scenarios in which students must use knowledge MYP eAssessment is designed to focus on

and skills to analyse unfamiliar situations, thus

learned with what they might learn next, and challenging them to connect what they have

apply big ideas to solve real-world problems. This

more is possible. The students find the immersive paper-based examinations but, with technology, has traditionally been harder to achieve using

assessments a good scaffold for their responses, and interactive media of the on-screen

and feel able to demonstrate their skills set and concept-based inquiry skills that underpin the

Different types of tasks are used within the on- assessments, as well as in the Personal Project. MYP across the on-screen and ePortfolio

screen examinations to test specific skills, meaning that students’ achievement against all subj

bject obj

capability, whilst creating an infographic assesses example, writing a short essay assesses writing bjectives are thoroughly tested. For

communication and presentation skills.With the use of images, videos, animations and models,

how to manage data. On-screen tools can help create, manipulate and make decisions about and through interactive tools, candidates can

language too, and built-in adaptive technologies students who aren’t working in their first

can ensure that the eAssessment is open to students with access and inclusion needs,

opportunity possible to demonstrate their providing all participants with the best

can add real value for students, andMYP schools Increasingly, it is recognised that technology knowledge, skills and abilities.

offering the eAssessment say that it has enabled

education, which is so attractive and relevant to them to participate in exciting innovation in

valuable approaches to learning (ATL) skills and to eAssessment is allowing their students to master young people. Schools also say that the

build CVs of aptitudes and skill sets, which set them apart from students who study in

that it has the ability to significantly impact in five who have experience of the eAssessment shows A recent IB survey conducted with educators alternative programmes.

key areas: Learning and teaching

strengthening of the elements needed in good Besides ATL skills development and the

MYP conceptual inquiry-based teaching and learning, schools say that they see enhanced student reflection, teacher vertical curriculum planning,MYP visibility in daily teaching, r planning, alignment

better understandin between the taught collaborative teache

their students.

and written curriculum, and g of the global contexts by

An IB coordinator from a school in Latvia commented that through the eAssessment they have been able to “develop students’ motivation, ability to plan, [and that they] learn to struggle with procrastination to meet deadlines”.

Classroomassessment practices

Feedback from schools illustrates the natural connection between eAssessment and what is being taught and learnt. Notably, schools in Mexico and Azerbaijan have said that digital assessment is becoming more commonplace, emphasising the assessment of skills, concepts and thinking, in context, rather than knowledge recall.

James Nevin, from King Fahad Academy in London – the only Islamic school in the UK authorised to offer the IB programmes – says: “Our assessment ethos is in line with theMYP model and that is to have a large emphasis on skills. So, skills make up 75%of the curriculum, whereas knowledge and understanding make up a lesser 25%and that is for all years of theMYP, which fits nicely with the eAssessment because, again, it is a skills-based assessment. This also fits in with students’ further study because they are able to transfer these skills to further education, and will then use the same skills when they go into higher education.”

Technology use

Research amongMYP schools places emphasis on media literacy and the need for ATL in all subjects when working in a digital environment.More specifically, feedback from schools in Azerbaijan and inMalaysia reinforces the importance of making students comfortable in the digital environment, so that they are not focusing on using the platforms but, instead, are focused on their learning. This, in turn, enhances the

teachers’ knowledge, research, and application in the digital environment.

According to James Nevin: “Through the

eAssessment our school has become more digital, the classrooms have become more creative, teachers have become more creative, and learning has become much more fun and interactive, interesting and relevant to the students own cultural experiences.

May 2019

“To help students prepare, we decided to purchase devices for each class - students enjoy the ease of being able to edit answers and are more comfortable with the technology than older generations; if you look at how often they use a pen and paper compared with how often they use a device, they very rarely use a pen and paper outside of school, so we’re bringing their world into the classroom.”

Content taught Schools engaged inMYP eAssessments

commented that they do not teach to test but that their teaching supports alignment with the eAssessment requirements, which brings

enrichment and focus to their students’ learning. James Nevin says: “At the end of Key Stage 4, students sit the eAssessment which incorporates five onscreen examinations, two e-portfolios, and one personal project. This involves creating or making something that’s relevant and of interest to the students. This has had a very positive impact in the other years of theMYP in our school because the digital and interactive nature of the eAssessment means that we have to prepare students, from a younger age, to sit those examinations.”

Preparing candidates From our research, i schools understand

that eAssessment supports t is rewarding to see that

conceptual teaching and learning, and is not something that can be crammed for - only good MYP practice suppo survey uncovered m

any examples of innovation rts good preparation. The

and good practice and I was encouraged to see, among other things, a comment from a school in Sweden, where the coordinator said that allMYP lessons prepare students for eAssessment.

My overriding takeaway from implementing eAssessment in the middle years programme is

challenges of the 4th industrial revolution and its that young people are ready to take on the

starting to join in. TheMYP eAssessments are an technologies, and that educators are increasingly cyber-physical systems created by the fusion of

exciting innovation to be a part of for students, schools, and the IB alike. 13


Page 1  |  Page 2  |  Page 3  |  Page 4  |  Page 5  |  Page 6  |  Page 7  |  Page 8  |  Page 9  |  Page 10  |  Page 11  |  Page 12  |  Page 13  |  Page 14  |  Page 15  |  Page 16  |  Page 17  |  Page 18  |  Page 19  |  Page 20  |  Page 21  |  Page 22  |  Page 23  |  Page 24  |  Page 25  |  Page 26  |  Page 27  |  Page 28  |  Page 29  |  Page 30  |  Page 31  |  Page 32  |  Page 33  |  Page 34  |  Page 35  |  Page 36  |  Page 37  |  Page 38  |  Page 39  |  Page 40  |  Page 41  |  Page 42  |  Page 43  |  Page 44  |  Page 45  |  Page 46  |  Page 47  |  Page 48