Session+7+Task-specific+Clarifications

=__Aim__:=
 * Collaboratively developing task-specific clarifications and exemplars helps students to understand their progress and brings transparency to the assessment process.

=__Objectives__:=
 * To identify the relationship between what is asked of students in the task and how that will be achieved.
 * To recognize the holistic nature of a valid approach to arriving at a judgement.
 * To distinguish between tasks by age appropriateness.
 * To discuss the modification of tasks for age appropriateness.

=__Resources__:=

= SAFE FIREWORKS DISPLAY =

= INTERIM OBJECTIVES = =Standard C4 - Assessment #1a, 1b, 1c, 1d=
 * 1(a). The school uses the prescribed assessment criteria for each subject group in year 5 of the programme.
 * 1(b). The school implements a coherent framework of assessment criteria aligned with the school's interim objectives.
 * 1(c). Teachers standardize their understanding and application of criteria before deciding on achievement levels.
 * 1(d). The school provides students with task-specific clarifications for assessment.



= ACTIVITY: CLARIFY AND MAKE TASK SPECIFIC =
 * Create an age-appropriate, task-specific clarification to evaluate the summative assessment task "SAFE FIREWORKS DISPLAY" (see above) following these steps:

STEP 1

 * Identify the most appropriate objective strands for the task. (Remember to use the interim objective strands (see above) for age appropriateness.)

STEP 2

 * Using the four MYP Mathematics criteria Word documents below, insert the (interim) objective strand(s) into the highest descriptor box.

STEP 3

 * Use the bolded words in the Year 5 descriptors to clarify your own descriptors, moving from highest to lowest level.

** STEP 4 **

 * Replace the words that refer to the summative task at hand. (Example: "wide range" could be replaced by "at least 4" or "4 to 7")

=** ADDITIONAL RESOURCES **=

Please click here to view Mr. Davis' Wiki which clearly describes how Criterion D is assessed.

Student Handout - How to answer Criteria C and D assessments

// MYP: From principles into practice //

The value of the time invested in the process of rubric design is that those produced:
 * are an integral part of the learning process
 * support learning by guiding instruction
 * can be used with example materials to deepen understanding
 * bring transparency to the processes of assessment for teachers, students and parents
 * provide clear and measurable evidence of learning
 * can be used again in subsequent years
 * can be modified themselves as the units change over time
 * contribute to teacher reflections on the MYP unit of work
 * can be useful in curriculum review or monitoring when used collectively, as they can help to identify the specific content actually taught during a learning period.