IB MYP Assessment Policy ~ 2018-2019

The GCS Mission and Purpose Statements as well as the characteristics of the IB Learner Profile and the MYP Objectives/Criterion are the basis for our assessment philosophy and policy at Goshen International Middle School (GIMS). The philosophy of assessment at GIMS is to give accurate and timely feedback to teachers and students as well as reflecting on students’ knowledge and skills. Assessments enable teachers to describe student learning and ongoing interactions, which emerge within the context of their classroom. Students, teachers, and parents benefit from consistent encouragement of academic growth through purposeful and consistent formative and summative assessment practices. 

Purpose of Assessment: 

  • to help parents, students, and teachers better understand the strengths and weaknesses of the learner 
  • to use data to inform, enhance and improve the teaching and learning process 
  • to support and encourage student learning by providing feedback on the learning process 
  • allows students to demonstrate what they know, not what they don’t know 
  • to track and communicate the progress and growth of learners 
  • to promote a deep understanding of subject content (Indiana State Standards) by supporting students in their inquiries set in real-world contexts. 
  • to provide measurements, by which students may hold themselves accountable and create goals for their learning 
  • to facilitate student thinking and provide opportunities for students to apply their understanding to new circumstances 
  • to increase student confidence through practice 
  • to prepare students for success on the Community Project and eventually the Personal Project
  • to instill a growth mindset in students to create lifelong learners that positively contribute to a global society. 

Types of Assessment: Formative and Summative

 

Formative Assessment

(check for understanding)

Summative Assessment

(formal evaluation)

Reason

to improve instruction and provide student feedback

to measure student competency

When Used

ongoing throughout a unit of work

end of unit; end of course

Student Use

reflective self-monitoring of what they know, can do and understand

to determine progress toward criteria, standards, or learning targets

Teacher Use

ensure alignment of significant concepts, allow for differentiation, lead to precise teaching by driving instructional choices.

to determine grades, student placement in future courses, promotion, and teacher effectiveness

 

Standardized assessments 

Students at GIMS are required by federal, state, and corporation rules to take a variety of standardized tests throughout their time as students. These tests include, but are not limited to: ILearn, ECA, and NWEA. 

  • ILearn is given in the spring to grades 6, 7, 8 in ELA and Math.  In addition, a Social Studies test is given to 7th graders and a Science test is given to 6th & 8th graders.
  • ECA (End of Course Assessments) are given to non-ILearn and non-NWEA tested subjects.
  • NWEA is given three times a year (fall, winter, spring) in Reading, Language Usage, Math, and Science.  

Class assessments

Students at GIMS will take a wide variety of assessments as part of every course they take and are both formative and summative in their nature. Some methods of assessment include: writing, multiple-choice, oral, project, presentation, and performance. Teachers implement these in-class assessments at their discretion and at times when it is best for getting a picture of where students are in their learning. 

The IB MYP Programme stipulates that:

  • Teachers will use MYP assessment criteria to measure student growth on a variety of formative and summative assessments.
  • All MYP criterion strands will be assessed a minimum of twice in every course.
  • Both formative and summative assessments will be utilized as appropriate.
  • Teachers will strive to provide students with opportunities for self-assessment and peer evaluation.
  • Teachers will strive to include opportunities for students to make international and interdisciplinary connections.
  • Teachers will ensure students have opportunities to perform at the highest level of assessment criteria.
  • Priority will be given to the most recent evidence of student learning.
  • Teachers determine the final course grade using the published IB MYP grade boundaries as a guide.
  •  The MYP grade descriptors will be converted to letter grades when recorded on student transcripts.The general grade descriptor to letter grade conversion will be explained electronically and posted for parent and community understanding.
  • At GIMS, a grade of “F” or “0” will be issued when a student has not provided ANY evidence of demonstrated mastery toward the identified Indiana State Standard.  

Special needs assessment

Students at GIMS that have special needs receive a number of different services to ensure that assessments truly measure learning. School personnel regularly adapt assessments for different levels of students, provide help by reading assessments to students, scribing for students, allowing assessments to be typed or handwritten, language support for English language learners, etc. 

Grade Reporting 

Per district policy, students in grade 6 are provided scores of 1-4 and students in Grades 7 and 8 are provided letter grades of A-F via report cards issued at the midpoint and end of each trimester. All grades are standards-based.

Trimester grades provide a summative picture of student performance over a 12 -week period. All grading information is available electronically to students and parents throughout the school year on Skyward, the district’s electronic grade book system.

A trimester grade should reflect the level of the student’s mastery of the standards taught in that window of time.

Blank/Black Space: No Grade

A:  MASTERY of standards taught

B:  Mastery of MOST standards taught

C:  PARTIAL mastery of standards taught

D: MINIMAL mastery of standards taught

F:  NO mastery of the Standards taught

*Students in Grades 7 and 8 use the grading scale above. Students in Grade 6 use the same standards-based grading, but instead of using letter grades, numbers 1-4 are to be used.  (A=4, B=3, C=2, D=1, F=0)

Goshen International Middle School

Grading Scale

MYP-Points Earned

Conversion

7-8

A/4*

5-6

B/3*

3-4

C/2*

1-2

D/1*

0

F/0*

* indicates conversion for 6th grade students only

 

Any incomplete mark must be taken care of before trimester grades are issued. This is done by completing the required work. It is the responsibility of both the student and the teacher to rectify the incomplete. The teacher will provide an opportunity for the student to complete the work, and the student will assume the responsibility of completing the work before the end of the trimester. Failure to do so will cause the assignment grade to become a “0” for Grade 6 and an “F” for Grades 7 and 8. 

Instructional Learning Support Services: Students who receive Instructional Learning Support Services (IEPs, 504s, etc.) must receive grades based on progress toward the specific goals and objectives delineated in the IEP. If a student’s performance on related standards is impacted by the disability addressed in IEP goals, consideration must be given when determining the content grade. For example, a student with a writing disability may need special consideration when being graded on their ability to use the scientific method.

Assessment Review: Collaborative efforts between the building leadership team, subject leaders, and administrators will be expected on an annual basis to review the assessment policy and make necessary revisions.