![](\"https:\/\/www.toddleapp.com\/learn\/wp-content\/uploads\/2023\/01\/Group-6675.png\"){kind=icon}
How many assessments should I give per unit? Per year?<\/h3>![](\"https:\/\/www.toddleapp.com\/learn\/wp-content\/uploads\/2023\/01\/Vector-404.png\")
\n \n <\/a>\n \n Formative assessment is ongoing throughout the year and for each unit. These should be conducted regularly to give students a chance to practice their skills and demonstrate their current understanding of taught content and skills. Summative assessment generally takes place at the end of a period of learning (a unit), though there may be more than one summative assessment for a given unit.<\/p> \n <\/div>\n<\/div>\n\n\n
\n \n ![](\"https:\/\/www.toddleapp.com\/learn\/wp-content\/uploads\/2023\/01\/Q2.png\")
How many criteria should I assess in one unit?<\/h3>\n \n <\/a>\n \n We would suggest two to three criteria per summative assessment. If you use all four criteria it can be overwhelming for both the teacher and the student to address all of the different aspects. There are exceptions to this - in design, students are expected to move through the design cycle and to be assessed on all four criteria for each unit that they complete.<\/p> \n <\/div>\n<\/div>\n\n\n
\n \n ![](\"https:\/\/www.toddleapp.com\/learn\/wp-content\/uploads\/2023\/01\/Q3.png\")
Should I always use GRASPS to create an authentic assessment?<\/h3>\n \n <\/a>\n \n The GRASPS\/RAFTS frameworks give authentic context to tasks and allow students to take on a real-life role during their assessments. They are a helpful tool to ensure student engagement and authenticity, but they are not a requirement. Sometimes you may want to have students complete a more traditional type of assessment. As long as you are ensuring variety and development of multiple skills throughout the year, you\u2019re on the right track!.<\/p> \n <\/div>\n<\/div>\n\n\n
\n \n ![](\"https:\/\/www.toddleapp.com\/learn\/wp-content\/uploads\/2023\/01\/Q4.png\")
How do I integrate service into the assessments I design?<\/h3>\n \n <\/a>\n \n Service can take many forms, but the main goal is that students are driving the service opportunities that emerge from MYP units. When designing assessments for a unit, you may like to point students to possible service learning opportunities they can explore. It is, however, important that students independently decide how they want to approach these opportunities. Students, for example, can present or share information with a wider audience as part of their service to the broader local or global community. Or they can take action to make a change in their lives or encourage changes in their communities based on something that they have learned.<\/p> \n <\/div>\n<\/div>\n\n\n
\n \n ![](\"https:\/\/www.toddleapp.com\/learn\/wp-content\/uploads\/2023\/01\/Q5.png\")
How do I determine a score between different levels of the criteria?<\/h3>\n \n <\/a>\n \n When you are scoring student work, it is important to read the task-specific clarifications carefully and ensure that the descriptors are appropriate for the work that the student has produced. Highlighting descriptors is a helpful tool to visualise the student\u2019s overall score. There are often strands that are stronger or weaker for a given student - if they have some areas that are stronger, it can indicate that they should be at the top of the band. If they have scored lower on some strands, that would mean they are at the bottom. If all scores fall within the same band of the rubric, it\u2019s important to use professional judgement and decide the best-fit for the student\u2019s work.<\/p> \n <\/div>\n<\/div>\n\n\n
\n \n ![](\"https:\/\/www.toddleapp.com\/learn\/wp-content\/uploads\/2023\/01\/Q6.png\")
How do I balance between handwritten and typed assessments?<\/h3>\n \n <\/a>\n \n It is important to give students practice doing different types of assessments, especially if they are moving on to the diploma programme and will have to complete written external examinations. Vary the assessment style throughout the year and work on a variety of skills related to handwriting, projects and typing. The more practice that the students have, both formal and informal, the more comfortable they will be with the different types of assessment when the need arises. Remember that many of these skills can be practised through formative assessments during the unit as well.<\/p> \n <\/div>\n<\/div>\n\n\n
\n \n ![](\"https:\/\/www.toddleapp.com\/learn\/wp-content\/uploads\/2023\/01\/Q7.png\")
Do I have to assess the ATL skills that I selected for my unit?<\/h3>\n \n <\/a>\n \n The IB does not require that teachers assess the ATL skills; however, many ATL skills are closely connected to the assessment criteria used to evaluate summative tasks. Likewise, ATL skills like communication, collaboration and organization, support students\u2019 success in many summative tasks. As such, it is important that students receive formative feedback about their progress across skills.<\/p> \n <\/div>\n<\/div>\n\n\n
\n \n ![](\"https:\/\/www.toddleapp.com\/learn\/wp-content\/uploads\/2023\/01\/Q8.png\")
Should all assessments have numerical grades?<\/h3>\n \n <\/a>\n \n If you are required to give numerical grades, there are conversions that you can use to translate your MYP levels and final grades to a number or percentage. It is not appropriate to grade with percentages and convert to MYP grades. Summative assessments should all have a final level out of seven for each of the criteria assessed. Formative assessments may or may not have a numerical grade attached to them.<\/p> \n <\/div>\n<\/div>\n\n\n
Formative assessment is ongoing throughout the year and for each unit. These should be conducted regularly to give students a chance to practice their skills and demonstrate their current understanding of taught content and skills. Summative assessment generally takes place at the end of a period of learning (a unit), though there may be more than one summative assessment for a given unit.<\/p> \n <\/div>\n<\/div>\n\n\n
How many criteria should I assess in one unit?<\/h3>\n \n <\/a>\n \n We would suggest two to three criteria per summative assessment. If you use all four criteria it can be overwhelming for both the teacher and the student to address all of the different aspects. There are exceptions to this - in design, students are expected to move through the design cycle and to be assessed on all four criteria for each unit that they complete.<\/p> \n <\/div>\n<\/div>\n\n\n
\n \n Should I always use GRASPS to create an authentic assessment?<\/h3>\n \n <\/a>\n \n The GRASPS\/RAFTS frameworks give authentic context to tasks and allow students to take on a real-life role during their assessments. They are a helpful tool to ensure student engagement and authenticity, but they are not a requirement. Sometimes you may want to have students complete a more traditional type of assessment. As long as you are ensuring variety and development of multiple skills throughout the year, you\u2019re on the right track!.<\/p> \n <\/div>\n<\/div>\n\n\n
\n \n How do I integrate service into the assessments I design?<\/h3>\n \n <\/a>\n \n Service can take many forms, but the main goal is that students are driving the service opportunities that emerge from MYP units. When designing assessments for a unit, you may like to point students to possible service learning opportunities they can explore. It is, however, important that students independently decide how they want to approach these opportunities. Students, for example, can present or share information with a wider audience as part of their service to the broader local or global community. Or they can take action to make a change in their lives or encourage changes in their communities based on something that they have learned.<\/p> \n <\/div>\n<\/div>\n\n\n
\n \n How do I determine a score between different levels of the criteria?<\/h3>\n \n <\/a>\n \n When you are scoring student work, it is important to read the task-specific clarifications carefully and ensure that the descriptors are appropriate for the work that the student has produced. Highlighting descriptors is a helpful tool to visualise the student\u2019s overall score. There are often strands that are stronger or weaker for a given student - if they have some areas that are stronger, it can indicate that they should be at the top of the band. If they have scored lower on some strands, that would mean they are at the bottom. If all scores fall within the same band of the rubric, it\u2019s important to use professional judgement and decide the best-fit for the student\u2019s work.<\/p> \n <\/div>\n<\/div>\n\n\n
\n \n How do I balance between handwritten and typed assessments?<\/h3>\n \n <\/a>\n \n It is important to give students practice doing different types of assessments, especially if they are moving on to the diploma programme and will have to complete written external examinations. Vary the assessment style throughout the year and work on a variety of skills related to handwriting, projects and typing. The more practice that the students have, both formal and informal, the more comfortable they will be with the different types of assessment when the need arises. Remember that many of these skills can be practised through formative assessments during the unit as well.<\/p> \n <\/div>\n<\/div>\n\n\n
\n \n Do I have to assess the ATL skills that I selected for my unit?<\/h3>\n \n <\/a>\n \n The IB does not require that teachers assess the ATL skills; however, many ATL skills are closely connected to the assessment criteria used to evaluate summative tasks. Likewise, ATL skills like communication, collaboration and organization, support students\u2019 success in many summative tasks. As such, it is important that students receive formative feedback about their progress across skills.<\/p> \n <\/div>\n<\/div>\n\n\n
\n \n Should all assessments have numerical grades?<\/h3>\n \n <\/a>\n \n If you are required to give numerical grades, there are conversions that you can use to translate your MYP levels and final grades to a number or percentage. It is not appropriate to grade with percentages and convert to MYP grades. Summative assessments should all have a final level out of seven for each of the criteria assessed. Formative assessments may or may not have a numerical grade attached to them.<\/p> \n <\/div>\n<\/div>\n\n\n
We would suggest two to three criteria per summative assessment. If you use all four criteria it can be overwhelming for both the teacher and the student to address all of the different aspects. There are exceptions to this - in design, students are expected to move through the design cycle and to be assessed on all four criteria for each unit that they complete.<\/p> \n <\/div>\n<\/div>\n\n\n
Should I always use GRASPS to create an authentic assessment?<\/h3>\n \n <\/a>\n \n The GRASPS\/RAFTS frameworks give authentic context to tasks and allow students to take on a real-life role during their assessments. They are a helpful tool to ensure student engagement and authenticity, but they are not a requirement. Sometimes you may want to have students complete a more traditional type of assessment. As long as you are ensuring variety and development of multiple skills throughout the year, you\u2019re on the right track!.<\/p> \n <\/div>\n<\/div>\n\n\n
\n \n How do I integrate service into the assessments I design?<\/h3>\n \n <\/a>\n \n Service can take many forms, but the main goal is that students are driving the service opportunities that emerge from MYP units. When designing assessments for a unit, you may like to point students to possible service learning opportunities they can explore. It is, however, important that students independently decide how they want to approach these opportunities. Students, for example, can present or share information with a wider audience as part of their service to the broader local or global community. Or they can take action to make a change in their lives or encourage changes in their communities based on something that they have learned.<\/p> \n <\/div>\n<\/div>\n\n\n
\n \n How do I determine a score between different levels of the criteria?<\/h3>\n \n <\/a>\n \n When you are scoring student work, it is important to read the task-specific clarifications carefully and ensure that the descriptors are appropriate for the work that the student has produced. Highlighting descriptors is a helpful tool to visualise the student\u2019s overall score. There are often strands that are stronger or weaker for a given student - if they have some areas that are stronger, it can indicate that they should be at the top of the band. If they have scored lower on some strands, that would mean they are at the bottom. If all scores fall within the same band of the rubric, it\u2019s important to use professional judgement and decide the best-fit for the student\u2019s work.<\/p> \n <\/div>\n<\/div>\n\n\n
\n \n How do I balance between handwritten and typed assessments?<\/h3>\n \n <\/a>\n \n It is important to give students practice doing different types of assessments, especially if they are moving on to the diploma programme and will have to complete written external examinations. Vary the assessment style throughout the year and work on a variety of skills related to handwriting, projects and typing. The more practice that the students have, both formal and informal, the more comfortable they will be with the different types of assessment when the need arises. Remember that many of these skills can be practised through formative assessments during the unit as well.<\/p> \n <\/div>\n<\/div>\n\n\n
\n \n Do I have to assess the ATL skills that I selected for my unit?<\/h3>\n \n <\/a>\n \n The IB does not require that teachers assess the ATL skills; however, many ATL skills are closely connected to the assessment criteria used to evaluate summative tasks. Likewise, ATL skills like communication, collaboration and organization, support students\u2019 success in many summative tasks. As such, it is important that students receive formative feedback about their progress across skills.<\/p> \n <\/div>\n<\/div>\n\n\n
\n \n Should all assessments have numerical grades?<\/h3>\n \n <\/a>\n \n If you are required to give numerical grades, there are conversions that you can use to translate your MYP levels and final grades to a number or percentage. It is not appropriate to grade with percentages and convert to MYP grades. Summative assessments should all have a final level out of seven for each of the criteria assessed. Formative assessments may or may not have a numerical grade attached to them.<\/p> \n <\/div>\n<\/div>\n\n\n
The GRASPS\/RAFTS frameworks give authentic context to tasks and allow students to take on a real-life role during their assessments. They are a helpful tool to ensure student engagement and authenticity, but they are not a requirement. Sometimes you may want to have students complete a more traditional type of assessment. As long as you are ensuring variety and development of multiple skills throughout the year, you\u2019re on the right track!.<\/p> \n <\/div>\n<\/div>\n\n\n
How do I integrate service into the assessments I design?<\/h3>\n \n <\/a>\n \n Service can take many forms, but the main goal is that students are driving the service opportunities that emerge from MYP units. When designing assessments for a unit, you may like to point students to possible service learning opportunities they can explore. It is, however, important that students independently decide how they want to approach these opportunities. Students, for example, can present or share information with a wider audience as part of their service to the broader local or global community. Or they can take action to make a change in their lives or encourage changes in their communities based on something that they have learned.<\/p> \n <\/div>\n<\/div>\n\n\n
\n \n How do I determine a score between different levels of the criteria?<\/h3>\n \n <\/a>\n \n When you are scoring student work, it is important to read the task-specific clarifications carefully and ensure that the descriptors are appropriate for the work that the student has produced. Highlighting descriptors is a helpful tool to visualise the student\u2019s overall score. There are often strands that are stronger or weaker for a given student - if they have some areas that are stronger, it can indicate that they should be at the top of the band. If they have scored lower on some strands, that would mean they are at the bottom. If all scores fall within the same band of the rubric, it\u2019s important to use professional judgement and decide the best-fit for the student\u2019s work.<\/p> \n <\/div>\n<\/div>\n\n\n
\n \n How do I balance between handwritten and typed assessments?<\/h3>\n \n <\/a>\n \n It is important to give students practice doing different types of assessments, especially if they are moving on to the diploma programme and will have to complete written external examinations. Vary the assessment style throughout the year and work on a variety of skills related to handwriting, projects and typing. The more practice that the students have, both formal and informal, the more comfortable they will be with the different types of assessment when the need arises. Remember that many of these skills can be practised through formative assessments during the unit as well.<\/p> \n <\/div>\n<\/div>\n\n\n
\n \n Do I have to assess the ATL skills that I selected for my unit?<\/h3>\n \n <\/a>\n \n The IB does not require that teachers assess the ATL skills; however, many ATL skills are closely connected to the assessment criteria used to evaluate summative tasks. Likewise, ATL skills like communication, collaboration and organization, support students\u2019 success in many summative tasks. As such, it is important that students receive formative feedback about their progress across skills.<\/p> \n <\/div>\n<\/div>\n\n\n
\n \n Should all assessments have numerical grades?<\/h3>\n \n <\/a>\n \n If you are required to give numerical grades, there are conversions that you can use to translate your MYP levels and final grades to a number or percentage. It is not appropriate to grade with percentages and convert to MYP grades. Summative assessments should all have a final level out of seven for each of the criteria assessed. Formative assessments may or may not have a numerical grade attached to them.<\/p> \n <\/div>\n<\/div>\n\n\n
Service can take many forms, but the main goal is that students are driving the service opportunities that emerge from MYP units. When designing assessments for a unit, you may like to point students to possible service learning opportunities they can explore. It is, however, important that students independently decide how they want to approach these opportunities. Students, for example, can present or share information with a wider audience as part of their service to the broader local or global community. Or they can take action to make a change in their lives or encourage changes in their communities based on something that they have learned.<\/p> \n <\/div>\n<\/div>\n\n\n
How do I determine a score between different levels of the criteria?<\/h3>\n \n <\/a>\n \n When you are scoring student work, it is important to read the task-specific clarifications carefully and ensure that the descriptors are appropriate for the work that the student has produced. Highlighting descriptors is a helpful tool to visualise the student\u2019s overall score. There are often strands that are stronger or weaker for a given student - if they have some areas that are stronger, it can indicate that they should be at the top of the band. If they have scored lower on some strands, that would mean they are at the bottom. If all scores fall within the same band of the rubric, it\u2019s important to use professional judgement and decide the best-fit for the student\u2019s work.<\/p> \n <\/div>\n<\/div>\n\n\n
\n \n How do I balance between handwritten and typed assessments?<\/h3>\n \n <\/a>\n \n It is important to give students practice doing different types of assessments, especially if they are moving on to the diploma programme and will have to complete written external examinations. Vary the assessment style throughout the year and work on a variety of skills related to handwriting, projects and typing. The more practice that the students have, both formal and informal, the more comfortable they will be with the different types of assessment when the need arises. Remember that many of these skills can be practised through formative assessments during the unit as well.<\/p> \n <\/div>\n<\/div>\n\n\n
\n \n Do I have to assess the ATL skills that I selected for my unit?<\/h3>\n \n <\/a>\n \n The IB does not require that teachers assess the ATL skills; however, many ATL skills are closely connected to the assessment criteria used to evaluate summative tasks. Likewise, ATL skills like communication, collaboration and organization, support students\u2019 success in many summative tasks. As such, it is important that students receive formative feedback about their progress across skills.<\/p> \n <\/div>\n<\/div>\n\n\n
\n \n Should all assessments have numerical grades?<\/h3>\n \n <\/a>\n \n If you are required to give numerical grades, there are conversions that you can use to translate your MYP levels and final grades to a number or percentage. It is not appropriate to grade with percentages and convert to MYP grades. Summative assessments should all have a final level out of seven for each of the criteria assessed. Formative assessments may or may not have a numerical grade attached to them.<\/p> \n <\/div>\n<\/div>\n\n\n
When you are scoring student work, it is important to read the task-specific clarifications carefully and ensure that the descriptors are appropriate for the work that the student has produced. Highlighting descriptors is a helpful tool to visualise the student\u2019s overall score. There are often strands that are stronger or weaker for a given student - if they have some areas that are stronger, it can indicate that they should be at the top of the band. If they have scored lower on some strands, that would mean they are at the bottom. If all scores fall within the same band of the rubric, it\u2019s important to use professional judgement and decide the best-fit for the student\u2019s work.<\/p> \n <\/div>\n<\/div>\n\n\n
How do I balance between handwritten and typed assessments?<\/h3>\n \n <\/a>\n \n It is important to give students practice doing different types of assessments, especially if they are moving on to the diploma programme and will have to complete written external examinations. Vary the assessment style throughout the year and work on a variety of skills related to handwriting, projects and typing. The more practice that the students have, both formal and informal, the more comfortable they will be with the different types of assessment when the need arises. Remember that many of these skills can be practised through formative assessments during the unit as well.<\/p> \n <\/div>\n<\/div>\n\n\n
\n \n Do I have to assess the ATL skills that I selected for my unit?<\/h3>\n \n <\/a>\n \n The IB does not require that teachers assess the ATL skills; however, many ATL skills are closely connected to the assessment criteria used to evaluate summative tasks. Likewise, ATL skills like communication, collaboration and organization, support students\u2019 success in many summative tasks. As such, it is important that students receive formative feedback about their progress across skills.<\/p> \n <\/div>\n<\/div>\n\n\n
\n \n Should all assessments have numerical grades?<\/h3>\n \n <\/a>\n \n If you are required to give numerical grades, there are conversions that you can use to translate your MYP levels and final grades to a number or percentage. It is not appropriate to grade with percentages and convert to MYP grades. Summative assessments should all have a final level out of seven for each of the criteria assessed. Formative assessments may or may not have a numerical grade attached to them.<\/p> \n <\/div>\n<\/div>\n\n\n
It is important to give students practice doing different types of assessments, especially if they are moving on to the diploma programme and will have to complete written external examinations. Vary the assessment style throughout the year and work on a variety of skills related to handwriting, projects and typing. The more practice that the students have, both formal and informal, the more comfortable they will be with the different types of assessment when the need arises. Remember that many of these skills can be practised through formative assessments during the unit as well.<\/p> \n <\/div>\n<\/div>\n\n\n
Do I have to assess the ATL skills that I selected for my unit?<\/h3>\n \n <\/a>\n \n The IB does not require that teachers assess the ATL skills; however, many ATL skills are closely connected to the assessment criteria used to evaluate summative tasks. Likewise, ATL skills like communication, collaboration and organization, support students\u2019 success in many summative tasks. As such, it is important that students receive formative feedback about their progress across skills.<\/p> \n <\/div>\n<\/div>\n\n\n
\n \n Should all assessments have numerical grades?<\/h3>\n \n <\/a>\n \n If you are required to give numerical grades, there are conversions that you can use to translate your MYP levels and final grades to a number or percentage. It is not appropriate to grade with percentages and convert to MYP grades. Summative assessments should all have a final level out of seven for each of the criteria assessed. Formative assessments may or may not have a numerical grade attached to them.<\/p> \n <\/div>\n<\/div>\n\n\n
The IB does not require that teachers assess the ATL skills; however, many ATL skills are closely connected to the assessment criteria used to evaluate summative tasks. Likewise, ATL skills like communication, collaboration and organization, support students\u2019 success in many summative tasks. As such, it is important that students receive formative feedback about their progress across skills.<\/p> \n <\/div>\n<\/div>\n\n\n
Should all assessments have numerical grades?<\/h3>\n \n <\/a>\n \n If you are required to give numerical grades, there are conversions that you can use to translate your MYP levels and final grades to a number or percentage. It is not appropriate to grade with percentages and convert to MYP grades. Summative assessments should all have a final level out of seven for each of the criteria assessed. Formative assessments may or may not have a numerical grade attached to them.<\/p> \n <\/div>\n<\/div>\n\n\n
If you are required to give numerical grades, there are conversions that you can use to translate your MYP levels and final grades to a number or percentage. It is not appropriate to grade with percentages and convert to MYP grades. Summative assessments should all have a final level out of seven for each of the criteria assessed. Formative assessments may or may not have a numerical grade attached to them.<\/p> \n <\/div>\n<\/div>\n\n\n
![](\"https:\/\/www.toddleapp.com\/learn\/wp-content\/uploads\/2023\/01\/Q9.png\"){kind=icon}
![](\"https:\/\/www.toddleapp.com\/learn\/wp-content\/uploads\/2023\/01\/Q10.png\"){kind=icon}