Assessment in the MYP
In the MYP, teachers report student progress via ManageBac, an online portal all parents can access. One of the challenges parents face is that assessment in MYP comes with its own ‘language’ and a ‘unique grading system’. The mYP is not like other systems!
What do the four criteria mean? All MYP subjects invite students to work towards four objectives – labelled as Criterion A, B, C and D.
Are the criteria the same in each subject? The terms A, B, C, and D are used in each subject, but the objectives differ. There are, however, always four, labelled as A, B, C, and D. We include a graphic at the bottom of the page where you can see the specific details of each objective for each subject.
What happens when a student undertakes an MYP assessment task?
There are two types of assessment tasks, known as ‘formative and/or summative’ assessments. Here are the key differences between formative and summative assessments:
Purpose:
- Formative Assessment: The primary purpose of formative assessment is to provide ongoing feedback during the learning process. It helps teachers and students identify strengths and weaknesses, allowing for adjustments and improvements as learning occurs.
- Summative Assessment: Summative assessment, on the other hand, is conducted at the end of a learning period (such as a unit, term, semester, or course) to evaluate overall student performance. It is more focused on determining the extent to which learning objectives have been achieved.
Timing:
- Formative Assessment: This type of assessment takes place during the learning process. It is ongoing and frequent, allowing for immediate feedback and adjustments.
- Summative Assessment: Summative assessments are typically administered at the end of a unit, course, or academic period.
Feedback:
- Formative Assessment: Feedback in formative assessment is immediate and specific, aiming to guide students in their learning journey. It is focused on improvement rather than assigning grades.
- Summative Assessment: Feedback in summative assessment is often provided after the assessment is completed, and its primary purpose is to summarise overall performance. Grades are commonly assigned in summative assessments.
Style:
- Formative Assessment: This type of assessment is often informal, involving techniques such as quizzes, discussions, observations, and feedback sessions.
- Summative Assessment: Summative assessments are more formal and structured, often involving standardised tests, final exams, or culminating projects.
Use:
- Formative Assessment: Formative assessments help inform instructional decisions, allowing teachers to adjust their teaching methods and students to adapt their learning strategies.
- Summative Assessment: Summative assessments are used for making final judgments about students’ overall performance and mastery of the content. They are often used for assigning grades or determining if students are ready to progress to the next level.
In summary, formative assessments are focused on the ongoing learning process and provide feedback for improvement, while summative assessments are conducted at the end of a learning period to make final evaluations of student performance. Both types of assessments play important roles in the overall assessment process at BBIS.
