Evaluating MYP Units Unit_____________________ Teacher__________________________ EVALUATING STATEMENTS OF INQUIRY Statement of inquiry Beginning/developing Using Sharing Emergent Capable Exemplary The statement of inquiry: The statement of inquiry: The statement of inquiry: • offers limited potential for • clearly explains a • establishes the unit’s transferring understanding significant conceptual relevancy and long-term beyond the content of this understanding of value by articulating a clear, unit appropriate complexity meaningful purpose for the • does not clearly include an • identifies a specific global inquiry identified MYP key concept, context and exploration • establishes the unit’s related concepts and global • communicates in purpose within a specific, context language that relevant and engaging • may mechanically connect invites inquiry and exploration of a global programme elements, with engagement context limited description of the • has potential for the • effectively connects key unit’s purpose and development of (broad) and related (deep significance transferrable understanding. disciplinary) concepts in • uses language that might ways that students can overwhelm students, limit understand and remember their ability to engage with • represents creativity and the inquiry, or articulate for complexity in its synthesis of themselves its purpose and MYP concepts and the value. chosen global context • develops specific disciplinary knowledge that supports transferable understanding. EVALUATIONG INQUIRY QUESTIONS Inquiry Questions Using Sharing Capable Exemplary Inquiry questions: Inquiry questions: • include examples of factual, • demonstrate clear understanding conceptual and debatable of the relationship between facts, questions concepts and debates • are clearly relevant to the • provide variety, generate purpose of the unit interest, establish relevance and represent appropriate complexity
Evaluating MYP Units Unit_____________________ Teacher__________________________ EVALUATING STATEMENTS OF INQUIRY Statement of inquiry Beginning/developing Emergent Using Capable Sharing Exemplary The statement of inquiry: • offers limited potential for transferring understanding beyond the content of this unit • does not clearly include an identified MYP key concept, related concepts and global context • may mechanically connect programme elements, with limited description of the unit’s purpose and significance • uses language that might overwhelm students, limit their ability to engage with the inquiry, or articulate for themselves its purpose and value. The statement of inquiry: • clearly explains a significant conceptual understanding of appropriate complexity • identifies a specific global context and exploration • communicates in language that invites inquiry and engagement • has potential for the development of transferrable understanding. The statement of inquiry: • establishes the unit’s relevancy and long-term value by articulating a clear, meaningful purpose for the inquiry • establishes the unit’s purpose within a specific, relevant and engaging exploration of a global context • effectively connects key (broad) and related (deep disciplinary) concepts in ways that students can understand and remember • represents creativity and complexity in its synthesis of MYP concepts and the chosen global context • develops specific disciplinary knowledge that supports transferable understanding. EVALUATIONG INQUIRY QUESTIONS Inquiry Questions Using Capable Sharing Exemplary Inquiry questions: • include examples of factual, conceptual and debatable questions • are clearly relevant to the purpose of the unit Inquiry questions: • demonstrate clear understanding of the relationship between facts, concepts and debates • provide variety, generate interest, establish relevance and represent appropriate complexity
Evaluating%20MYP%20Rubrics%20in%20WORD.docx