{"id":9543,"date":"2022-11-17T11:27:54","date_gmt":"2022-11-17T05:57:54","guid":{"rendered":"https:\/\/learn.toddleapp.com\/docs\/your-guide-to-assessment-in-the-myp\/getting-to-know-summative-assessment-in-the-myp\/how-do-we-clarify-expectations-for-students\/"},"modified":"2023-01-14T16:58:17","modified_gmt":"2023-01-14T11:28:17","slug":"how-do-we-clarify-expectations-for-students","status":"publish","type":"docs","link":"https:\/\/www.toddleapp.com\/learn\/docs\/your-guide-to-assessment-in-the-myp\/getting-to-know-summative-assessment-in-the-myp\/how-do-we-clarify-expectations-for-students\/","title":{"rendered":"Clarifying expectations for students"},"content":{"rendered":"\n
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The subject-specific criteria and level descriptors are designed to be applied to a range of tasks. This can often make their wording seem ambiguous, making it difficult to know specifically what is expected in the context of a particular task. That\u2019s why task-specific clarifications<\/strong> are an important part of each task. They help students understand what is expected of them. Likewise, developing task-specific clarifications can help you refine the tasks you design by deciding what features of the task correspond with the level descriptors of the criteria being assessed. There are a variety of ways to develop task-specific clarifications:<\/p>\n\n\n\n
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Replace general wording with words that are more specific to the task. For example,\n
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Arts Bi: demonstrate the acquisition and development of the skills and techniques of the art form studied <\/s>composition, depth of field and perspective in photography<\/mark><\/em><\/li>\n\n\n\n
Sciences Dii: discuss and evaluate the various implications of using science <\/s>genetic engineering and its application to solve a specific problem or issue<\/s> improve food production to meet the needs of a growing population<\/mark><\/em><\/li>\n<\/ul>\n<\/li>\n\n\n\n
Add a checklist or annotations to the task sheet so that students know what is expected. For example,\n
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See these annotations for a task assessing MYP mathematics criterion C:<\/li>\n<\/ul>\n<\/li>\n<\/ul>\n\n\n\n<\/figure>\n\n\n\n
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See this checklist for a task assessing MYP design criterion A: <\/li>\n<\/ul>\n\n\n\n<\/figure>\n\n\n\n
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Have students examine and assess samples of work to develop an understanding of what success looks like in the context of the task. For example:\n
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Students could examine an editorial from a recent newspaper to discuss the extent to which it employ[s] organizational structures that serve the context and intention <\/em>(Language and Literature Bi).\n
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Does it make sophisticated use of organizational structures that serve the context and intention effectively <\/em>(level 7-8)? If not, what changes would make it sophisticated and more effective?<\/li>\n<\/ul>\n<\/li>\n\n\n\n
Give students a sample of work from the last time you taught the unit and have students discuss whether the work thoroughly interprets a range of different perspectives and their implications<\/em> (Individuals and Societies Div).<\/li>\n<\/ul>\n<\/li>\n<\/ul>\n\n\n\n
Check out this 5-step process for developing crystal clear success criteria and powerful rubrics that can be used in your classroom!<\/p>\n\n\n\n<\/a><\/figure>\n\n\n\n
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