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Criterion A: Knowledge
Maximum:
10
Knowledge is
fundamental to studying humanities, and forms the base
from which to explore concepts and develop skills.
Knowledge and understanding can be assessed through a
wide variety of tasks that involve factual recall or
description, and explanation. Tasks may include tests,
examinations, written assignments, oral interviews and
presentations, extended writing, projects and exhibits.
|
Level of
Achievement |
Descriptor |
|
0 |
The student
does not reach a standard described by any of
the descriptors below. |
|
1-2 |
The use of terminology is
inconsistent
or incorrect. Facts and examples
are either
absent,
or those used are
irrelevant or
do not show understanding.
The student provides descriptions that are
inaccurate or that have
insufficient
detail; explanations are
absent or
superficial. |
|
3-4 |
The use of terminology is
mostly
accurate and usually appropriate,
though some errors remain. Facts and examples
used are
mostly
relevant, and
usually show
understanding.
The student provides
basic
descriptions that may need more detail;
explanations are
usually
adequate but sometimes
superficial. |
|
5-6 |
Terminology is used
accurately
and appropriately.
Relevant
facts and examples are
used to show
understanding.
The student provides
accurate
descriptions; explanations are
adequate
but not well developed. |
|
7-8 |
A
range of terminology is used
accurately and appropriately. A
range
of relevant facts and examples are used to show
understanding.
The student provides
accurate
and
detailed descriptions;
explanations are
developed. |
|
9-10 |
The student shows an
excellent
command of a wide range of
terminology, and uses it appropriately. An
extensive range of relevant
facts and examples are used to show
understanding. Descriptions are
accurate and
detailed and explanations are
fully
developed. |
Criterion B:
Concepts
Maximum: 10
Concepts are powerful ideas that have
relevance within and across the Middle Years Programme,
and students must explore and re-explore these in order
to develop understanding. Learners develop their
understanding of a concept to increasing levels of
sophistication by applying acquired knowledge and
skills.
Assessment tasks should allow students to demonstrate and apply the
full extent of their understanding of the concepts specified within,
or across, disciplines. It is not intended that any one piece of
work will assess all of the humanities concepts (time, place and
space, change, systems and global awareness). Suggested tasks for
assessment include extended writing, oral presentations, research
projects, case studies, essays and tests, and must give students the
opportunity to demonstrate the requirements of the highest level
descriptor.
|
Level of
Achievement |
Descriptor |
|
0 |
The student
does not reach a standard described by any of
the descriptors below. |
|
1-2 |
Application of concepts is
inappropriate.
The student
may
demonstrate some conceptual
awareness and understanding by
recognizing
basic connections to the subject
matter. |
|
3-4 |
Application of concepts is
not always
appropriate.
The student
demonstrates
conceptual awareness and understanding by
describing basic connections to
the subject matter. |
|
5-6 |
Application of concepts is
appropriate
but superficial.
The student demonstrates conceptual awareness
and understanding by
describing
connections to the subject matter.
The student
attempts
to apply concepts to other
situations but is not always successful. |
|
7-8 |
Application of concepts is
appropriate
and shows some depth.
The student demonstrates conceptual awareness
and understanding by
explaining
connections to the subject matter.
The student
applies
concepts to other situations. |
|
9-10 |
Application of concepts is
appropriate
and sophisticated.
The student demonstrates conceptual awareness
and understanding by
explaining
in
detail connections to the
subject matter.
The student applies concepts
effectively
to other situations. |
Criterion C:
Skills
Maximum: 10
The development of
skills in humanities is critical in enabling the student
to undertake research and demonstrate an understanding
of knowledge and concepts. Developments in the student’s
technical, analytical, decision-making and investigative
skills will be invaluable in transferring these skills
to other subject groups in the MYP, and for lifelong
learning.
Assessment tasks may give the student the opportunity to demonstrate
one or more of the skills described in the objectives. Tasks for
assessment may include fieldwork, data analysis, map analysis,
evaluation of sources and/or evidence, a research paper or similar
piece of extended writing, case studies, and oral
presentations/interviews.
Note: Certain elements within each descriptor apply to
specific skills. Teachers should use only the relevant elements of
the descriptors when assessing different skills.
|
Level of
Achievement |
Descriptor |
|
0 |
The student
does not reach a standard described by any of
the descriptors below. |
|
1-2 |
The student can select and use
some relevant
information. The student displays
minimal
analytical skills.
The student’s arguments, decisions or judgments
are
not always relevant, or may be
absent.
The student
attempts
to carry out investigations, demonstrating
few
skills. |
|
3-4 |
The student selects and uses
mostly
relevant information.
The student’s work
lacks the
required depth in analysis.
The student makes some
relevant
arguments, decisions or judgments though these
are
unsupported.
The student demonstrates
basic
investigative skills. |
|
5-6 |
The student selects and uses
relevant
information. Work shows
satisfactory
evidence of analysis. Arguments,
decisions and judgments are
supported and
balanced but superficial.
The student demonstrates
adequate
investigative skills. |
|
7-8 |
The student selects and uses a
range of
relevant information. Work shows
a
good level of critical analysis.
Arguments, decisions and judgments are
well
supported and balanced.
The student demonstrates
effective
investigative skills. |
|
9-10 |
The student selects and uses a
wide range of
relevant information. Work shows
a
high level of critical analysis.
Arguments, decisions and judgments are
fully
supported and well balanced.
The student demonstrates
sophisticated
investigative skills. |
Criterion D: Organization and Presentation
Maximum:
8
Students need to develop the ability to organize and
present information and ideas in order to be able to
demonstrate their grasp of humanities knowledge,
concepts and skills.
Criterion D is more suited to assessing extended pieces
of work, for example, fieldwork, research projects or
essays. Teachers should use only the relevant elements
of the descriptors when assessing organization and
presentation.
Schools must ensure that there is a set of recognized
conventions for students to adhere to when documenting
sources.
|
Level of
Achievement |
Descriptor |
|
0 |
The student
does not reach a standard described by any of
the descriptors below. |
|
1-2 |
The student communicates information that
may
not always be relevant.
The student attempts to structure the work, but
it may be
unclear
and/or
inappropriate
to the format required. Presentation and
expression are
unclear and
imprecise. There may be
some evidence
of documentation. |
|
3-4 |
The student communicates information that is
mostly relevant.
The student attempts to structure
and sequence
the work but is
not always
successful. Presentation and
expression are
occasionally
unclear. Sources of information
are documented, though there
may be
omissions or consistent errors
in adhering to conventions. |
|
5-6 |
The student communicates information that is
relevant.
The student uses a structure
appropriate
to the task and sequences the
content
logically.
Presentation and expression are
clear;
attention is paid to the
audience and purpose in terms of appropriate
language, style and visual representation.
Sources of information are documented, with
occasional errors in adhering to
conventions. |
|
7-8 |
The student communicates information that is
always relevant.
The student organizes information into a
well-developed and logical sequence,
appropriate to the format required. Presentation
and expression are
clear,
concise and effective, and the
language, style and visual representation used
are
always appropriate to the
audience and purpose. All sources of information
are
documented according to a recognized convention. |
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