Hello everyone,
For module 8 you will only be posting in the discussion board. The details for the task are outlined in the attachments - please follow the instructions in the attachment for the programme that you are focusing on for this course ( DP).
The Discussion Board post is due by Friday, July 25th. The response to a peer is due by Sunday, July 27th.
As always let me know if you have any questions!
Best regards,
Resources:
https://corwin-connect.com/2019/05/finding-the-balance-of-surface-and-deep-learning-john-hattie-responds-to-alfie-kohn/
https://resources.ibo.org/ib/topic/Inclusive-education/?lang=en
https://teachingcommons.unt.edu/teaching-essentials/course-design/grasps-model-meaningful-assessment
https://www.amazon.ca/Collective-Efficacy-Educators-Beliefs-Learning/dp/1506356494
https://www.amazon.ca/School-Climate-Leading-Collective-Efficacy/dp/1506385990
https://corwin-connect.com/2019/05/finding-the-balance-of-surface-and-deep-learning-john-hattie-responds-to-alfie-kohn/
https://tapintoteenminds.com/3act-math/
https://tapintoteenminds.com/spiralling-guide/
https://www.youcubed.org/
https://www.youcubed.org/week-inspirational-math/
http://www.onetwoinfinity.ca/
Module 8 PYP
Task 1 - Unpacking Assessment Criteria – Discussion Board Post
PYP Scope and Sequence documents are posted in the Module 6 resource folder. Review the PYP scope and sequence documents for the various subjects - learning outcomes are identified for each subject for different grades/ages/phases.
In your discussion board post: Identify an assessment task you have created/used in the past (or one you could see yourself using)– link this task to one of the subject scope and sequences. Take two learning outcomes you could assess using your identified task and identify four different levels of competency- write descriptors of those levels of competency that are task specific to the task you have chosen.
Give feedback to another person on their post. Please give feedback on their task specific levels of competency by responding to their post – Is it clear? Is it specific enough? Will students be able to understand the expectations? Will these levels help students identify possible areas of challenge as well as strength?
Task 1: Unpacking Assessment Criteria – Discussion Board Post
From the general assessment rubrics (in your subject guide) to task-specific rubrics.
Using the MYP subject guide (which you have used in previous modules and can be found in the resource folder for module 6, identify the assessment criteria (aligned with the objectives) for your chosen subject and grade level (criteria is provided for MYP Year 1, Year 3 and Year 5).
(i) Identify an assessment task you have created/used in the past that might serve to build towards one of the subject objectives from the guide for your subject.
The task I will use is: ________ (if you don’t have one that fits from the past, please create one)
(ii) Take the assessment objective and criteria you have chosen to use with this task and create a rubric. Make the rubric specific to the task you have chosen and show the different levels of achievement towards that objective through task specific criteria in the rubric levels. The criteria in the guide is written quite generally, so in thinking about the task you have chosen, write in more specific, concrete terms how students would meet the criteria for the specific task you’ve designed (do so for each achievement level).
** Please give one other person feedback on their task specific criteria by responding to their post – Is it clear? Is it specific enough? Will students be able to understand the expectations? Will it help students identify possible areas of challenge as well as strength?
Module 8 DP
Task 1 – Unpacking Assessment Criteria - Discussion Board Post
From the general subject objectives (in your subject guide) to a task-specific rubric
In your subject guide (which you have used in previous modules and can find in the resource folder for module 6), find the assessment objectives for your chosen subject and grade level.
(i) Identify an assessment task you have created in the past that might serve to build towards two of these assessment objectives.
Examples of Assessment Objectives from The DP Subject Guide Language A) : Language and Literature
Know, Understand and Interpret:
A range of texts, works and/or performances, and their meanings and implications
Contexts in which texts are written and/or received
Elements of literary, stylistic, rhetorical, visual and/or performance craft
Features of particular text types and literary forms.
Analyse and Evaluate:
Ways in which the use of language creates meaning
Uses and effects of literary, stylistic, rhetorical, visual or theatrical techniques
Relationships among different texts
Ways in which texts may offer perspectives on human concerns.
Communicate ideas in clear, logical and persuasive ways
In a range of styles, registers and for a variety of purposes and situations
Taken from Language A: language and literature guide
First assessment 2021
The task I will use is: ________ (if you don’t have one that fits from the past, please consider a new one)
The two objectives I will focus on are: _________________
(ii) Take these two assessment objectives you would use for this task and create a rubric. Make the rubric specific to the task you have chosen and show the different levels of achievement towards that objective through task specific criteria in the rubric levels. The objectives are written quite generally, so ensure you write in specific, concrete terms how students would meet the objectives and the specific criteria for the specific task you’ve designed.
** Please give one other person feedback on their task specific criteria by responding to their post – Is it clear? Is it specific enough? Will students be able to understand the expectations? Will the rubric help students identify possible areas of challenge as well as strength?
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The task I will use is: Novel Inquiry Unit Essay and Presentation Project, this uses multiple rubrics, but specifically I am looking at the first one, "Journal",
The two objectives I will focus on are:
a) AO1: Understanding and Interpretation
b) AO2: Analysis and Evaluation
Rubric can be found attached to this post in the assessment package
READING JOURNAL - RUBRIC | ||||
CATEGORY | Level 1 (Below 50) | Level 2-3 (50-60/61-71) | Level 4-5 | Level 6-7 (Excellent) (93-96/97-100) |
AO1: Understanding and Interpretation | ||||
Knowledge and Understanding
Student analyzes with knowledge of novel’s literary elements | Analyzes limited knowledge of literary elements (student discussed the character’s introduction with reference to the text’s exposition) was demonstrated; Student needs prompting through conferencing to achieve articulation of plot, and characterization among other elements | Some analysis of knowledge of literary elements (Student could describe the journey of the character accurately with reference to the exposition and climax namely)was demonstrated | Considerable analytical knowledge of literary elements (Student could accurately demonstrate the way symbolism impact the interpretation of the text as well as the character’s journey)was demonstrated | A thorough analysis on knowledge of literary elements (Student can describe the way that the events of the plot and experiences of the character are all designed to illuminate a key theme from exposition to the bitter end) was demonstrated |
Application
Evaluate specific and clear support, reasons, and examples provided | Limited evaluation of support from the novel is provided (summaries or references to online summaries); Student demonstrates that they do not know how to access the primary text to collect evidence | Some evaluation of support from the novel is provided (student provides quotes that are surface level representations of the text) | Considerable evaluation of support from the novel is provided (Student includes quotes that hold strong relevance to the discussion points) and makes logical inferences to the text’s meanings | Thorough evaluation support from the novel is provided (Student has designed opportunity to investigate further through inquiry-fed research to better understand the theme they are exploring in the text) |
AO2: Analysis and Evaluation | ||||
Thinking and Inquiry
Comparing Personal connections with that of a text | Limited comparison between personal connections are developed (Student does not demonstrate applied interest to the book and uses very few first person statements in regards to application of the themes in everyday life) | Some comparison between personal connections are developed (Student can apply interest to the topic but demonstrates a lack of motivation to read through the book, the student struggles to provide personal examples) | Considerable comparison personal connections are developed (Student calls upon personal examples as reference points, but relevance to topic may be weak) | Thorough comparison personal connections are developed (Relevance to topic high as student discusses themselves and their perspectives based on their experiences, epistemology or understandings) |
Communication
Discussion in assignment is edited and formatted correctly | Discussion is limited editing (use of technology) and formatting errors in each paragraph (MLA headings; Work Cited and font decor) demonstrated | Discussion includes some editing (use of technology and undisclosed editor) and 5 or more formatting (MLA headings; Work Cited and font decor) demonstrated | Discussion includes considerable editing (with teacher or a peer mentor) and formatting (MLA headings; Work Cited and font decor), between 3-4 errors observed | Thorough editing (conferencing with a teacher and peer-mentor) and formatting (MLA headings; Work Cited and font decor); as few as 3 or less errors observed through discussion |
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