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The purpose of this document is to clarify the expectations for assessment at Longfellow MS. This policy, as part of the MYP, applies throughout grades 6-8 and is to be communicated to and understood by all continuing and new teachers, students, parents, and administrators.
Assessment in the MYP aims to support and encourage student learning by providing feedback on the learning process, generally through the use of formative and summative assessments.
The purpose of assessment is to improve classroom instruction.
Types of Assessments:
Connected to instruction and learning to provide continuous feedback on the learning process. It is important to note this form of assessment informs the learning, but does not count in the student’s final summative assessment grade that is awarded, as there are no rubrics attached to this learning process.
Allows the student to show what has been learned by the end of the unit. It also allows the teacher to determine the effectiveness of instruction and to report to parents using the MYP criteria.
All teachers are required to administer per the district and state guidelines.
-Student teacher conferences
-Individual/group projects or presentations
-Essays (Analytical, Expository, Persuasive, Narrative, Research)
-STAAR (State of Texas -Assessments of Academic Readiness)
-CBAs (Curriculum Based Assessment)
-TSI (Texas Success Initiative)
Purpose of Formative Assessments for Students:
Purpose of Summative Assessment for Students:
Purpose of Assessments for Parents:
Purpose of Assessment for Teachers:
Using MYP Criteria and Determining Achievement Levels for All Subject Areas (For the Summative Assessment Only):
To determine a student’s achievement level, teachers will use a criterion-related approach. Student performance is measured against pre-determined assessment criteria based on the aims and objectives of each subject area. Teachers must gather sufficient evidence from a range of summative assessment tasks, to enable them to make a professional and informed judgment guided by criteria that are public and transparent to determine a student’s achievement level. In order to do this, teachers analyze the recent scores on summative tasks and determine the most consistent pattern of scores.
Common Practices for Recording and Reporting Summative Assessments
Translating MYP Scores to SAISD Scores:
*A student receiving a zero is a rare, case-specific situation. There is generally no evidence of anything completed during the unit time frame.
Reporting to Parents:
Parents, teachers, and students are partners in education. Students and parents are kept informed in the following ways:
International Baccalaureate Organization (May 2014). MYP: From principles into practice. Accessed May 5, 2016 from www.ibo.org
Henry Wadsworth Longfellow Middle School | 1130 E. Sunshine Dr. | San Antonio, TX 78228 | Phone: (210) 438-6520 | Fax: (210) 228-3013
It is the policy of San Antonio ISD not to discriminate on the basis of race, color, religion, national origin, age, sex, gender identity, gender expression, sexual orientation or disability in its vocational programs, services or activities as required by Title VI of the Civil Rights Act of 1964, as amended; Title IX of the Education Amendments of 1972; Section 504 of the Rehabilitation Act of 1973, as amended, and SAISD's board policies DIA, FFH, and FFI.
Es norma del distrito de San Antonio no discriminar por motivos de raza, color, religión, origen nacional, sexo, identidad de género, expresión de género, orientación sexual o discapacidad, en sus programas, servicios o actividades vocacionales, tal como lo requieren el Título VI de la Ley de Derechos Civiles de 1964, según enmienda; el Título IX de las Enmiendas en la Educación, de 1972, la Sección 504 de la Ley de Rehabilitación de 1973, según enmienda, y las pólizas DIA, FFH, y FFI de la mesa directiva de SAISD.
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