Chad Carlson—Colegio Internacional de Educación Integral (Colombia)
This study examined how the implementation of IB’s Middle Years Programme criteria referenced assessment model has affected the overall understanding, articulation and achievement of program learning objectives in two MYP schools. The goal was to explore perspectives in the implementation of the MYP’s assessment model in order to better understand the challenges, difficulties and successes that educators face in its implementation. Research surveys and interviews were designed to explore the dynamics of the MYP’s criteria-related assessment model and to learn if students were more actively engaged in the assessment process when criteria based assessment was effectively articulated. The research for this study was conducted with a wide-range of students and teachers from the two schools, involving participants in each year of the programme. Overall the research found that the implementation of the MYP’s criteria-referenced grading system remains to be highly subjective and that many students lack authentic understanding of program learning objectives and the value of this information. However the research showed a positive relationship between the effective articulation and understanding of learning objectives and the development of metacognitive processes and skills in reflection, leading the researcher to conclude that in order to effectively articulate learning objectives and develop student skills and processes in metacognition and reflection, student engagement in the assessment process must be seen as part of the taught curriculum.
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