Beginning/developing Using Sharing Emergent Capable Exemplary ATL skills in this unit: ATL skills in this unit: ATL skills in this unit: • identify skills from one or • develop general and • support and develop MYP more MYP skill clusters subject-specific subject-group objectives competencies • are chosen in relationship • offer students to the unit’s objectives and • are taught explicitly and opportunities to develop assessment tasks practiced in the course of the responsibility for their own unit learning through • connect with a larger plan independent practice for developing students’ ATL • help students to reach skills higher achievement levels • integrate meaningfully with for the unit’s summative learning engagements and • develop too many or too assessment task(s) assessment tasks few ATL skills that may be too simple or too complex • provide a focus for student • support a clearly identified for the intended learners. self-evaluation and progression of learning reflection on personal across the MYP years growth and development • articulate ATL skills in the • are vertically articulated. unit with other subject groups, year levels or wide plans (documented in the school’s ATL chart). EVALUATING CONTENT Content Beginning/developing Using Sharing Emergent Capable Exemplary The unit’s subject The unit’s subject matter/content: matter/content: • lists subject-group knowledge • includes disciplinary that illustrates or is informed knowledge and skills to be by the unit’s chosen key and taught and learned that are related concepts solidly connected with the • aligns with the MYP chosen key and related aims and objectives concepts chosen for the unit • begins with students’ prior • represents an appropriate understanding and builds level of challenge. necessary background knowledge • connects MYP objectives with any local requirements,
Beginning/developing Emergent Using Capable Sharing Exemplary ATL skills in this unit: • identify skills from one or more MYP skill clusters • are chosen in relationship to the unit’s objectives and assessment tasks • connect with a larger plan for developing students’ ATL skills • develop too many or too few ATL skills that may be too simple or too complex for the intended learners. ATL skills in this unit: • develop general and subject-specific competencies • are taught explicitly and practiced in the course of the unit • help students to reach higher achievement levels for the unit’s summative assessment task(s) • provide a focus for student self-evaluation and reflection on personal growth and development • are vertically articulated. ATL skills in this unit: • support and develop MYP subject-group objectives • offer students opportunities to develop responsibility for their own learning through independent practice • integrate meaningfully with learning engagements and assessment tasks • support a clearly identified progression of learning across the MYP years • articulate ATL skills in the unit with other subject groups, year levels or plans (documented in the school’s ATL chart). EVALUATING CONTENT Content Beginning/developing Emergent Using Capable Sharing Exemplary The unit’s subject matter/content: • lists subject-group knowledge that illustrates or is informed by the unit’s chosen key and related concepts • aligns with the MYP aims and objectives chosen for the unit • represents an appropriate level of challenge. The unit’s subject matter/content: • includes disciplinary knowledge and skills to be taught and learned that are solidly connected with the chosen key and related concepts • begins with students’ prior understanding and builds necessary background knowledge • connects MYP objectives with any local requirements, wide
Evaluating%20MYP%20Rubrics%20in%20WORD.docx