One of my philosophies for assessment in the MYP is that it is best to find a consistent type of assessment that can build through the five years of the programme, AND that will prepare the students for the DP. In Science, I think there are four types of essential assessments (and no, tests are not one of them!).
This assessment will meet the new criterion B and C in the next chapter.
This type of assessment will solidly hit the new criterion D.
The focus is on reading for understanding, summarizing, and responding to the factors for criterion D. I usually formatively assess the first six or seven, and then summatively assess the last two or three in a grading period. This takes time to write good feedback, but students can write amazingly well after a year or two of this. Plus you can choose your articles well to help supplement your in-class inquiry!
I would much rather have students...
- create an arduino circuit than take a circuit test
- create a window farm than take a test on plants and farming practices
- make and describe an airplane than take a forces test
- create and describe a rube goldberg contraption that transfers energy than taking an energy test
This is something that I will be exploring more next year. As such, I don't yet have my fourth guide. I hope to come up with a comprehensive guide for making. I want to embrace the maker/tinkering/hacking culture in my classroom so that students are capable of actually using scientific knowledge in real-life. Hopefully this will also be a great source of IDU's with Design (which at my school incorporates shop, food, and tech). Hoping to help build the next generation of YouTube tutorial makers! Check out Collin's Labs for my dream assessment inspiration.