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Understanding Assessment Criteria
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Today, we're going to delve into what assessment criteria are in the IB MYP. These criteria help us evaluate your understanding and skills in Language Acquisition and Literature. They are essential as they guide us in how you will be assessed in your projects and activities.
So, are these criteria different for language acquisition and literature?
Great question! Yes, while there are some common goals, the criteria for Language Acquisition focus more on language skills, while those for Literature emphasize critical reading and analysis.
Can you give us an example of an activity and its specific criteria?
Certainly! For instance, in the Cultural Exchange Blog project, we focus on Criterion A and B, where you comprehend spoken and written texts and showcase your understanding through your writing.
That sounds interesting! How do we make sure we meet those criteria?
You will receive feedback throughout the project, and I encourage peer reviews. Remember the acronym GRASP: Goals, Roles, Audience, Situation, and Product to help ensure you meet the criteria.
Can you remind us what GRASP stands for again?
Of course! It helps you remember: G for Goals, R for Roles, A for Audience, S for Situation, and P for Product. This will guide you in structuring your projects effectively.
To summarize, assessment criteria help us evaluate your work in meaningful ways, and every activity is designed to showcase specific skills aligned with these criteria.
Exploring Language Acquisition Projects
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Let's look at some exciting projects in Language Acquisition. For example, in the Role-Play Scenarios, what do you think the focus is?
I think it's about conversation skills?
Absolutely! This project assesses Criterion C, which evaluates your speaking skills in real-world situations. It's all about conversational fluency.
Are there any writing projects as well?
Yes! The Travel Brochure project is another example, which focuses on Criteria D and B—allowing you to write descriptively and demonstrate reading comprehension.
What about the Pen-Pal Exchange? How is that assessed?
Great point! The Pen-Pal Exchange focuses on informal writing and reading comprehension and also aligns with Criterion D and B.
How do we make sure we meet those criteria while working on our projects?
That’s what the feedback and revisions are for! Keep the criteria in mind as you work, and remember to engage in self-reflection to improve.
In summary, each Language Acquisition project offers unique opportunities for skill development through specific assessment criteria.
Understanding Language and Literature Projects
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Now let's shift our focus to Language and Literature projects. One example is the Literary Magazine. How do you think it is assessed?
Maybe it involves producing creative text and using language effectively?
Exactly! It uses Criterion C for producing text and Criterion D for effective language use. This project emphasizes creative expression.
What about the Dramatic Monologue? How do we get assessed on that?
In that project, you will explore character development through Criterion B, which assesses your organization, and Criterion C for producing text.
What skills do we develop through the Book-to-Film Adaptation Review?
That's a wonderful opportunity to develop critical analysis and language skills, focusing on Criterion A for analyzing and Criterion D for language use.
So, each project types share similar criteria, but the focus shifts based on the activity?
To sum up today, each Language and Literature project is designed with specific assessment criteria to enhance your skills and foster creativity.
Introduction & Overview
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Quick Overview
Standard
This section provides a comprehensive overview of the assessment criteria for various activities and projects in Language Acquisition and Language and Literature within the IB MYP framework, highlighting how these criteria align with student learning goals and skill development.
Detailed
Assessment Criteria
The assessment criteria for Language Acquisition and Language and Literature in the IB Middle Years Programme (MYP) are designed to evaluate students on a range of skills developed through various activities and projects. This section provides insights into how each activity aligns with specific criteria, thereby fostering a comprehensive understanding of students' abilities in language and literature.
Language Acquisition Criteria
- Cultural Exchange Blog
- Criterion A: Comprehending spoken and visual text
- Criterion B: Comprehending written and visual text
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Criterion D: Writing
This project promotes research and cultural comparison through blog writing that develops students' intercultural understanding. - Language Through Film
- Criterion A: Listening
- Criterion C: Speaking
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Criterion D: Writing
In this activity, students analyze films to enhance their listening skills and provide creative writing pieces through a review or an alternative ending. - Role-Play Scenarios
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Criterion C: Speaking
Students gain conversational fluency through role-playing real-life scenarios, enhancing their spontaneous dialogue skills. - Travel Brochure in Target Language
- Criterion D: Writing
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Criterion B: Reading comprehension
This activity emphasizes the use of descriptive language while allowing students to present engaging content effectively. - Pen-Pal Exchange
- Criterion D: Writing
- Criterion B: Reading comprehension
Establishing a pen-pal exchange promotes informal writing and real-world application of the language.
Language and Literature Criteria
- Literary Magazine
- Criterion C: Producing text
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Criterion D: Using language
Students engage with various literary forms, allowing for creativity and collaboration through a class magazine. - Dramatic Monologue Project
- Criterion B: Organizing
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Criterion C: Producing text
This project involves students exploring a character’s internal thoughts through creative expression, enhancing empathy and performance skills. - Book-to-Film Adaptation Review
- Criterion A: Analyzing
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Criterion D: Using language
Analyzing adaptations fosters critical comparison and media literacy. - Author Study Multimedia Project
- Criterion A: Analyzing
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Criterion B: Organizing
Students explore an author's influence and style through multimedia presentations, enhancing their research skills. - Thematic Debate
- Criterion C: Producing text
- Criterion D: Using language
This debate activity encourages persuasive language skills and critical thinking around literary themes.
The criteria reflect the broader approaches to learning (ATL) skills, such as communication, research, collaboration, and critical thinking, essential for developing holistic language and literature competencies.
Audio Book
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Assessment in Language Acquisition Activities
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- Cultural Exchange Blog
• Objective: Develop intercultural understanding and written communication.
• Description: Students create a blog that compares cultural practices (e.g., food, festivals, school life) between their target language country and their own.
• Skills Developed: Research, writing, cultural comparison.
• Assessment Criteria: - Criterion A: Comprehending spoken and visual text
- Criterion B: Comprehending written and visual text
- Criterion D: Writing
Detailed Explanation
In the Cultural Exchange Blog activity, students set out to develop their written communication skills while learning about different cultures. They will research how various cultural practices, such as food and festivals, vary from one culture to another. To assess their progress, teachers use three criteria: Criterion A focuses on their ability to understand spoken and visual texts, Criterion B on understanding written and visual texts, and Criterion D assesses their writing skills.
Examples & Analogies
Think about when you travel to a new place. You might write a diary or blog to share your experiences and insights about local customs compared to your own home. This activity mirrors that experience, helping students express their ideas while learning about diversity.
Language Through Film
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- Language Through Film
• Objective: Enhance listening and analytical skills.
• Description: Watch a short film or episode in the target language. Students analyze characters, summarize the plot, and write a review or alternative ending.
• Skills Developed: Listening, vocabulary expansion, analytical writing.
• Assessment Criteria: - Criterion A: Listening
- Criterion C: Speaking
- Criterion D: Writing
Detailed Explanation
The Language Through Film activity aims to sharpen students' listening and analytical skills by immersing them in audiovisual content in their target language. They analyze character development and plot, which enhances their comprehension and vocabulary. The assessment criteria include listening skills (Criterion A), speaking through discussions or presentations (Criterion C), and writing skills as they summarize or create alternative endings (Criterion D).
Examples & Analogies
Imagine you watch a movie in your favorite language and then talk about it with friends. You might discuss your favorite characters and what you would change in the story if you were the director. This is similar to what students do in this activity, where they creatively engage with content.
Role-Play Scenarios
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- Role-Play Scenarios
• Objective: Improve conversational fluency.
• Description: Students perform real-life scenarios such as ordering at a restaurant, asking for directions, or attending a job interview.
• Skills Developed: Pronunciation, spontaneous dialogue, fluency.
• Assessment Criteria: - Criterion C: Speaking
Detailed Explanation
In Role-Play Scenarios, students practice their spoken language skills by simulating real-life interactions. By engaging in these scenarios, such as making a restaurant order or navigating an interview, they become more fluent and confident in their speaking abilities. The main assessment criterion here is Criterion C, which focuses solely on their speaking proficiency.
Examples & Analogies
Consider how actors prepare for a role; they rehearse their lines and practice their delivery to bring their characters to life. In the same way, students rehearse conversations to become more adept at speaking spontaneously without much preparation.
Travel Brochure in Target Language
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- Travel Brochure in Target Language
• Objective: Use descriptive language and present information effectively.
• Description: Design a travel brochure for a city where the target language is spoken. Include attractions, local customs, and tips for visitors.
• Skills Developed: Writing descriptively, layout and design.
• Assessment Criteria: - Criterion D: Writing
- Criterion B: Reading comprehension
Detailed Explanation
The Travel Brochure activity challenges students to harness their creativity and language proficiency by designing a brochure aimed at tourists. They must use descriptive language to showcase various attractions and cultural nuances while ensuring the brochure is informative. The assessment focuses on writing skills (Criterion D) and reading comprehension (Criterion B) when they incorporate informative content into the brochure.
Examples & Analogies
Think about how you would create a brochure for a tourist spot you love. You would need to describe the place enticingly and include practical advice for visitors. This not only boosts your writing skills but also helps you communicate your enthusiasm for the culture.
Pen-Pal Exchange
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- Pen-Pal Exchange
• Objective: Foster real-world language use and cultural exchange.
• Description: Establish a pen-pal program with a school abroad. Students write letters or emails discussing hobbies, holidays, and school life.
• Skills Developed: Writing, informal tone, question formation.
• Assessment Criteria: - Criterion D: Writing
- Criterion B: Reading comprehension
Detailed Explanation
The Pen-Pal Exchange program aims to enhance students' practical language writing skills by connecting them with peers in another country. They engage in meaningful conversations about their lives, hobbies, and holidays, which helps them learn language in a context that is relevant and personal. The focus for assessment is on their writing skills (Criterion D) and their ability to comprehend written texts (Criterion B) in their correspondence.
Examples & Analogies
You might think of a situation where you write letters to a friend living in another country. You tell each other about your lives, which helps you learn about each other’s cultures. This exercise is similar because it encourages authentic communication and cultural exchange through the written word.
Definitions & Key Concepts
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Key Concepts
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Assessment Criteria: Benchmarks to evaluate performance in MYP projects.
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Language Acquisition: Learning new languages through different mediums.
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Language and Literature: The critical examination and appreciation of texts.
Examples & Real-Life Applications
See how the concepts apply in real-world scenarios to understand their practical implications.
Examples
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Creating a Cultural Exchange Blog to foster intercultural understanding.
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Designing a travel brochure to enhance descriptive writing and comprehension.
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Participating in a dramatic monologue project to explore character perspectives.
Memory Aids
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🎵 Rhymes Time
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To learn and write, you'll need the right bite, - with criteria guiding you day and night.
📖 Fascinating Stories
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Imagine a student, Alex, who starts a Cultural Exchange Blog. With every post, he learns about different cultures while meeting specific assessment criteria. He’s excited to show everyone his progress!
🧠 Other Memory Gems
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Remember GRASP for effective project management: Goals, Roles, Audience, Situation, Product!
🎯 Super Acronyms
PRIDE
- Prepare
- Reflect
- Inquire
- Discuss
- Evaluate – steps to ace your language projects!
Flash Cards
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Glossary of Terms
Review the Definitions for terms.
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Term: Assessment Criteria
Definition:
A structured set of benchmarks used to evaluate students' performance in activities and projects.
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Term: Language Acquisition
Definition:
The process of learning a new language or enhancing second/foreign language skills.
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Term: Language and Literature
Definition:
The study of literary texts and critical reading in a student's primary language.
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Term: Criterion
Definition:
A specific standard or principle by which something is judged.
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Term: Comprehension
Definition:
The ability to understand and interpret spoken, written, and visual texts.
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Term: Creative Expression
Definition:
The ability to convey thoughts and feelings through artistic or literary forms.
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Term: Critical Thinking
Definition:
The objective analysis and evaluation of an issue in order to form a judgment.