These are larger assessments such as essays, exams, projects, or presentations. While formative assessments can be used to determine achievement levels, it is summative assessments are used to determine a student’s level of achievement to the greatest extent.
As an MYP school, IICS uses criterion-referenced assessment based on student skills, not just content knowledge. Each subject has four assessment criteria and each criterion is graded out of a possible score of eight. As a criterion-referenced assessment, it is important to note that converting student scores out of eight into percentages would be an inaccurate way to interpret these scores.
In the MYP, students are measured by their progress, NOT through an average of points earned. To do this, each subject has four assessment criteria (A, B, C, D) that measure students against certain standards or skills. These objectives measure skills most relevant to the subject. Students are assessed based on their level of consistent demonstration of skills. It is very important to note that these scores are not calculated based on total points and averages.
All subject criteria have a total of five achievement bands (0 / 1-2 / 3-4 / 5-6 / 7-8). Scores of 3-8 are passing. A score of 0-8 will be given to the student based on his or her most consistently demonstrated level of achievement. For example, if a student is achieving at a level of 3 at the start of the school year but improves to show consistent achievement at the level of 7, the student will receive a score of 7 for that specific criterion. This method most accurately reflects their level of skill in that area at that time. Thus, the pressure is not on the student to “get it” right away but rather reflects the MYP’s commitment to hard work, improvement, and progress.