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
• are developed to address the needs of diverse learners • are appropriately rigorous. • include teacher- and questions that lead to deeper understanding • identify structured or scaffolded learning pathways • develop sophisticated critical and creative thinking • help to prepare students to undertake summative assessment. EVALUATING SUMMATIVE ASSESSMENTS Summative Assessments Using Capable Sharing Exemplary The summative assessment task(s): • relates to the statement of inquiry • offers students a meaningful opportunity to demonstrate what they understand (know and can do) • addresses MYP subject-group objectives • can be differentiated to meet individual student needs. The summative assessment task(s): • thoughtfully connects with the statement of inquiry • allows open-ended and multiple ways for students to communicate their understanding • thoroughly explains what students will do to demonstrate understanding • uses relevant MYP subject-group criteria to judge student achievement • represents an appropriate degree of challenge • balances manageability with authenticity • takes into account students with inclusive assessment arrangements. EVALUATING ATL Approaches to learning (ATL)
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 RESOURCES 7) Resources Beginning/developing Emergent Using Capable Sharing Exemplary Resources: • provide some of the information and learning environments necessary for achieving the unit’s purpose. Resources: • provide the information and learning environments necessary for achieving the unit’s purpose • represent culturally responsive and diverse points of view • support differentiated learning. Resources: • represent a range of creative springboards to learning • integrate technology effectively • create opportunities for hands-on learning • utilize people, organizations and facilities from the community • take into account students’ experiences and literacies • use multilingualism as a resource • promote further student inquiry. Evaluating Reflections Before, during and after the unit Beginning/developing Emergent Using Capable Sharing Exemplary Reflection before, during and after teaching: • documents reflection that includes at least one phase of the teaching process • partially considers connections to other programme components • captures general observations about what went well and what might be improved. Reflection before, during and after teaching: • documents reflection on the planning, process and impact of the inquiry • notes possible links with other subject groups and opportunities for student-led action and service learning • considers student engagement • notes potential future development (opportunities for improvement) Reflection before, during and after teaching: • demonstrates thorough and meaningful reflection throughout the teaching and learning process • encompasses the written, taught and assessed curriculum • makes interdisciplinary connections • documents the unit’s reflection of the IB’s mission