MYP Rubrics and MiStar

When using the MYP Language and Literature 8-point Rubrics, grades will transfer to MiStar largely based upon the following scale. It’s important to realize that a “5” of 8 is successful, not 63%.  Therefore, the scale offered is not proportional or set by percentage.

More, the grades received from projects in each marking period shift a bit as students become more accustomed to the standards and should learn to meet those standards more consistently.

In any case, however, any student earning a score below a 5 is strong encouraged to redo the project, revise the paper, or retake the exam, etc. until a successful score is reached.

Rubric Areas

MYP Rubrics in Language and Literature focus on how well students Analyze (making critical choices and connections about different types of texts), Organize (thoughtfully assembling texts and sources), Produce Texts (their engagement and depth of detail), and Use Language (the mechanics and style of writing or speaking).

Each of these is rated from 0-8, with scores above 4 being considered successful for HELA9.

Not every assignment will consider each of these four areas, but different assignments will concentrate on one or more areas for students to demonstrate their skill. The Personal Narrative Essay, for instance, will look only at Producing Text and Using Language for its score. Summative or large projects might consider all four areas.

 

Analysis
Achvmnt LevelLevel Descriptor
0The student does not reach a standard described by any of the descriptors below.
1-2The student:

i.         provides limited analysis of the content, context, language, structure, technique and style of text(s) and the relationship among texts

ii.       provides limited analysis of the effects of the creator’s choices on an audience

iii.      rarely justifies opinions and ideas with examples or explanations; uses little or no terminology

iv.     evaluates few similarities and differences by making minimal connections in features across and within genres and texts

3-4The student:

i.         provides adequate analysis of the content, context, language, structure, technique and style of text(s) and the relationship among texts

ii.       provides adequate analysis of the effects of the creator’s choices on an audience

iii.      justifies opinions and ideas with some examples and explanations, though this may not be consistent; uses some terminology

iv.     evaluates some similarities and differences by making adequate connections in features across and within genres and texts.

5-6The student:

i.        competently analyses the content, context, language, structure, technique, style of text(s) and the relationship among texts

ii.       competently analyses the effects of the creator’s choices on an audience

iii.     sufficiently justifies opinions and ideas with examples and explanations; uses accurate terminology

iv.    evaluates similarities and differences by making substantial connections in features across and within genres and texts.

7-8The student:

i.      provides perceptive analysis of the content, context, language, structure, technique, style of text(s) and the relationship among texts

ii.    perceptively analyses the effects of the creator’s choices on an audience

iii.  gives detailed justification of opinions and ideas with a range of examples, and thorough explanations; uses accurate terminology

iv.  perceptively compares and contrasts by making extensive connections in features across and within genres and texts.

Organizing
Achvmnt LevelLevel Descriptor
0The student does not reach a standard described by any of the descriptors below.
1-2The student:

i.     makes minimal use of organizational structures though these may not always serve the context and intention

ii.    organizes opinions and ideas with a minimal degree of coherence and logic

iii.  makes minimal use of referencing and formatting tools to create a presentation style that may not always be suitable to the context and intention.

3-4The student:

i.     makes adequate use of organizational structures that serve the context and intention

ii.    organizes opinions and ideas with some degree of coherence and logic

iii.  makes adequate use of referencing and formatting tools to create a presentation style suitable to the context and intention.

5-6The student:

i.     makes competent use of organizational structures that serve the context and intention

ii.    organizes opinions and ideas in a coherent and logical manner with ideas building on each other

iii.  makes competent use of referencing and formatting tools to create a presentation style suitable to the context and intention.

7-8The student:

i.     makes sophisticated use of organizational structures that serve the context and intention effectively

ii.    effectively organizes opinions and ideas in a sustained, coherent and logical manner with ideas building on each other in a sophisticated way

iii.  makes excellent use of referencing and formatting tools to create an effective presentation style.

Producing Text
Achvmnt LevelLevel Descriptor
0The student does not reach a standard described by any of the descriptors below.
1-2The student:

i.      produces texts that demonstrate limited personal engagement with the creative process; demonstrates a limited degree of insight, imagination or sensitivity and minimal exploration of and critical reflection on new perspectives and ideas

ii.    makes minimal stylistic choices in terms of linguistic, literary and visual devices, demonstrating limited awareness of impact on an audience

iii.   selects few relevant details and examples to develop ideas.

3-4The student:

i.     produces texts that demonstrate adequate personal engagement with the creative process; demonstrates some insight, imagination or sensitivity and some exploration of and critical reflection on new perspectives and ideas

ii.    makes some stylistic choices in terms of linguistic, literary and visual devices, demonstrating adequate awareness of impact on an audience

iii.  selects some relevant details and examples to develop ideas.

5-6The student:

i.     produces texts that demonstrate considerable personal engagement with the creative process; demonstrates considerable insight, imagination or sensitivity and substantial exploration of and critical reflection on new perspectives and ideas

ii.    makes thoughtful stylistic choices in terms of linguistic, literary and visual devices, demonstrating good awareness of impact on an audience

iii.   selects sufficient relevant details and examples to develop ideas.

7-8The student:

i.     produces texts that demonstrate a high degree of personal engagement with the creative process; demonstrates a high degree of insight, imagination or sensitivity and perceptive exploration of and critical reflection on new perspectives and ideas

ii.    makes perceptive stylistic choices in terms of linguistic, literary and visual devices, demonstrating good awareness of impact on an audience

iii.  selects extensive relevant details and examples to develop ideas with precision

Using Language
Achvmnt LevelLevel Descriptor
0The student does not reach a standard described by any of the descriptors below.
1-2The student:

i.     uses a limited range of appropriate vocabulary and forms of expression

ii.    writes and speaks in an inappropriate register and style that do not serve the context and intention

iii.  uses grammar, syntax and punctuation with limited accuracy; errors often hinder communication

iv. spells/writes and pronounces with limited accuracy; errors often hinder communication

v.   makes limited and/or inappropriate use of non-verbal communication techniques.

3-4The student:

i.     uses an adequate range of appropriate vocabulary, sentence structures and forms of expression

ii.    sometimes writes and speaks in a register and style that serve the context and intention

iii.  uses grammar, syntax and punctuation with some degree of accuracy; errors sometimes hinder communication

iv. spells/writes and pronounces with some degree of accuracy; errors sometimes hinder communication

v.   v. makes some use of appropriate non-verbal communication techniques

5-6The student:

i.     uses a varied range of appropriate vocabulary, sentence structures and forms of expression competently

ii.    writes and speaks competently in a register and style that serve the context and intention

iii.  uses grammar, syntax and punctuation with a considerable degree of accuracy; errors do not hinder effective communication

iv. spells/writes and pronounces with a considerable degree of accuracy; errors do not hinder effective communication

v.   v. makes sufficient use of appropriate non-verbal communication techniques

7-8The student:

i.     effectively uses a range of appropriate vocabulary, sentence structures and forms of expression

ii.    writes and speaks in a consistently appropriate register and style that serve the context and intention

iii.  uses grammar, syntax and punctuation with a high degree of accuracy; errors are minor and communication is effective

iv. spells/writes and pronounces with a high degree of accuracy; errors are minor and communication is effective

v.   v. makes effective use of appropriate non-verbal communication techniques.

Assignments

21 May 2019
ELA9 Assignment https://www.chisnell.com/project/fictions-with-history/

Have prepared and begin your primary research for the Infographic

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22 May 2019
ELA9 Assignment https://www.chisnell.com/project/fictions-with-history/

Begin designing the Infographic from your chosen platform!

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29 May 2019
ELA9 Assignment https://www.chisnell.com/project/fictions-with-history/

Complete the design work of your infographic!

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31 May 2019All Day
ELA9 Assignment https://moodle.oakland.k12.mi.us/royaloak/course/view.php?id=40

No required work, but a clean-up chapter for Standards!

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3 June 2019
ELA9 Assignment https://www.chisnell.com/project/fictions-with-history/

Get your Infographic uploaded into the world!

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