3. Regular internal assessment
• Students and parents’
understanding of the objectives and criteria;
• Preparation for final assessment;
• Development according to the principles of
the programme
4. Criterion-related model of
assessment
Teachers structure varied and valid assessment
tasks:
•open-ended problem-solving activities and
investigations,
•organized debates, tests and examinations,
•hands-on experimentation,
•analysis and reflection.
5. Quantitative and qualitative
assessment
• Rubrics
• Performance records
• Checklists Responsibility of a
subject teacher
+
• Portfolios Self-assessment
+
Peer-assessment
6. Externally Set Exams
• MYP doesn’t provide such assessment
• Some schools may have national
requirements that include externally set
exams or tests
10. Monitoring of assessment
• a service available to IB World Schools allows
schools to send samples of assessed student
work in order to receive feedback from an
experienced MYP moderator in the form of a
report.
• provide support and guidance in the
implementation and development of the
programme
12. The MY em
P phasizes:
• a broad and balanced education that focuses
on values as well as knowledge;
• physical, affective, social and intellectual
development;
• understanding of the interconnectedness and
applications of knowledge and skills;
• search for relevance and meaning;
• helps to acquire a deeper understanding of
the concepts.
13. The MYP is designed:
• to help adolescents develop a knowledge of,
and interest in, local and global issues;
• to encourage international-mindedness and
responsible citizenship;
• to make an explicit emphasis on
communication and intercultural awareness.
14. MYP requires :
• schools and the teachers working as teams in
reflecting on, developing, organizing and
delivering the curriculum, paying close
attention to the perspectives of the students.
• It empowers teachers and students to shape a
stimulating but rigorous learning experience.
