ASSESSING Accomplished MYP Unit Planner Skillful Teacher routinely uses assessments to measure Formative Assessments (pg. 3) How can I use assessment to inform instruction and improve student student mastery and provides different performance? ways to demonstrate mastery and PROFESSIONALISM How do I communicate to students that differentiate instruction what we’re doing is important, that they can checks for understanding at most key Reflection: Considering the planning, do it well, and that I won’t give up on them? moments and makes whole-class process and impact of the inquiry- During adjustments accordingly teaching the unit (pg. 4) ASSESSMENT OF Formative Assessments (pg. 3) STUDENT LEARNING (Standard 3) when an explanation is not effectively Reflection: Considering the planning, leading students to understand the process and impact of the inquiry-During Student mastery content, adjusts quickly and uses an teaching the unit (pg. 4) Checks for understanding alternative way to explain the concept Formative/ summative can articulate what the students best Reflection: Considering the planning, adjustments understood, what areas remain process and impact of the inquiry- During Descriptive teaching the unit, After teaching the unit challenges, and how these will be feedback (pg. 4) woven into subsequent lessons Rubrics/exemplars students receive substantive and Summative Assessment (pg. 2) specific feedback Formative Assessment (pg. 3) Provide Rubrics in advance, self-grade and students are engaged in reflection and show awareness of their own strengths and weaknesses
ASSESSING Accomplished MYP Unit Planner Skillful Teacher ASSESSMENT OF STUDENT LEARNING (Standard 3) Student mastery Checks for understanding Formative/ summative adjustments Descriptive feedback Rubrics/exemplars routinely uses assessments to measure student mastery and provides different ways to demonstrate mastery and differentiate instruction checks for understanding at most key moments and makes whole-class adjustments accordingly when an explanation is not effectively leading students to understand the content, adjusts quickly and uses an alternative way to explain the concept can articulate what the students best understood, what areas remain challenges, and how these will be woven into subsequent lessons students receive substantive and specific feedback students are engaged in and show awareness of their own strengths and weaknesses Formative Assessments (pg. 3) Reflection: Considering the planning, process and impact of the inquiry- During teaching the unit (pg. 4) Formative Assessments (pg. 3) Reflection: Considering the planning, process and impact of the inquiry-During teaching the unit (pg. 4) Reflection: Considering the planning, process and impact of the inquiry- During teaching the unit, After teaching the unit (pg. 4) Summative Assessment (pg. 2) Formative Assessment (pg. 3) Provide Rubrics in advance, self-grade and reflection How can I use assessment to inform instruction and improve student performance? How do I communicate to students that what we’re doing is important, that they can do it well, and that I won’t give up on them? PROFESSIONALISM