, describes them in mathematical language and explains her findings. The student chooses and uses simple problem-solving methods to recognise patterns, describes them in mathematical language, explains her findings and justifies them.
Middle Years Program 2009 Assessment Criteria
Loreto College Page 31
Criterion C: Communication in Mathematics Level of Achievement 0 1-2 3-4
5-6
Year 1 Descriptor The student does not reach a standard described by any of the descriptors below. The student shows basic use of mathematical language and/or forms of mathematical representation. The lines of reasoning are difficult to follow. The student shows sufficient use of mathematical language and forms of mathematical representation. The lines of reasoning are clear though not always logical or complete. The student moves between different forms of representation with some success. 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.
Criterion D: Reflection in Mathematics Level of Achievement 0 1-2 3-4 5-6
Year 1 Descriptor The student does not reach the standard described by any of the standards below. The student attempts to explain whether her results make sense and their relevance to everyday life. The student clearly explains whether her results make sense and, with some guidance, considers the relevance of them to everyday life. The student clearly explains, in some detail, whether her results make sense and considers the relevance of them to everyday life. When appropriate, students consider alternatives, with some guidance from the teacher.
Year 3 Criteria Criterion A: Knowledge and Understanding Level of Achievement 0 1-2 3-4 5-6 7-8
Loreto College Page 32
Year 3 Descriptor The student does not reach a standard described by any of the descriptors below. The student attempts to make deductions when solving simple problems in familiar contexts. The student sometimes makes appropriate deductions when solving simple and more complex problems in familiar contexts. The student generally makes appropriate deductions when solving challenging problems in a variety of familiar contexts. The student consistently makes appropriate deductions when solving challenging problems in a new context.
Middle Years Program 2009 Assessment Criteria
Criterion B: Investigating Patterns Level of Achievement 0 1-2 3-4 5-6
7-8
Year 3 Descriptor The student does not reach a standard described by any of the descriptors below. The student applies, with some guidance, mathematical problem-solving techniques to recognise simple patterns. The student chooses and uses mathematical problem-solving techniques to recognise patterns, and suggests relationships or algebraic rules. The student chooses and uses mathematical problem-solving techniques to recognise patterns, describes them as relationships or algebraic rules and makes conclusions consistent with findings. The student chooses and uses mathematical problem-solving techniques to recognise patterns, describes them as relationships or algebraic rules, makes conclusions consistent with findings and provides justifications.
Criterion C: Communication in Mathematics Level of Achievement 0 1-2 3-4
5-6
Year 3 Descriptor The student does not reach a standard described by any of the descriptors below. The student shows basic use of mathematical language and/or forms of mathematical representation. The lines of reasoning are difficult to follow. The student shows sufficient use of mathematical language and forms of mathematical representation. The lines of reasoning are clear though not always logical or complete. The student moves between different forms of representation with some success. 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.
Criterion D: Reflection in Mathematics Level of Achievement 0 1-2 3-4
5-6
Year 3 Descriptor The student does not reach the standard described by any of the standards below. The student attempts to explain whether her results make sense in relation to the problem. The student attempts to describe the importance of her findings to everyday life. The student explains correctly, but briefly, whether her results make sense in relation to the problem. The student considers the importance of her findings to everyday life. The student attempts to justify the accuracy of her results where appropriate. The student explains correctly and in some detail whether her results make sense in relation to the problem. The student competently describes the importance of her findings to everyday life. The student justifies the degree of accuracy of her results where appropriate. The student suggests improvements to the method when necessary.
Middle Years Program 2009 Assessment Criteria
Loreto College Page 33
Year 5 Criteria Criterion A: Knowledge and Understanding Level of Achievement 0 1-2 3-4 5-6 7-8
Year 5 Descriptor The student does not reach a standard described by any of the descriptors below. The student attempts to make deductions when solving simple problems in familiar contexts. The student sometimes makes appropriate deductions when solving simple and more complex problems in familiar contexts. The student generally makes appropriate deductions when solving challenging problems in a variety of familiar contexts. The student consistently makes appropriate deductions when solving challenging problems in a variety of contexts including unfamiliar situations.
Criterion B: Investigating Patterns Level of Achievement 0 1-2 3-4 5-6
7-8
Year 5 Descriptor The student does not reach a standard described by any of the descriptors below. The student applies, with some guidance, mathematical problem-solving techniques to recognise simple patterns. The student selects and applies mathematical problem-solving techniques to recognise patterns, and suggests relationships or general rules. The student selects and applies mathematical problem-solving techniques to recognise patterns, describes them as relationships or general rules, and draws conclusions consistent with findings. The student selects and applies mathematical problem-solving techniques to recognise patterns, describes them as relationships or general rules, draws conclusions consistent with findings, and provides justifications or proofs.
Criterion C: Communication in Mathematics Level of Achievement 0 1-2 3-4
5-6
Loreto College Page 34
Year 5 Descriptor The student does not reach a standard described by any of the descriptors below. The student shows basic use of mathematical language and/or forms of mathematical representation. The lines of reasoning are difficult to follow. The student shows sufficient use of mathematical language and forms of mathematical representation. The lines of reasoning are clear though not always logical or complete. The student moves between different forms of representation with some success. 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.
Middle Years Program 2009 Assessment Criteria
Criterion D: Reflection in Mathematics Level of Achievement 0 1-2
3-4
5-6
Year 5 Descriptor The student does not reach the standard described by any of the standards below. The student attempts to explain whether her results make sense in the context of the problem. The student attempts to describe the importance of her findings in connection to real life. The student correctly but briefly explains whether her results make sense in the context of the problem and describes the importance of her findings in connection to real life. The student attempts to justify the degree of accuracy of her results where appropriate. The student critically explains whether her results make sense in the context of the problem and provides a detailed explanation of the importance of her findings in connection to real life. The student justifies the degree of accuracy of her results where appropriate. The student suggests improvements to the method when necessary.
Middle Years Program 2009 Assessment Criteria
Loreto College Page 35
Physical Education - Standard Physical Education is assessed using Criterion A – Knowledge and Understanding (8), Criterion B – Movement Composition (6), Criterion C – Performance (10), and Criterion D – Social Skills and Personal Engagement (8) From Years 1 to 5 in Physical Education, there are three year levels of criteria which meet the designated objectives, designed to reflect the developing skills and abilities of your daughter in Physical Education. The Year 5 criteria are taken directly from the MYP IBO Physical Education Guide Book. 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 to meet the objectives of those year levels. • •
• •
•
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 a majority of the time using Criteria for Year 1, however, will be progressing towards the Year 3 criteria towards the end of Year 7 or in repeated units. 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 a majority of the time using Criteria for Year 3, however, will be progressing towards the Year 5 criteria towards the end of Year 10 or in repeated units. Students in Year 10 will be assessed using the Criteria for Year 5 of the program throughout the whole year.
Year 1 Criteria Criterion A: Knowledge and Understanding Level of Achievement 0 1-2
3-4
5-6
7-8
Loreto College Page 36
Year 1 Descriptor The student does not reach a standard described by any of the descriptors below. Demonstrates a limited understanding of physical education terminology and is unable to use in context. Demonstrates a limited level of understanding of fundamental knowledge of principles, concepts, strategies, techniques and rules related to the physical education topic or activity and is often unable to apply them in simplified situations. Uses this knowledge to sometimes identify problems in familiar situations. Demonstrates a basic understanding of some physical education terminology in some situations. Demonstrates a basic level of understanding of fundamental knowledge of principles, concepts, strategies, techniques and rules related to the physical education topic or activity and is able to apply them in some simplified situations. Uses this knowledge to identify and sometimes assess problems in familiar situations. Demonstrates an understanding of some physical education terminology in some situations. Demonstrates a sound level of understanding of fundamental knowledge of principles, concepts, strategies, techniques and rules related to the physical education topic or activity and is able to apply them in some simplified situations. Uses this knowledge to identify and assess problems in some familiar situations. Demonstrates an understanding of some physical education terminology in various situations. Demonstrates a very good level of understanding of fundamental knowledge of principles, concepts, strategies, techniques and rules related to the physical education topic or activity and is able to apply them in all simplified situations. Uses this knowledge to identify and assess problems in a majority of familiar situations. Middle Years Program 2009 Assessment Criteria
Criterion B: Movement Composition Level of Achievement 0 1-2
3-4
5-6
Year 1 Descriptor The student does not reach a standard described by any of the descriptors below. The student is able to select basic aesthetic moves, however, struggles to perform in accordance with requirements of the task without teacher guidance. The sequence shows a limited use of space, time, level, force and flow. The composition shows limited imagination and creativity. The student selects and performs basic aesthetic moves that are appropriate to the requirements of the task and is able to adapt movements with guidance. The sequence shows a simple use of space and time, however, flow is sometimes flawed. The composition shows some imagination and creativity. The student selects and performs basic aesthetic moves that are appropriate to the requirements of the task. The sequence shows a simple use of space, time, level, force and flow. The composition shows aspects of imagination and creativity.
Criterion C: Performance Level of Achievement 0 1-2
3-4
5-6
7-8
9-10
Year 1 Descriptor The student does not reach a standard described by any of the descriptors below. The student is unable to demonstrate any basic movements, skills and techniques in modified performance or playing situations. The student demonstrates limited awareness and understanding of movement concepts, tactics, strategies and rules. The student performs basic movements with little synchronisation and energy. The student demonstrates a limited range of basic movements, skills and techniques in modified performance or playing situations. The student shows awareness of movement concepts, tactics, strategies and rules, but is unable to apply them to simplified situations. The student performs basic movements with some level of synchronisation and energy. The student sometimes demonstrates a sound grasp of basic movements, skills and techniques in modified performance or playing situations. The student shows awareness of movement concepts, tactics, strategies and rules, but has difficulty in applying them to simplified situations. The student performs basic movements with a satisfactory level of precision, synchronisation and energy. The student most of the time demonstrates a sound grasp of basic moves, skills and techniques in modified performance or playing situations. The student understands basic movement concepts, tactics, strategies and rules in simplified situations and is able to apply them most of the time. The student performs basic movements with a high level of precision, synchronisation and energy. The student demonstrates competence in basic moves, skills and techniques in modified performance or playing situations. The student applies basic movement concepts, tactics, strategies and rules in simplified situations. The student performs basic movements with a high level of precision, synchronisation and energy.
Middle Years Program 2009 Assessment Criteria
Loreto College Page 37
Criterion D: Social Skills and Personal Engagement Level of Achievement 0 1-2
3-4
5-6
7-8
Year 1 Descriptor The student does not reach a standard described by any of the descriptors below. The student struggles to demonstrate attitudes and strategies that are encouraging and supporting of others. The student shows limited respect and sensitivity to themselves, others and the physical environment. The student demonstrates little enthusiasm and commitment towards physical education. The student shows difficulty when reflecting on their own achievements and in setting simple goals. The student sometimes demonstrates attitudes and strategies that are encouraging and supporting of others. The student shows respect and sensitivity to themselves, others and the physical environment some of the time. The student demonstrates enthusiasm and commitment to physical education some of the time. The student reflects on their own achievements and with encouragement is able to set simple goals that enhance learning. The student on most occasions demonstrates attitudes and strategies that are encouraging and supporting of others. The student shows respect and sensitivity to themselves, others and the physical environment most of the time. The student demonstrates enthusiasm and commitment to physical education most of the time. The student reflects on their own achievements, sets simple goals that enhance learning, and most of the time devises basic plans towards achieving them. The student consistently demonstrates attitudes and strategies that are encouraging and supporting of others. The student consistently shows respect and sensitivity to themselves, others and the physical environment. The student demonstrates enthusiasm and commitment to physical education. The student reflects on their own achievements, sets simple goals that enhance learning, and devises basic plans towards achieving them.
Year 3 Criteria Criterion A: Knowledge and Understanding Level of Achievement 0 1-2
3-4
5-6
7-8
Loreto College Page 38
Year 3 Descriptor The student does not reach a standard described by any of the descriptors below. The use of physical education terminology is often incorrect and not in context. Demonstrates a limited knowledge of principles, concepts, strategies, techniques and rules related to the physical education topic or activity. Sometimes uses this knowledge to identify problems; however, has difficulty analysing problems in familiar situations. Uses basic physical education terminology sporadically and not always accurately. Demonstrates a basic knowledge of principles, concepts, strategies, techniques and rules related to the physical education topic or activity. Uses their knowledge to identify and analyse problems in familiar situations. Uses a variety of physical education terminology appropriately in some game situations. Demonstrates sound knowledge of principles, concepts, strategies, techniques and rules related to the physical education topic or activity. Uses this knowledge to identify and analyse problems in familiar situations and in some simple unfamiliar situations. Uses a variety of physical education terminology appropriately in a majority of game situations. Demonstrates a good knowledge of principles, concepts, strategies, techniques and rules related to the physical education topic or activity. Uses this knowledge effectively to identify and analyse problems in familiar and in simple unfamiliar situations.
Middle Years Program 2009 Assessment Criteria
Criterion B: Movement Composition Level of Achievement 0 1-2
3-4
5-6
Year 3 Descriptor The student does not reach a standard described by any of the descriptors below. The student selects and performs a limited selection of simple aesthetic moves that are appropriate to the requirements of the task, but is unable to adapt movements without guidance from the teacher. The sequence shows a satisfactory use of space, time, level, force and flow. The composition is generally incoherent with many pauses, and shows limited creativity. The student selects and performs simple aesthetic moves that are appropriate to the requirements of the task, however, needs guidance from the teacher when adapting movements. The sequence shows a satisfactory use of space, time, level, force and flow. The composition is sometimes coherent, and shows some aspects of imagination and creativity. The student selects, adapts and performs a range of simple aesthetic moves that are appropriate to the requirements of the task. The sequence shows a competent use of space, time, level, force and flow. The composition is mostly coherent, and shows aspects of imagination and creativity.
Criterion C: Performance Level of Achievement 0 1-2
3-4
5-6
7-8
9-10
Year 3 Descriptor The student does not reach a standard described by any of the descriptors below. The student demonstrates a limited range of basic movements, skills and techniques in simplified performance or playing situations. The student shows little awareness of movement concepts, tactics, strategies and rules. The student performs with a low level of precision, synchronisation and energy most of the time. The student is able to perform some basic movements, skills and techniques in simplified performance or playing situations. The student shows awareness of movement concepts, tactics, strategies and rules, but has difficulty in applying them to simplified situations. The student performs with a satisfactory level of precision, synchronisation and energy some of the time. The student demonstrates competence in all basic movements, skills and techniques in the performance or playing situation. The student applies some movement concepts, tactics, strategies and rules in simplified situations. The student performs with a satisfactory level of precision, synchronisation and energy. The student demonstrates competence in all basic and some complex moves, skills and techniques in the performance or playing situation. The student applies movement concepts, tactics, strategies and rules in all simplified and some complex situations. The student performs with a high level of precision, synchronisation and energy most of the time. The student demonstrates competence in basic and complex moves, skills and techniques in the performance or playing situation. The student applies movement concepts, tactics, strategies and rules in all simplified and complex situations. The student performs with a high level of precision, synchronisation and energy.
Middle Years Program 2009 Assessment Criteria
Loreto College Page 39
Criterion D: Social Skills and Personal Engagement Level of Achievement 0 1-2
3-4
5-6
7-8
Year 3 Descriptor The student does not reach a standard described by any of the descriptors below. The student struggles to demonstrate attitudes and strategies that develop their communication and relationships with others. The student shows respect and sensitivity to themselves, others and the physical environment some of the time. The student does not take an active role in their own learning and shows little enthusiasm and commitment to physical education. The student shows difficulty in reflecting on their achievements, and in setting goals. The student sporadically demonstrates attitudes and strategies that develop their communication and relationships with others. The student shows respect and sensitivity to themselves, others and the physical environment most of the time. The student sometimes takes an active role in her own learning most of the time and shows some enthusiasm and commitment to physical education. The student sometimes reflects on their own achievements, yet goal setting needs encouragement in order for action to occur. The student demonstrates attitudes and strategies that develop their communication and relationships with others. The student consistently shows respect and sensitivity to themselves, others and the physical environment. The student takes an active role for their own learning and usually shows enthusiasm and commitment to physical education. The student reflects on their own achievements, sets simple goals that enhance learning, and takes some action towards achieving them. The student demonstrates attitudes and strategies that enhance their communication and relationships with others. The student consistently shows a high degree of respect and sensitivity to themselves, others and the physical environment. The student takes an active role for their own learning and shows a high level of enthusiasm and commitment to physical education. The student reflects on their own achievements, sets simple goals that enhance learning, and takes action towards achieving them.
Year 5 Criteria Criterion A: Knowledge and Understanding Level of Achievement 0 1-2
3-4
5-6
7-8
Loreto College Page 40
Year 5 Descriptor The student does not reach a standard described by any of the descriptors below. The use of terminology is inconsistent, inappropriate or incorrect. Demonstrates a limited knowledge of principles, concepts, strategies, techniques and rules related to the physical education topic or activity. Sometimes uses this knowledge to analyse and solve problems in familiar situations. Uses basic terminology that is sometimes inaccurate or inappropriate. Demonstrates a basic knowledge of principles, concepts, strategies, techniques and rules related to the physical education topic or activity. Uses this knowledge to analyse and solve problems in familiar situations. Uses a range of terminology accurately and appropriately in some situations. Demonstrates a good knowledge of principles, concepts, strategies, techniques and rules related to the physical education topic or activity. Uses this knowledge to analyse and solve problems in familiar and some unfamiliar situations. 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 analyse and solve problems in familiar and unfamiliar situations.
Middle Years Program 2009 Assessment Criteria
Criterion B: Movement Composition Level of Achievement 0 1-2
3-4
5-6
Year 5 Descriptor The student does not reach a standard described by any of the descriptors below. The student selects some aesthetic moves that are appropriate to the requirements of the task. The student has some difficulty in adapting and/or creating moves. The sequence shows a simple use of space, time, level, force and flow. The composition is generally incoherent with many pauses, and shows limited creativity. The student selects, adapts and creates aesthetic moves that are appropriate to the requirements of the task. The sequence shows a competent use of space, time, level, force and flow. The composition is mostly coherent, and shows some aspects of imagination and creativity. 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.
Criterion C: Performance Level of Achievement 0 1-2
3-4
5-6
7-8
9-10
Year 5 Descriptor The student does not reach a standard described by any of the descriptors below. The student demonstrates little competence in basic moves, skills and techniques in the performance or playing situation. The student shows some awareness of movement concepts, tactics, strategies and rules. The student performs with little precision, synchronisation or energy. The student demonstrates competence in basic moves, skills and techniques in the performance or playing situation. The student shows awareness of movement concepts, tactics, strategies and rules, but has difficulty in applying them. The student performs with some precision, synchronisation and/or energy. The student demonstrates competence in basic and some complex moves, skills and techniques in the performance or playing situation. The student applies some movement concepts, tactics, strategies and rules. The student performs with precision, synchronisation and energy most of the time. The student demonstrates competence in basic and many complex moves, skills and techniques in the performance or playing situation. The student applies movement concepts, tactics, strategies and rules appropriately. The student performs with a high degree of precision, synchronisation and energy. 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, synchronisation, energy, style and flair.
Middle Years Program 2009 Assessment Criteria
Loreto College Page 41
Criterion D: Social Skills and Personal Engagement Level of Achievement 0 1-2
3-4
5-6
7-8
Loreto College Page 42
Year 5 Descriptor The student does not reach a standard described by any of the descriptors below. The student demonstrates attitudes and strategies that maintain their communication and relationships with others. The student shows respect and sensitivity to themselves, others and the physical environment some of the time. The student takes responsibility for their own learning some of the time, but shows little enthusiasm and/or commitment to physical education. The student shows difficulty in reflecting on their achievements and in setting and taking action to achieve goals. The student demonstrates attitudes and strategies that maintain their communication and relationships with others. The student shows respect and sensitivity to themselves, others and the physical environment most of the time. The student takes responsibility for their own learning most of the time, and shows some enthusiasm and commitment to physical education. The student reflects on their own achievements to a satisfactory level, usually sets appropriate goals but may need encouragement to take action towards achieving them. 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. The student demonstrates attitudes and strategies that deepen and enhance their communication and relationships with others. The student consistently shows a high degree of respect and sensitivity to themselves, others and the physical environment. The student takes responsibility for their own learning and consistently shows enthusiasm and commitment to physical education. The student reflects critically on their own achievements, sets appropriate goals that enhance learning, and takes action towards achieving them.
Middle Years Program 2009 Assessment Criteria
Religious Education Religious Education is assessed using Criterion A – Knowledge (10), Criterion B – Concepts (10), and Criterion C – Skills (10) and Criterion D – Organisation and Presentation (8). From Years 1 to 5 in Religious Education, there are three year levels of criteria designed to reflect the developing abilities of your daughter. The Year 5 criteria are taken from the MYP IBO Humanities Guide Book and are modified to make it more specific to the Religious Education content by assessing the degree of reflection as part of the Concepts criteria.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.
Year 1 Criteria Criterion A: Knowledge Level of Achievement 0 1-2 3-4 5-6 7-8 9-10
Year 1 Descriptor The student does not reach a standard described by any of the descriptors. The student shows insufficient command of religious terminology. Inadequate facts are used to show understanding. Descriptions and explanations are minimal or absent. The student has attempted to use some religious terminology. Limited facts are used to show understanding. Descriptions are attempted and explanations are vague. The student shows a developing command of religious terminology. Some facts are used to show understanding. Descriptions are used and some explanations are present. The student shows a command of religious terminology. A range of facts are used to show understanding. Descriptions are clear and developed. The student shows a high command of religious terminology and uses it appropriately. A large number of facts are used to show understanding. Descriptions are clear and explanations are developed.
Middle Years Program 2009 Assessment Criteria
Loreto College Page 43
Criterion B: Concepts Level of Achievement 0 1-2
3-4 5-6
7-8
9-10
Year 1 Descriptor The student does not reach a standard described by any of the descriptors. The student cannot demonstrate application of concepts. The student attempts to demonstrate a limited conceptual awareness but is rarely successful without teacher guidance. Application of concepts is present but limited. The student demonstrates conceptual awareness but is limited to making basic connections to subject matter. 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. 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 Achievement 0 1-2
3-4
5-6
7-8
9-10
Loreto College Page 44
Year 1 Descriptor The student does not reach a standard described by any of the descriptors. 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. The student has attempted to use and select relevant information. The student’s work is descriptive; however, it shows a minimal level of analysis and reflection. 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. The student selects and uses sources to collect relevant information. The student’s work may be descriptive; however, it shows a satisfactory level of analysis and reflection. Arguments, decisions and judgements are present and somewhat balanced. The student demonstrates some investigative skills. The student selects and uses a few different sources to collect relevant information. Work shows a good level of analysis and reflection. 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 and reflection. Arguments, decisions and judgements are supported and balanced. The student demonstrates effective investigative skills.
Middle Years Program 2009 Assessment Criteria
Criterion D: Organisation and Presentation Level of Achievement 0 1-2
3-4
5-6
7-8
Year 1 Descriptor The student does not reach a standard described by any of the descriptors. 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. 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. 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. 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.
Year 3 Criteria Criterion A: Knowledge Level of Achievement 0 1-2 3-4
5-6
7-8
9-10
Year 3 Descriptor The student does not reach a standard described by any of the descriptors. The use of religious terminology is inconsistent or incorrect. Facts and examples are absent or inadequate. Descriptions and explanations are insufficient or minimal. 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. The student shows a developing usage of religious terminology. Relevant facts and examples are used to show a degree of understanding. Descriptions are used and explanations are present. A range of religious 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 religious 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.
Middle Years Program 2009 Assessment Criteria
Loreto College Page 45
Criterion B: Concepts Level of Achievement 0 1-2 3-4 5-6
7-8
9-10
Year 3 Descriptor The student does not reach a standard described by any of the descriptors. Application of concepts is limited or absent. The student may demonstrate very limited conceptual awareness by recognising some basic concepts. Application of concepts is attempted but not always successfully. The student demonstrates conceptual awareness but lacks depth in understanding in relation to subject matter. 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. 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.
Criterion C: Skills Level of Achievement 0 1-2
3-4
5-6
7-8
9-10
Loreto College Page 46
Year 3 Descriptor The student does not reach a standard described by any of the descriptors. The student can select and use some relevant information. The student’s work is descriptive, lacking evidence of analysis and reflection. 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. The student selects and uses mostly relevant information. The student’s work is descriptive, but shows signs of a developing a basic level of analysis and reflection. The student makes some relevant arguments, decisions or judgements though these are unsupported. The student demonstrates some basic investigative skills. The student selects and uses relevant information. Work shows a satisfactory level of analysis and reflection. Arguments, decisions and judgements are supported and balanced to an extent. The student demonstrates some useful investigative skills. The student selects and uses a range of relevant information. Work shows a good level of analysis and reflection. 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 and reflection. Arguments, decisions and judgements are well supported and balanced. The student demonstrates effective investigative skills.
Middle Years Program 2009 Assessment Criteria
Criterion D: Organisation and Presentation Level of Achievement 0 1-2
3-4
5-6
7-8
Year 3 Descriptor The student does not reach a standard described by any of the descriptors. 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. 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. 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. 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.
Year 5 Criteria Criterion A: Knowledge Level of Achievement 0 1-2
3-4
5-6
7-8
9-10
Year 5 Descriptor The student does not reach a standard described by any of the descriptors. The use of religious 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. 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. Religious 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. A range of religious 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 religious 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.
Middle Years Program 2009 Assessment Criteria
Loreto College Page 47
Criterion B: Concepts Level of Achievement 0 1-2 3-4 5-6
7-8
9-10
Year 5 Descriptor The student does not reach a standard described by any of the descriptors. Application of concepts is inappropriate. The student may demonstrate some conceptual awareness and understanding by recognising basic connections to the subject matter. Application of concepts is not always appropriate. The student demonstrates conceptual awareness and understanding by describing basic connections to the subject matter. 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. 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.
Criterion C: Skills Level of Achievement 0 1-2
3-4
5-6
7-8
9-10
Loreto College Page 48
Year 5 Descriptor The student does not reach a standard described by any of the descriptors. The student can select and use some relevant information. The student displays minimal analytical or reflective 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. The student selects and uses mostly relevant information. The student’s work lacks the required depth in analysis and reflection. The student makes some relevant arguments, decisions or judgements though these are unsupported. The student demonstrates basic investigative skills. The student selects and uses relevant information. Work shows satisfactory evidence of analysis and reflection. Arguments, decisions and judgements are supported and balanced but superficial. The student demonstrates adequate investigative skills. The student selects and uses a range of relevant information. Work shows a good level of critical analysis and reflection. 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 and reflection. Arguments, decisions and judgements are fully supported and well balanced. The student demonstrates sophisticated investigative skills.
Middle Years Program 2009 Assessment Criteria
Criterion D: Organisation and Presentation Level of Achievement 0 1-2
3-4
5-6
7-8
Year 5 Descriptor The student does not reach a standard described by any of the descriptors. 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. 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. 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. 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.
Middle Years Program 2009 Assessment Criteria
Loreto College Page 49
Science Science is assessed using 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) and Criterion F – Attitude in Science (6). From Years 1 to 5 in Science, there are three year levels of criteria which meet the designated objectives, designed to reflect the developing skills and abilities of your daughter in Science. The Year 5 criteria are taken directly from the MYP IBO Science Guide Book. 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 to meet the objectives of those year levels. • • •
Students in Year 6 and Year 7 will be assessed using the descriptors for Year 1 of the program throughout the whole year. Students in Year 8 will be assessed using the descriptors for Year 3 of the program throughout the whole year. Students in Year 9 and Year 10 will be assessed using the descriptors for Year 5 of the program throughout the whole year.
Year 1 Criteria Criterion A: One World Level of Achievement 0 1–2 3–4
5–6
Year 1 Descriptor The student does not reach a standard described by any of the descriptors below. The student comments on how science is applied to addressing a specific local or global issue. The student states some of the positives and negatives of science in addressing the issue. The student comments on how science is applied to addressing a specific local or global issue. The student states some of the positives and negatives of science in solving the issue. The student comments on how science affects at least one of: life, society and the world. The student describes how science is applied to addressing a specific local or global issue. The student describes some of the positives and negatives of science in solving the issue. The student comments on how science affects life, society and the world.
Criterion B: Communication in Science Level of Achievement 0 1–2
3–4
5–6
Loreto College Page 50
Year 1 Descriptor The student does not reach a standard described by any of the descriptors below. The student attempts to communicate basic scientific information using some scientific language. The student presents some of the information in an appropriate form using some symbolic or visual representation when appropriate. The student attempts to acknowledge sources of information but this is inaccurate. The student communicates basic scientific information using scientific language. The student presents most of the information appropriately using symbolic and/or visual representation accurately according to the task. The student acknowledges sources of information with occasional errors. The student communicates basic scientific information effectively using scientific language correctly. The student presents all the information appropriately using symbolic and/or visual representation accurately according to the task. The student acknowledges sources of information appropriately. Middle Years Program 2009 Assessment Criteria
Criterion C: Knowledge and Understanding of Science Level of Achievement 0 1–2 3–4
5–6
Year 1 Descriptor The student does not reach a standard described by any of the descriptors below. The student recalls some scientific ideas and concepts and applies these to solve basic problems. The student applies some scientific ideas and concepts to solve basic problems. The student explains basic scientific ideas and concepts and applies scientific understanding to solve problems in familiar situations. The student analyses basic scientific information by identifying components, relationships and patterns. The student explains basic scientific ideas and concepts and applies scientific understanding to solve problems in familiar and, with guidance, unfamiliar situations. The student analyses basic scientific information by identifying components, relationships and patterns.
Criterion D: Scientific Enquiry Level of Achievement 0 1–2
3–4
5–6
Year 1 Descriptor The student does not reach a standard described by any of the descriptors below. The student attempts to define the purpose of the investigation, makes a prediction but this is incomplete or not fully developed. The method suggested is partially complete. The student makes basic comments on the method. The student defines the purpose of the investigation, makes a prediction but this is not fully developed. The student acknowledges some of the relevant variables and describes a simple method. The student makes basic comments on the method. The student suggests some improvements to the method. The student defines the purpose of the investigation, makes a prediction and provides simple scientific reasoning. The student identifies the relevant variables and describes a simple method. The student comments on the method and the quality of the results. The student suggests improvements to the method.
Criterion E: Processing Data Level of Achievement 0 1–2 3–4
5–6
Year 1 Descriptor The student does not reach a standard described by any of the descriptors below. The student organises and presents data using simple numerical or diagrammatic forms and draws an obvious conclusion with guidance. With guidance, the student organises and transforms data into numerical and diagrammatic forms and presents it using appropriate communication modes. The student draws a conclusion consistent with the data. The student organises and transforms data into numerical and diagrammatic forms and presents it logically and clearly, using appropriate communication modes. The student describes trends, patterns or relationships in the data, comments on the reliability of the data, draws a clear conclusion based on the correct interpretation of the data, and explains it using simple scientific ideas.
Middle Years Program 2009 Assessment Criteria
Loreto College Page 51
Criterion F: Attitude in Science Note: This criterion will be assessed during the practical lesson(s). Level of Achievement 0 1–2 3–4
5–6
Year 1 Descriptor The student does not reach a standard described by any of the descriptors below. The student requires guidance and supervision when using laboratory equipment. The student can work safely and cooperate with others but may need reminders. The student uses most equipment competently but might require occasional guidance; on most occasions, pays attention to safety and works responsibly with the living and nonliving environment. The student generally cooperates well with other students. With occasional guidance, the student uses equipment with precision and skill; pays close attention to safety and deals responsibly with the living and non-living environment. With occasional guidance, the student works effectively as part of a team, collaborating with others and respecting their views.
Year 3 Criteria Criterion A: One World Level of Achievement 0 1–2 3–4
5–6
Year 3 Descriptor The student does not reach a standard described by any of the descriptors below. The student describes how science is applied to addressing a specific local or global issue. The student states some of the benefits or limitations of science in addressing the issues. The student describes how science is applied to addressing a specific local or global issue. The student describes some of the positives and negatives of science in solving the issue. The student describes how science and its applications interact with at least one of the following factors: social, economic, political, environmental, cultural and ethical. The student describes and explains how science is applied to addressing a specific local or global issue. The student discusses some of the positives and negatives of science in solving the issue. The student describes how science and its applications interact with some of the following factors: social, economic, political, environmental, cultural and ethical.
Criterion B: Communication in Science Level of Achievement 0 1–2
3–4
5–6
Loreto College Page 52
Year 3 Descriptor The student does not reach a standard described by any of the descriptors below. The student attempts to communicate scientific information using some scientific language. The student presents some of the information in an appropriate form using some symbolic or visual representation when appropriate. The student attempts to acknowledge sources of information but this is inaccurate. The student communicates scientific information using scientific language. The student presents most of the information appropriately using symbolic and/or visual representation accurately according to the task. The student acknowledges sources of information with occasional errors. The student communicates scientific information effectively using scientific language correctly. The student presents all the information appropriately using symbolic and/or visual representation accurately according to the task. The student acknowledges sources of information appropriately.
Middle Years Program 2009 Assessment Criteria
Criterion C: Knowledge and Understanding of Science Level of Achievement 0 1–2 3–4
5–6
Year 3 Descriptor The student does not reach a standard described by any of the descriptors below. The student recalls some scientific ideas and concepts and applies these to solve simple problems. The student applies some scientific ideas and concepts to solve simple problems. The student explains simple scientific ideas and concepts and applies scientific understanding to solve problems in familiar situations. The student analyses scientific information by identifying parts, relationships or causes. The student provides an explanation that shows understanding. The student explains scientific ideas and concepts and applies scientific understanding to solve problems in familiar and unfamiliar situations. The student analyses and evaluates simple scientific information by making scientifically supported judgements about the information, the validity of the ideas or the quality of the work.
Criterion D: Scientific Enquiry Level of Achievement 0 1–2
3–4
5–6
Year 3 Descriptor The student does not reach a standard described by any of the descriptors below. The student attempts to define the purpose of the investigation and makes references to variables but these are incomplete or not fully developed. The method suggested is partially complete. The evaluation of the method is either absent or incomplete. The student defines the purpose of the investigation and provides an explanation/prediction but this is not fully developed. The student acknowledges some of the variables involved and describes how to manipulate them. The method suggested is complete and includes appropriate materials/equipment. The evaluation of the method is partially developed. The student defines the purpose of the investigation, formulates a testable hypothesis and explains the hypothesis using scientific reasoning. The student identifies the relevant variables and describes how to manipulate them. The student evaluates the method commenting on its reliability. The student suggests improvements to the method.
Criterion E: Processing Data Level of Achievement 0 1–2 3–4
5–6
Year 3 Descriptor The student does not reach a standard described by any of the descriptors below. The student organises and presents data using simple numerical or diagrammatic forms and draws an obvious conclusion. The student organises and transforms data into numerical and diagrammatic forms and presents it using appropriate communication modes. The student draws a conclusion consistent with the data. The student organises and transforms data into numerical and diagrammatic forms and presents it logically and clearly, using appropriate communication modes. The student describes trends, patterns or relationships in the data, comments on the reliability of the data, draws a clear conclusion based on the correct interpretation of the data, and explains it using scientific reasoning.
Middle Years Program 2009 Assessment Criteria
Loreto College Page 53
Criterion F: Attitude in Science Note: This criterion will be assessed during the practical lesson(s). Level of Achievement 0 1–2 3–4
5–6
Year 3 Descriptor The student does not reach a standard described by any of the descriptors below. The student requires guidance and supervision when using laboratory equipment. The student can work safely and cooperate with others but may need reminders. The student uses most equipment competently but might require occasional guidance; on most occasions pays attention to safety and works responsibly with the living and nonliving environment. The student generally cooperates well with other students. The student works largely independently; uses equipment with precision and skill; pays close attention to safety and deals responsibly with the living and non-living environment. The student consistently works effectively as part of a team, collaborating with others and respecting their views.
Year 5 Criteria Criterion A: One World Level of Achievement
Year 5 Descriptor
0
The student does not reach a standard described by any of the descriptors below. The student describes how science is applied to addressing a specific local or global issue. The student states some of the benefits or limitations of science in addressing the issue. The student describes how science is applied to addressing a specific local or global issue. The student describes some of the benefits or limitations of science in addressing the issue. The student describes how science and its applications interact with at least one of the following factors: social, economic, political, environmental, cultural and ethical. The student explains how science is applied to addressing a specific local or global issue. The student explains some of the benefits and limitations of science in solving the issue. The student discusses how science and its applications interact with some of the following factors: social, economic, political, environmental, cultural and ethical.
1–2 3–4
5–6
Criterion B: Communication in Science Level of Achievement 0 1–2
3–4
5–6
Loreto College Page 54
Year 5 Descriptor The student does not reach a standard described by any of the descriptors below. The student attempts to communicate scientific information using some scientific language. The student presents some of the information in an appropriate form using some symbolic or visual representation when appropriate. The student attempts to acknowledge sources of information but this is inaccurate. The student communicates scientific information using scientific language. The student presents most of the information appropriately using symbolic and/or visual representation according to the task. The student acknowledges sources of information with occasional errors. The student communicates scientific information effectively using scientific language correctly. The student presents all the information appropriately using symbolic and/or visual representation accurately according to the task. The student acknowledges sources of information appropriately.
Middle Years Program 2009 Assessment Criteria
Criterion C: Knowledge and Understanding of Science Level of Achievement 0 1–2 3–4
5–6
Year 5 Descriptor The student does not reach a standard described by any of the descriptors below. The student recalls some scientific ideas and concepts and applies these to solve simple problems. The student applies some scientific ideas and concepts to solve simple problems. The student explains scientific ideas and concepts and applies scientific understanding to solve problems in familiar situations. The student analyses scientific information by identifying parts, relationships or causes. The student provides an explanation that shows understanding. The student explains scientific ideas and concepts and applies scientific understanding to solve problems in familiar and unfamiliar situations. The student analyses and evaluates scientific information by making scientifically supported judgements about the information, the validity of the ideas or the quality of the work.
Criterion D: Scientific Enquiry Level of Achievement 0 1–2
3–4
5–6
Year 5 Descriptor The student does not reach a standard described by any of the descriptors below. The student attempts to define the purpose of the investigation and makes references to variables but these are incomplete or not fully developed. The method suggested is partially complete. The evaluation of the method is either absent or incomplete. The student defines the purpose of the investigation and provides an explanation/prediction but this is not fully developed. The student acknowledges some of the variables involved and describes how to manipulate them. The method suggested is complete and includes appropriate materials/equipment. The evaluation of the method is partially developed. The student defines the purpose of the investigation, formulates a testable hypothesis and explains the hypothesis using scientific reasoning. The student identifies the relevant variables and describes how to manipulate them. The student evaluates the method commenting on its reliability and/or validity. The student suggests improvements to the method and makes suggestions for further inquiry when relevant.
Criterion E: Processing Data Level of Achievement 0 1–2 3–4
5–6
Year 5 Descriptor The student does not reach a standard described by any of the descriptors below. The student organises and presents data using simple numerical or diagrammatic forms and draws an obvious conclusion. The student organises and transforms data into numerical and diagrammatic forms and presents it using appropriate communication modes. The student draws a conclusion consistent with the data. The student organises and transforms data into numerical and diagrammatic forms and presents it logically and clearly, using appropriate communication modes. The student describes trends, patterns or relationships in the data, comments on the reliability of the data, draws a clear conclusion based on the correct interpretation of the data, and explains it using scientific reasoning.
Middle Years Program 2009 Assessment Criteria
Loreto College Page 55
Criterion F: Attitude in Science Note: This criterion will be assessed during the practical lesson(s). Level of Achievement 0 1–2 3–4
5–6
Loreto College Page 56
Year 5 Descriptor The student does not reach a standard described by any of the descriptors below. The student requires guidance and supervision when using laboratory equipment. The student can work safely and cooperate with others but may need reminders. The student uses most equipment competently but might require occasional guidance; on most occasions pays attention to safety and works responsibly with the living and nonliving environment. The student generally cooperates well with other students. The student works largely independently; uses equipment with precision and skill; pays close attention to safety and deals responsibly with the living and non-living environment. The student consistently works effectively as part of a team, collaborating with others and respecting their views.
Middle Years Program 2009 Assessment Criteria
Technology (ICT, U & ICT, Movie Making, Website Creation, Textiles, and Food) Technology is assessed using Criterion A – Investigate (6), Criterion B – Design (6), Criterion C – Plan (6), Criterion D – Create (6) Criterion E – Evaluate (6) and Criterion F – Attitude to Technology (6). From Years 1 to 5 in Technology, 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 Technology 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. The criteria for Technology have been modified for use in Years 1 to 3, or across Years 6 to 8. The subjects taught in this learning area are elective, or choice, subjects. That means that all students will undertake study in a Technology subject in at least one semester. That subject can be Information and Communication, Food or Textile based. Considering the experience of the students in Technology, the modified criteria have been delineated in the following way: • Year 1 criteria will be used across Years 1 and 2 (Years 6 and 7); • Year 3 criteria will be used in Year 3 (Year 8); • Year 5 criteria will be the basis for assessment in Years 4 and 5 (Years 9 and 10).
Year 1 Criteria Criterion A: Investigate Level of Achievement 0 1-2
3-4
5-6
Year 1 Descriptor The student has made some attempts to complete an aspect of the task. The student states the problem from the guiding question / task. The student investigates the problem, collecting information from sources. The student lists some issues relevant to the problem. The student writes a description of the problem, stating why it is relevant to the guiding question / task. The student investigates the problem, choosing the best information from the resources collected and provides a bibliography / acknowledges resources. The student describes a checklist to measure / test the product/solution against the design specification. In a paragraph, the student writes about the problem, discussing its importance to the design brief and how it will solve the problem. The student critically investigates the problem, expressing different points of view from a range of appropriate, acknowledged sources. The student examines the effectiveness of the solution.
Middle Years Program 2009 Assessment Criteria
Loreto College Page 57
Criterion B: Design Level of Achievement 0 1-2
3-4
5-6
Year 1 Descriptor The student does not produce a design. The student with significant guidance understands, adapts and develops a design brief. The student with significant guidance lists the requirements that meets the design specification and understands the importance of testing for success by devising a simple test. The student with some guidance understands, adapts and develops a design brief. The student with some guidance lists the requirements that meets the design specification and understands the importance of testing for success by devising a simple test. The student with minimal guidance understands, adapts and develops a design brief. The student with minimal guidance lists the requirements that meets the design specification and understands the importance of testing for success by devising a simple test.
Criterion C: Plan Level of Achievement 0 1-2
3-4
5-6
Year 1 Descriptor The student does not reach a standard described by any of the descriptors below. The student, with considerable guidance, produces a plan with minimal steps and makes some use of resources and time. The student with considerable guidance considers the effectiveness of the plan and attempts some modifications to the design. The student produces with some guidance, a plan that contains steps that makes effective use of resources and time. The student, with some guidance, considers the effectiveness of the plan and makes recommended modifications to the design. The student with minimal guidance produces a plan that contains steps that makes effective use of resources and time. The student with minimal guidance considers the effectiveness of the plan and makes recommended modifications to the design.
Criterion D: Create Level of Achievement 0 1-2
3-4
5-6
Loreto College Page 58
Year 1 Descriptor The student does not reach a standard described by any of the descriptors below. The student, with significant guidance understands the plan, monitors progress, revisits the plan and makes necessary modifications. The student, with significant guidance, creates part of a product/solution. The student uses different techniques and equipment with some guidance to ensure a safe working environment for themselves and others. The student, with some guidance understands the plan, monitors progress, revisits the plan and makes necessary modifications. The student, with some guidance, creates a product/solution of good quality. The student uses different techniques and equipment with minimal guidance to ensure a safe working environment for themselves and others. The student, with minimal guidance understands the plan, monitors progress, revisits the plan and makes necessary modifications. The student, with minimal guidance, creates a product/solution of appropriate quality.
Middle Years Program 2009 Assessment Criteria
Criterion E: Evaluate Level of Achievement 0 1-2
3-4
5-6
Year 1 Descriptor The student does not reach a standard described by any of the descriptors below. The student with significant guidance considers the success of the product/solution against the design specifications based on testing, their own views and the views of the intended user. The student with significant guidance evaluates her performance at each stage of the design cycle, suggesting ways in which it could be improved. The student with some guidance evaluates her performance at each stage of the design cycle, suggesting ways in which it could be improved. The student with some guidance considers the success of the product/solution against the design specifications based on testing, their own views and the views of the intended user. The student with minimal guidance considers the success of the product/solution against the design specifications based on testing, their own views and the views of the intended user. The student with minimal guidance evaluates her performance at each stage of the design cycle, suggesting ways in which it could be improved. The student with minimal guidance considers the impact of the product/solution on individuals and/or on society, explaining possible improvements.
Criterion F: Attitude to Technology It focuses on an overall assessment of two aspects: • personal engagement (motivation, independence, general positive attitude) • attitudes towards safety, cooperation and respect for others. Level of Achievement 0 1-2
3-4
5-6
Year 1 Descriptor The student does not reach a standard described by any of the descriptors below. The student occasionally uses materials and techniques safely and responsibly. The student occasionally works collaboratively, demonstrating respect for others. The student occasionally demonstrates motivation, independence and a positive attitude. The student frequently uses materials and techniques safely and responsibly. The student frequently works collaboratively, demonstrating respect for others. The student frequently demonstrates motivation, independence and a positive attitude. The student consistently uses materials and techniques safely and responsibly. The student consistently works collaboratively, demonstrating respect for others. The student consistently demonstrates motivation, independence and a positive attitude.
Year 3 Criteria Criterion A: Investigate Level of Achievement 0 1-2 3-4
5-6
Year 3 Descriptor The student does not reach a standard described by any of the descriptors below. The student states the problem. The student investigates the problem, collecting information from sources. The student lists some specifications. The student describes the problem. The student investigates the problem, collecting information from acknowledged sources. The student describes a test to evaluate the product/solution against the design specification. The student explains the problem, discussing how the design brief will solve the problem. The student critically investigates the problem, discussing different points of view from a broad range of appropriate, acknowledged sources. The student describes a detailed test to evaluate the product/solution against the design specification.
Middle Years Program 2009 Assessment Criteria
Loreto College Page 59
Criterion B: Design Level of Achievement 0 1-2 3-4 5-6
Year 3 Descriptor The student does not reach a standard described by any of the descriptors below. The student generates one design, and makes some attempt to justify this against the design specification. The student generates a few designs, justifying the choice of one design and evaluating this against the design specification. The student generates a range of designs, each evaluated against the design specification. The student justifies the chosen design and evaluates it fully and critically against the design specification.
Criterion C: Plan Level of Achievement 0 1-2 3-4 5-6
Year 3 Descriptor The student does not reach a standard described by any of the descriptors below. The student produces a plan that contains some details of the steps and/or the resources required. The student produces a plan that contains a number of logical steps that include resources and time. The student, with some guidance, makes some attempt to evaluate the plan. The student produces a plan that contains a number of detailed, logical steps that describe the use of resources and time. The student evaluates the plan and justifies any modifications to the design.
Criterion D: Create Level of Achievement 0 1-2 3-4 5-6
Year 3 Descriptor The student does not reach a standard described by any of the descriptors below. The student considers the plan and creates at least part of a product/solution. The student uses appropriate techniques and equipment. The student follows the plan and mentions any modifications made, resulting in a product/solution of good quality. 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.
Criterion E: Evaluate Level of Achievement 0 1-2 3-4
5-6
Loreto College Page 60
Year 3 Descriptor The student does not reach a standard described by any of the descriptors below. The student, with assistance, evaluates the product / solution or her own performance. The student, with assistance, makes some attempt to test the product / solution. The student evaluates the product / solution and her own performance and suggests ways in which these could be improved. The student tests the product / solution to evaluate it against the design specification. The student evaluates the success of the product / solution based on the results of testing, and the views of the intended users. The student evaluates her own performance at each stage of the design cycle, suggesting ways in which it could be improved. The student considers the impact of the product / solution on individuals and / or society, explaining possible improvements. Middle Years Program 2009 Assessment Criteria
Criterion F: Attitude to Technology It focuses on an overall assessment of two aspects: • personal engagement (motivation, independence, general positive attitude) • attitudes towards safety, cooperation and respect for others. Level of Achievement 0 1-2 3-4 5-6
Year 3 Descriptor The student does not reach a standard described by any of the descriptors below. The student occasionally displays a satisfactory standard in one of the aspects listed above. The student frequently displays a satisfactory standard in both of the aspects listed above. The student consistently displays a satisfactory standard in both of the aspects listed above.
Year 5 Criteria Criterion A: Investigate Level of Achievement 0 1-2 3-4
5-6
Year 5 Descriptor The student does not reach a standard described by any of the descriptors below. The student states the problem. The student investigates the problem, collecting information from sources. The student lists some specifications. The student describes the problem, mentioning its relevance. The student investigates the problem, selecting and analysing information from some acknowledged sources. The student describes a test to evaluate the product/solution against the design specification. 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.
Criterion B: Design Level of Achievement 0 1-2 3-4 5-6
Year 5 Descriptor The student does not reach a standard described by any of the descriptors below. The student generates one design, and makes some attempt to justify this against the design specification. The student generates a few designs, justifying the choice of one design and fully evaluating this 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.
Criterion C: Plan Level of Achievement 0 1-2 3-4 5-6
Year 5 Descriptor The student does not reach a standard described by any of the descriptors below. The student produces a plan that contains some details of the steps and/or the resources required. The student produces a plan that contains a number of logical steps that include resources and time. The student makes some attempt to evaluate the plan. 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.
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Criterion D: Create Level of Achievement 0 1-2 3-4 5-6
Year 5 Descriptor The student does not reach a standard described by any of the descriptors below. The student considers the plan and creates at least part of a product/solution. The student uses appropriate techniques and equipment. The student follows the plan and mentions any modifications made, resulting in a product/solution of good quality. 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.
Criterion E: Evaluate Level of Achievement 0 1-2 3-4
5-6
Year 5 Descriptor The student does not reach a standard described by any of the descriptors below. The student evaluates the product / solution or her own performance. The student makes some attempt to test the product / solution. The student evaluates the product / solution and her own performance and suggests ways in which these could be improved. The student tests the product / solution to evaluate it against the design specification. 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 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.
Criterion F: Attitude to Technology It focuses on an overall assessment of two aspects: • personal engagement (motivation, independence, general positive attitude) • attitudes towards safety, cooperation and respect for others. Level of Achievement 0 1-2 3-4 5-6
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Year 5 Descriptor The student does not reach a standard described by any of the descriptors below. The student occasionally displays a satisfactory standard in one of the aspects listed above. The student frequently displays a satisfactory standard in both of the aspects listed above. The student consistently displays a satisfactory standard in both of the aspects listed above.
Middle Years Program 2009 Assessment Criteria
Grade Boundaries The Arts (Drama, Music, Visual Art) Grade Boundaries 1 0-6 2 7-10 3 11-14 4 15-21 5 22-25 6 26-29 7 30-34
Physical Education Grade Boundaries 1 0-5 2 6-10 3 11-15 4 16-20 5 21-24 6 25-28 7 29-32
Humanities (Geography, History) Grade Boundaries 1 0-7 2 8-12 3 13-18 4 19-23 5 24-28 6 29-33 7 34-38
Religious Education Grade Boundaries 1 0-7 2 8-12 3 13-18 4 19-23 5 24-28 6 29-33 7 34-38
Language A (English) Grade Boundaries 1 0-4 2 5-9 3 10-14 4 15-19 5 20-23 6 24-27 7 28-30
Science Grade 1 2 3 4 5 6 7
Language B (Chinese, ESL, French, Italian) Grade Boundaries 1 0-8 2 9-16 3 17-23 4 24-30 5 31-36 6 37-42 7 43-48
Technology (ICT, Food, Textiles) Grade Boundaries 1 0-5 2 6-9 3 10-15 4 16-21 5 22-26 6 27-31 7 32-36
Boundaries 0-5 6-11 12-18 19-24 25-28 29-32 33-36
Mathematics (Mathematics, Extended Mathematics) Grade Boundaries 1 0-4 2 5-8 3 9-12 4 13-17 5 18-21 6 22-25 7 26-28 Middle Years Program 2009 Assessment Criteria
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Final Grade and Descriptors Grade
Descriptor
Grade 1
Minimal achievement in terms of the objectives.
Grade 2
Very limited achievement against all the objectives. The student has difficulty in understanding the required knowledge and skills and is unable to apply them fully in normal situations, even with support.
Grade 3
Limited achievement against most of the objectives, or clear difficulties in some areas. The student demonstrates a limited understanding of the required knowledge and skills and is only able to apply them fully in normal situations with support.
Grade 4
A good general understanding of the required knowledge and skills, and the ability to apply them effectively in normal situations. There is occasional evidence of the skills of analysis, synthesis and evaluation.
Grade 5
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.
Grade 6
A consistent and thorough understanding of the required knowledge and skills, and the ability to apply them in a wide variety of situations. Consistent evidence of analysis, synthesis and evaluation is shown where appropriate. The student generally demonstrates originality and insight.
Grade 7
A consistent and thorough understanding of the required knowledge and skills, and the ability to apply them almost faultlessly in a wide variety of situations. Consistent evidence of analysis, synthesis and evaluation is shown where appropriate. The student consistently demonstrates originality and insight and always produces work of high quality.
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Middle Years Program 2009 Assessment Criteria
General Regulations: Middle Years Program For students and their legal guardians © International Baccalaureate Organisation 2006, 2007
I.
General
Article 1: Scope The International Baccalaureate Organisation (hereinafter “the IB Organisation”) is a foundation that has developed and offers three programs of international education entitled the “Primary Years Program” (PYP), the “Middle Years Program” (MYP) and the “Diploma Program”. It authorises schools to offer one or more of these programs to its students. An IB World School® is a school that has been authorised by the IB Organisation to offer one or more of its programs. This document describes the regulations that apply to those schools that have been authorised as IB World Schools to offer the MYP. When used herein the term “legal guardians” encompasses parents and individuals with guardianship of any IB student enrolled in the MYP. Article 2: Role and responsibilities of schools 2.1
The IB Organisation has developed the MYP as an inclusive program aimed at students in the 11–16 age group.
2.2
The MYP is designed to give schools and students the option of registering to receive grades validated by the IB Organisation through a process of external moderation. If this option is chosen, the MYP leads to the award of MYP certificates and issuance of MYP records of achievement.
2.3
The IB Organisation has established a curriculum framework and assessment requirements for each subject group in the MYP and the personal project, which cover the MYP in general and also define the requirements leading to the award of the MYP certificates and issuance of MYP records of achievement. The IB Organisation is the sole organisation entitled to award MYP certificates and to issue MYP records of achievement, where students have satisfied the assessment requirements in accordance with these General Regulations: Middle Years Program (hereinafter “general regulations”). Administrative details relating to these general regulations are contained in the current MYP coordinator’s handbook, which is the procedures manual issued by the IB Organisation for schools.
2.4
Because the IB Organisation is not a teaching institution and does not provide teaching services to students, the MYP is implemented and taught by IB World Schools (hereinafter “school(s)”). The schools are private or state entities, all of which are entirely independent from the IB Organisation and solely responsible for the implementation and quality of teaching of the MYP.
2.5
The schools are responsible for informing students and legal guardians regarding the general characteristics of the MYP and how the school implements it.
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2.6
The IB Organisation cannot guarantee that a school will remain capable and willing to implement the MYP. Consequently, the schools bear sole responsibility to students and legal guardians if, for any reason, a school’s authorisation to implement the MYP is withdrawn by the IB Organisation or a school decides to terminate its authorisation.
Article 3: Recognition of the MYP certificate and MYP record of achievement The IB Organisation attempts to ensure recognition of the MYP certificates and MYP records of achievement but does not guarantee their acceptance by other institutions, whether or not they are authorised by the IB Organisation, or by the relevant educational authorities. Consequently, students and legal guardians bear the sole responsibility for verifying the position in this regard of all institutions in which a student is interested in enrolling, and for consulting the relevant legislation. Article 4: Use of student materials submitted to the IB Organisation 4.1
Students completing assessment tasks produce materials in a variety of forms. These materials (hereinafter “the materials”) include all forms of written work, audio and visual materials, computer programs and data and, in certain cases, may contain images of the students.
4.2
Students retain copyright in all materials submitted for assessment purposes, but by submitting those materials, and subject to article 4.5, students thereby grant the IB Organisation a non-exclusive, charge-free, worldwide licence, for the duration of the statutory copyright protection, to reproduce submitted materials in any medium for assessment, educational, training and/or promotional purposes relating to the IB Organisation’s activities, or to those related activities of which it approves.
4.3
Wherever the materials are held for moderation or monitoring of assessment purposes, for example, by the school, by an IB Organisation moderator or at the International Baccalaureate Curriculum and Assessment Centre (hereinafter “IB Cardiff”), they are always held on behalf of the IB Organisation.
4.4
Where the IB Organisation uses these materials for purposes other than assessment, it may modify, translate or otherwise change them to meet particular needs and, in order to protect the identity of the student and of the school, will anonymise them before publication in print or in electronic form. Under exceptional circumstances, a student may withdraw this licence for a specific piece of work, as provided in article 4.2. In such case the IB Organisation must be notified in accordance with the procedure described in the current MYP coordinator’s handbook. The student must submit a written notification to the school’s MYP coordinator who has the duty to inform the IB Organisation by the due date. In these cases, the IB Organisation will use the material only for moderation or monitoring of assessment purposes.
4.5
4.6
All materials submitted to the IB Organisation for moderation or monitoring of assessment purposes become the property of the IB Organisation, which, once the moderation or the monitoring of assessment is complete, is entitled to retain the materials for record-keeping purposes or to destroy them according to its needs.
Article 5: Implementation of the program 5.1
Students must use the school’s MYP coordinator as the intermediary for any communication with the IB Organisation.
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5.2
The MYP is designed as a five-year program where students are exposed to structured learning in eight subject groups each year. Where a five-year program is not possible, schools may be authorised by the IB Organisation to implement a shorter program.
5.3
Objectives and final assessment criteria are prescribed for all MYP subjects and the personal project. However, prescription regarding curriculum content is kept to a minimum to preserve the flexibility of the program.
5.4
To be eligible for the MYP certificate and MYP record of achievement students must satisfy the assessment requirements in all eight subject groups. An exception to this is that bilingual students may register for final assessment in two languages A instead of one language A and one language B.
5.5
As an exception, the IB Organisation may approve a course of study that does not include all eight subject groups in MYP Years 4 and/or 5, provided that certain conditions are met.
5.6
In addition to satisfying the assessment requirements of the eight subject groups, students must: a. submit a personal project—a significant body of work produced over an extended period in the final year of the program b. have met the expectations of community and service to the satisfaction of the school.
Article 6: Languages 6.1
The MYP may be taught in any language or languages. However, to be eligible for the MYP certificate and MYP record of achievement, students must reach sufficient competency to ensure work sent for moderation is in one of the four languages of the MYP: English, French, Spanish or Chinese for all subject groups except languages A and B.
6.2
For grades to be validated, some languages A and B may need approval from the IB Organisation.
6.3
The IB Organisation may also approve language courses that are equivalent to MYP language A but not necessarily taught by the school. In this case, an explanatory statement is given in place of a language A grade on the MYP record of achievement.
II.
Assessment
Article 7: Assessment procedures The work of MYP students is internally assessed by teachers. The IB Organisation does not provide examinations. When students reach the final year of the program, schools have the option of registering students to receive grades validated by the IB Organisation, through a process of external moderation of schools’ internal assessment. Article 8: Eligibility for the MYP certificate Only students who have participated in Years 4 and 5 of the program are eligible for the MYP certificate. Other students are eligible for the MYP record of achievement only.
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Article 9: Registration process for grades validated by the IB Organisation Students who wish to have their grades validated by the IB Organisation must be registered by the school and must take the requisite courses and complete assessments at the school. The school must complete such registrations and pay the related fees by the relevant deadlines. Only students whose grades have been validated by the IB Organisation and have met specific assessment requirements are eligible to be awarded the MYP certificate and be issued with an MYP record of achievement. Article 10: Notice of assessment requirements It is the responsibility of schools to ensure that students comply with all the assessment requirements of the MYP. It is also the responsibility of schools to submit samples of students’ work for moderation in line with IB Organisation requirements and deadlines. Non-compliance with these requirements may mean that MYP certificates and MYP records of achievement cannot be awarded.
III.
Grades validated by the IB Organisation
Article 11: Internal assessment To be eligible for the MYP certificate and MYP record of achievement, students must complete (as a minimum) the assessment tasks prescribed by the IB Organisation for each subject group. These tasks are set by teachers, normally in the final year of the program, and assessed internally according to IB Organisation subject-specific assessment criteria that address the objectives in the appropriate group. Teachers must also supervise and assess the personal project in the same way. Article 12: Determination of grades 12.1
Teachers must assess each student’s work against IB Organisation-prescribed criteria for each subject in which the student is registered. The personal project is also assessed by teachers against the IB Organisation prescribed criteria. The levels achieved for each criterion are added together to give a criterion levels total for each student in each subject and the personal project.
12.2
The final grade is determined by the IB Organisation, following a process of external moderation, as outlined in article 13.
12.3
Grades range from 1 (lowest) to 7 (highest). IB Organisation grade descriptors are published, which indicate the standard achieved for each grade.
IV.
Moderation
Article 13: Moderation of students’ work 13.1
Moderators appointed by the IB Organisation review and assess samples of students’ work according to the same IB Organisation subject-specific assessment criteria used by teachers.
13.2
Validated grades are determined by the IB Organisation by applying the grade boundaries to the moderated criterion levels totals. Students’ grades may or may not be adjusted depending on whether or not teachers’ assessments in their school meet predetermined standards for each subject and the personal project.
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V.
Award of the MYP certificate and MYP record of achievement
Article 14: Conditions for the award of the MYP certificate and MYP record of achievement 14.1
MYP certificates and MYP records of achievement will only be awarded to students whose grades have been validated by the IB Organisation.
14.2
The IB Organisation will award an MYP certificate to each registered student who has participated in Years 4 and 5 of the program, and who has achieved an overall standard in all aspects of the MYP. The student must: a. have gained a grade total of at least 36 from the eight subject groups and personal project combined, out of a possible maximum of 63 b. have gained at least a grade 2 in at least one subject from each subject group c. have gained at least a grade 3 for the personal project d. have met the expectations of community and service to the satisfaction of the school. If more than one subject has been entered in a given subject group, only the single best grade will count towards the MYP certificate.
14.3
The IB Organisation will issue an MYP record of achievement to each student indicating: a. the grade obtained for each subject in which the student has been registered b. the grade obtained for the personal project c. that community and service requirements have been met, unless the school notifies the IB Organisation to the contrary.
VI.
Special cases
A: Special needs Article 15: Definition of special needs A special need is any permanent or temporary diagnosed need that could put a student at a disadvantage and prevent him or her from being able to demonstrate skills and knowledge adequately. Article 16: Eligibility Students with diagnosed special needs are not prevented from following the MYP or from being eligible for the MYP certificate and MYP record of achievement. However, where a student’s special needs make assessment of some of the objectives impossible the student’s eligibility for the MYP certificate may be affected. Article 17: Applicable procedure 17.1
The IB Organisation must be informed by no later than the end of the penultimate year (normally Year 4) for the student(s) concerned, of any case where a diagnosed special need makes assessment of some of the course objectives impossible.
17.2
In these cases, schools are expected to make every effort to accommodate the needs of the student. The IB Organisation will consider any requests for special arrangements according to principles stated in the current MYP coordinator’s handbook.
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17.3
When the special needs of a student are such that an objective for a subject cannot be assessed, a grade for that subject cannot be awarded. However, the IB Organisation may, in certain circumstances and under certain conditions, where a request from the school has been supported by all the necessary information and documentation, as well as evidence of work achieved, award the MYP certificate and MYP record of achievement to a student with special needs who has not met all the objectives for a particular subject, provided all other conditions for the award of the MYP certificate have been met.
B: Adverse circumstances Article 18: Definition of adverse circumstances Adverse circumstances are defined as those beyond the control of the student that might be detrimental to his or her performance, including severe stress, exceptionally difficult family circumstances, bereavement, or events that may threaten the health or safety of students during the final two years of the program. Adverse circumstances do not include shortcomings on the part of the school at which a student is registered. Article 19: Applicable procedure Any application for special consideration in cases of adverse circumstances must be submitted to IB Cardiff as soon as possible by the school’s MYP coordinator on behalf of the student(s). C: Malpractice Article 20: Definition of malpractice 20.1
The IB Organisation defines malpractice as behaviour that results in, or may result in, the student or any other student gaining an unfair advantage in one or more assessments. Malpractice includes the following. a. Plagiarism: this is defined as the representation of the ideas or work of another person as the student’s own. b. Collusion: this is defined as supporting malpractice by another student, as in allowing one’s work to be copied or submitted for assessment by another.
20.2
The IB Organisation recognises that work submitted by students for moderation of internal assessment may contravene the standard academic practice of clearly acknowledging all ideas and words of other persons. Where the school considers this is not a deliberate attempt by a student to gain an unfair advantage, the school should take action to ensure that the practice is not repeated. If plagiarism is found by a moderator, the piece of work is not moderated. The school is contacted by the IB Organisation and asked to deal with the issue.
Article 21: Responsibilities of students Students are required to act in a responsible and ethical manner throughout their participation in the MYP and assessments. In particular, students must avoid any form of malpractice.
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Article 22: Applicable procedure 22.1
It is the responsibility of each school to ensure that all work used for final assessment is the individual work of the student. If a school has any doubts about the authenticity of students’ work, results should be withheld by the school for those students until it resolves the matter.
22.2
It is the responsibility of each school to submit to the IB Organisation only authentic work and results for each student.
VII
Final provisions
Article 23: Governing law Swiss law governs these general regulations and all other procedures relating to the assessment requirements. Article 24: Arbitration Any dispute arising from or in connection with these general regulations shall be finally settled by one arbitrator in accordance with the Swiss Rules of International Arbitration of the Swiss Chambers of Commerce. The seat of the arbitration shall be Geneva, Switzerland. The proceedings shall be confidential and the language of the arbitration shall be English. Article 25: Entry into force and transitory rules This version shall come into force on 1 September 2007 for June session schools or 1 January 2008 for December session schools. The IB Organisation may amend these general regulations from time to time. Each amended version applies to all students enrolling in the MYP after the date of entry into force of the amended version. Geneva, 1 August 2007
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Notes
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