Hoover Meredith Assessment Policy
• Our assessment practices hold the learning community accountable for excellence in and out of
• Our assessment practices provide learners with an opportunity to demonstrate new knowledge,
skills and social responsibility.
• Our assessment practices are continuous and reflective to allow learners multiple opportunities
to demonstrate excellence.
Purpose of Assessment
• To optimize learning so that learning happens through the process and not just prior to
• To inform and guide teaching practices
• To evaluate our program of studies and expectations for rigor
• To provide learners, parents and educators with meaningful, valid feedback about a student’s
progress and levels of achievement
• We assess formatively in order to gain information to guide teaching and improve student
o Ongoing assessment during a unit of study that provides feedback on student work to help them
improve it. Teachers and peers may give quick, detailed feedback that allows students time to make
o Examples of formative assessments may include quizzes, written reflections, entrance or exit
activities, writing samples, performance, lab report, etc.
• We assess summatively in order to validate each learner’s progress toward defined standards of
achievement and to hold our learners to the highest levels of application and transfer of their
o These assessments occur towards the end of a unit of inquiry and are used to determine each
student’s level of achievement in the MYP subject-area objectives and Iowa Core Standards.
Authentic summative assessments prompt students to action and communicate learning to
parents/guardians, students, and teachers.
o Examples of summative assessment may include essays, examinations, questionnaires,
investigations, research, performances, presentations, and creation of solutions in response to
• The MYP offers a criterion-related model of assessment. With criterion-related assessment, all
learners have the same target. Criterion-related assessment focuses on students as individuals, and
tells learners what they are supposed to know, understand and do. Since not every student is able
to master all aspects of a topic, success is defined at given levels measured against set
objectives (levels 1-2, 3-4, 5-6, etc.).
• Teachers structure varied and valid assessment tasks that allow learners to demonstrate
achievement according to the required MYP objectives within each subject group. The MYP criteria
are assessed in Year 5 (10th grade) with Years 1-4 (6th – 9th grades) using the interim objectives
provided by IB for each subject group.
• Each subject criteria is assessed a minimum of two times each year.
MYP Achievement Grade Descriptor
• As the Hoover – Meredith partnership implements the MYP, we will use a dual reporting system. We will continue to follow the DMPS district reporting system, which currently records letter grades in high school and standards based grading and letter grades in the middle school. The numeric MYP achievement levels listed below will be reported when MYP assessment practices are fully implemented.
• An MYP score is similar to a growth chart at a doctor’s office. It is a tool to measure each individual student’s progress against the subject area objectives. It is not intended to compare learners. When the subject area score is assigned, the teachers will report on the highest, most frequent level of achievement, not an average of scores.
Reporting to Parents
• Report cards
• MYP Progress Reports (2 times per year beginning spring of 2014)
• Parent – Student – Teacher Conferences
• Presentation and exhibition events
• Personal Project (grade 10 MYP beginning fall of 2014)
• Developmental Notebooks (Arts)
• Process Journals (Technology)
District Mandatory Assessment Requirements
• ISASP: Iowa Statewide Assessment of Student Progress
• District Benchmark Assessments
• Iowa ELPA21: English Proficiency Test
For the full Hoover Meredith Assessment Policy, please contact Holly Meagher, IB Coordinator.