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-MYP Assessment

Assessment in MYP

At Westlake we recognize that students learn in different ways, and in keeping with a holistic view of education, we think it is important to provide a variety of different ways for students to demonstrate what they have learnt.

This is the guiding principle of MYP assessment. The program provides teachers with a structure for assessment based on fixed objectives for the final year (our grade 10), but the teachers can then adapt the criteria to meet the needs of their students in earlier years.

Assessment in MYP at WA is:

  • Varied in approach
  • Students might be assessed on project work, presentations to class, role-play and debate, essays, examinations or tests etc.

  • Formative as well as summative

  • Formative assessment means that students will be given assessed feedback on their work to help them improve it. They will also be involved in this assessment, perhaps through assessing their peers or even themselves.

    Summative assessment is a terminal activity usually assessed by the teacher, often graded tasks for the report cards.

  • Criterion-referenced, not deficit-based
  • Assessment will not be based simply on "how many questions can they answer?" or "what percentage have they achieved?" but rather "what skills have they learnt?" or "what level of understanding can they demonstrate?"

    The results of assessments will be provided for parents primarily through a report-card system and progress report. The report cards are designed for the Middle Years Program. They include:

  • A level for different criteria in that subject.
  • A comment by the teacher.

Criterion-Referenced Model of Assessment

The MYP offers a criterion-referenced model of assessment. This means that students' results are determined by performance against set standards, not by each student's position in the overall rank order.

 Teachers are responsible for structuring varied and valid assessment tasks that allow students to demonstrate achievement according to the required objectives within each subject group. These may include:

  • open-ended, problem-solving activities and investigations
  • organized debates
  • hands-on experimentation
  • analysis
  • reflection.

Assessment strategies, both quantitative and qualitative, provide feedback on the thinking processes as well as the finished piece of work. There is also an emphasis on self-assessment and peer-assessment within the programme.