“The aim is to get the students actively involved in seeking this evidence: their role is not simply to do tasks as decided by teachers but to actively manage and understand their learning gains. This includes evaluating their own progress, being more responsible for their learning, and being involved with peers in learning together about gains in learning. If students are to become active evaluators of their own progress, teachers must provide the students with appropriate feedback so that they can engage in this task.” -- John A.C. Hattie, Visible Learning for Teachers: Maximizing Impact on Learning
IB MYP Assessment at SMA Prep
The most effective use of assessment is to create ongoing learning experiences that show evidence of the growth of each learner. Assessment is most effective when communicating what is being assessed and for what purpose. SMA Prep uses a formative and summative assessment approach that is criterion-related and follows the IB MYP framework and philosophy. IB MYP also places emphasis on Approaches to Learning Skills (ATL) which are “soft skills” developed across all subjects to build adaptability and flexibility in all learners so they can effectively and impactfully navigate the changing world around them.
Recording and Reporting
Levels of understanding (formative) and levels of achievement (summative) for each subject-specific criteria are recorded and reported. SMA Prep uses the Sarasota County Schools family portal to communicate information about a student’s progress. Parents/Guardians & cadets should have separate accounts with different usernames. The cadet's N# is required to create an account. Once parents/guardians have created their account, it is recommended to sign up for notifications to receive automatic emails for missing work and weekly assignment reports. Go to "settings" in the portal to sign up.
Cadets should become knowledgeable about how their teachers use Gradebook and check it frequently. Formative tasks should be completed in a timely manner in order to be successful in summative work. Parents can support their cadet’s progress by building consistent routines of conversation about what skills, content and unit inquiry they are working on and offering structured time at home for homework and independent reading.
Formative Assessment & Indicators
Formative assessment is meant to inform the student, teacher, and parent about the student’s progress before, during, and after the learning process. It is during this time students develop (ATL) skills, build content knowledge and learn to ask good questions within the concepts and contexts of a unit’s Statement of Inquiry. Indicators on formative work provide feedback to cadets and are predictive of summative performance. Formative work is assessed using a 5-10 scale that indicates a level of understanding as seen in the chart below:
Summative Assessment & Indicators
The summative assessment is a culminating task for a unit, indicating a student’s achievement level relating to specific IB MYP objectives and corresponding criteria. The summative task allows students to “show what they know and can do” in response to the unit’s Statement of Inquiry developed within subject-related Key Concepts and more generally through Global Contexts and Explorations. Examples of summative assessments could include research projects, unit tests, design labs, essays, lab reports, art and design projects and portfolios, and authentic reenactments and simulations. Summative work is also assessed using a 5-10 scale, however, these indicators relate to specific criteria for each subject.
In the portal, each subject lists criteria as 4 separate categories. The MYP assessment criteria across subject groups are summarized below:
Completion Only Indicators
Teachers may use a "completion only" category to record assignments completed or turned in before the student’s understanding has been assessed. An example of this may be weekly homework that has not yet been reviewed but that the student has completed. This category may also be used for permission slips or other forms communicating if they have been turned in.
Approaches to learning
Through Approaches to Learning (ATL) skills instruction and practice, students are provided with tools enabling them to take responsibility for their own learning. Central to this approach is metacognition which can be described as "learning about how you learn". It is important that students understand themselves as learners, how they learn best, and that learning is a process, not an instant result. Along with a student developing their own understanding of how they learn there is also the development of a growth mindset that will further empower them as learners. Explicit instruction of ATL skills is embedded in units of study in all subjects and evaluated through the ongoing formative and summative process.
The 5 Approaches to Learning Skill Categories