MYP Programme

Australian International Academy, Kellyville 2018

ASSESSMENT TASK RUBRIC
Name: Aymen Abi Oula Date: 25/09/19
Year Level: 10 Subject: English
DUE: WEDNESDAY 18th SEPTEMBER

CRITER
A Analysing
IA
LEVEL LEVEL DESCRIPTORS (IB MYP PUBLISHED:
TASK INDICATORS
YEAR 5)
The student does not reach a standard described  did not complete any of the items below.
0
by any of the descriptors given below.
 Your ideas are incorrectly identified and/or are limited
in scope
The student:
 You did not explain your ideas or what you did write
i. provides limited analysis of the content,
does not connect to your idea or those in your
context, language, structure, technique and style
paragraph
of text(s) and the relationship among texts
 You did not offer quotes or the quotes you did offer
ii. provides limited analysis of the effects of the
do not support your ideas
creator’s choices on an audience
1-2  You did not identify techniques or the techniques you
iii. rarely justifies opinions and ideas with
did identify are incorrect
examples or explanations; uses little or no
 You did not explain how the quotes and techniques
terminology
demonstrate the ideas you are attempting to show and,
iv. evaluates few similarities and differences by
in turn, did not answer the question
making minimal connections in features across
 You do not show the overall link of your paragraphs or
and within genres and texts.
what you did write does not connect to what you
have written or connect to the ideas and question
 Your ideas are adequately identified but need to be
The student: stated as a sentence not a word
i. provides adequate analysis of the content,  You explained your ideas adequately by specifying
context, language, structure, technique and style those you will include in your paragraphs
of text(s) and the relationship among texts  You offered quotes to support your idea; however, the
ii. provides adequate analysis of the effects of the link is tenuous
creator’s choices on an audience  You adequately identified techniques used in the
3-4
iii. justifies opinions and ideas with some quote you have nominated
examples and explanations, though this may not  You adequately explain how the quotes and
be consistent; uses some terminology techniques demonstrate the ideas you are attempting
iv. evaluates some similarities and differences by to show but you have not linked this back to the idea
making adequate connections in features across and question
and within genres and texts.  You adequately write linking sentences but you have
not linked this back to the idea and question
The student:  Your ideas are competently identified
i. competently analyses the content, context,  You competently explained and specified the ideas
language, structure, technique, style of text(s) and you will include in your paragraph
the relationship among texts  You competently offered quotes to support your ideas
ii. competently analyses the effects of the  You competently identified techniques used in the
creator’s choices on an audience quotes you have nominated
5-6
iii. sufficiently justifies opinions and ideas with  You competently explain how the quotes and
examples and explanations; uses accurate techniques demonstrate the ideas you are attempting
terminology to show and, in turn, answer the question
iv. evaluates similarities and differences by making  You competently show the overall link of your
substantial connections in features across and paragraph by summarizing them in one sentence,
within genres and texts. linking this back to the ideas and question
 Your ideas are very perceptive
The student:
 You explained your ideas giving detailed justification
i. provides perceptive analysis of the content,
of the ideas you will include in your paragraph
context, language, structure, technique, style of
 You offered perceptive quotes to support your ideas
text(s) and the relationship among texts
 You perceptively identify the techniques used in the
ii. perceptively analyses the effects of the
quotes you have nominated
creator’s choices on an audience
7-8  You give detailed justification of opinions and ideas
iii. gives detailed justification of opinions and
with a range of examples, and thorough explanations
ideas with a range of examples, and thorough
using accurate terminology explaining how the quotes
explanations; uses accurate terminology
and techniques demonstrate the ideas you are
iv. perceptively compares and contrasts by
attempting to show and, in turn, answer the question
making extensive connections in features across
 You perceptively show the overall links of your
and within genres and texts.
paragraph by summarising them in one sentence

TEACHER ASSESSMENT STUDENT ASSESSMENT

Assessment Tasks Task Rubric 1

 CRITERIA B Organising
LEVEL LEVEL DESCRIPTORS (IB MYP PUBLISHED: Year
TASK INDICATORS
5)
The student does not reach a standard described by  did not complete any of the items below.
0
any of the descriptors given below.
The student:  limited use of the essay [planning scaffold
i. makes minimal use of organizational structures  limited use of the conventions, elements,
though these may not always serve the context and language, and structure of a literary analysis and
intention essay
1-2 ii. organizes opinions and ideas with a minimal  limited organisation of conventions, ideas,
degree of coherence and logic language, and opinions in a logical manner
iii. makes minimal use of referencing and formatting  limited use of referencing to present examples
tools to create a presentation style that may not and references
always be suitable to the context and intention.
The student:  some use of the essay planning scaffold
i. makes adequate use of organizational structures  some use of the conventions, elements,
that serve the context and intention language, and structure of a literary analysis and
ii. organizes opinions and ideas with some degree essay
3-4
of coherence and logic  some organisation of conventions, ideas,
iii. makes adequate use of referencing and language, and opinions in a logical manner
formatting tools to create a presentation style  some use of referencing to present a range of
suitable to the context and intention. examples and references
The student:  proficient use of the essay planning scaffold
i. makes competent use of organizational structures  proficient use of the conventions, elements,
that serve the context and intention language, and structure of a literary analysis and
ii. organizes opinions and ideas in a coherent and essay
5-6
logical manner with ideas building on each other  proficient organisation of conventions, ideas,
iii. makes competent use of referencing and language, and opinions in a logical manner
formatting tools to create a presentation style  effective use of referencing to present a good
suitable to the context and intention. range of examples and references
The student:  sophisticated use of the essay planning scaffold
i. makes sophisticated use of organizational  sophisticated use of the conventions, elements,
structures that serve the context and intention language, and structure of a literary analysis and
effectively essay
ii. effectively organizes opinions and ideas in a  sophisticated & effective organisation of
7-8
sustained, coherent and logical manner with conventions, ideas, language, and opinions in a
ideas building on each other in a sophisticated way logical manner
iii. makes excellent use of referencing and  creatively & uniquely use referencing to
formatting tools to create an effective presentation present a varied range of examples and
style. references

TEACHER ASSESSMENT STUDENT ASSESSMENT

ATL SELF REFLECTION:

Communication
Skill demonstration: Yes/No Yes/No
Use a variety of speaking techniques to communicate with a variety of audiences �
Use appropriate forms of writing for different purposes and audiences �
Use a variety of media to communicate with a range of audiences �
Negotiate ideas and knowledge with peers and teachers ☹
Read a variety of sources critically and for comprehension �
Make inferences and draw conclusions �
Use and interpret a range of discipline-specific terms and symbols ☹
Take effective notes in class and make effective summary notes for studying ☹
Use a variety of speaking techniques to communicate with a variety of audiences �

Social
Skill demonstration: Yes/No Yes/No
Use e-learning platforms appropriately to build and develop learning partnerships �
Delegate and share responsibility for decision-making ☹
Practice empathy and help others to succeed ☹
Take responsibility for one’s own actions �
Manage and resolve conflict and work collaboratively in teams �
Build consensus �
Make fair and equitable decisions ☹
Listen actively to other perspectives and ideas ☹

Assessment Tasks Task Rubric 2

Negotiate effectively �
Encourage others to contribute �
Exercise leadership and take on a variety of roles within groups �
Give and receive meaningful feedback �
Advocate for one’s own rights and needs �

Self-management Skills:
Skill demonstration: Yes/No Yes/No
Record information accurately �
Set goals that are challenging and realistic ☹
Plan short and long term assignments and meet deadlines �
Keep and use a weekly planner/Agenda for assignments ☹
Plan strategies and take action to achieve personal and academic goals ☹
Make right choices within the stipulated time �
Practice focus and concentration �
Practice strategies to overcome distractions �
Demonstrate persistence and perseverance ☹
Practice strategies to reduce stress and anxiety ☹
Practice positive thinking �
Practice “bouncing back” after adversity, mistakes and failures �

Research:
Skill demonstration: Yes/No Yes/No
Collect, record, verify, analyze and interpret data �
Access information to be informed and inform others �
Make connections between various sources of information �
Find and use appropriate sources �
Present information in a variety of formats and platforms �
Understand and implement intellectual property rights �
Identify primary and secondary resources �
Create references and citations and construct a bibliography according to recognized conventions �
Thinking skills:
Skill demonstration: Yes/No Yes/No
Think critically, analyzing and evaluating issues and ideas ☹
Be creative in generating novel ideas and considering new perspectives �
Transfer skills and knowledge across disciplines and subject groups �

ATL skills comment:

What ATL skills did you use to complete this task?
How can you improve in future?
What were your strengths / weaknesses with regards to the requirements for each of the ATL?
Explain below.

To improve in future I think that I can read the book all-over and to get interesting quotes that I can use in future that will help me in the
assessment task and to I think I need to work on my time management skills.

Teacher: …………………………………… Student Aymen Abi Oula

Assessment Tasks Task Rubric 3