Rubrics in PYP MandarinFairview International School

PYP current rubrics

• Taking phase 1 writing rubrics as reference

4

Exceeding expectations

3

Meeting expectations

2

Working towards expectations

1

Need support

Writing-occasional errors in writing but these do not interfere with communication- makes excellent use of a basic range of vocabulary

-some errors in writing but these do not interfere with communication-makes good use of a basic range of vocabulary

-some errors in writing that sometimes interfere with communication-has some difficulties using basic vocabulary

-Writing often impedes communication-has difficulty using basic vocabulary

The descriptors in this column should be

(Taken advice from Subang PYP Coordinator)

No errors in writing and makes excellent use of vocabulary

-occasional errors in writing but these do not interfere with communication- makes good use of a basic range of vocabulary

-some errors in writing that sometimes interfere with communication-has some difficulties using basic vocabulary

-Writing often impedes communication-has difficulty using basic vocabulary

Because to get a 4, our students must be showing a great performance in Mandarin!

Taken from homeroom comments

Issues• The rubrics are not coherent to other subjects’

in PYP (after comfirmed with homerooms)• The rubrics might trigger the parents to

questioning homerooms and us• The rubrics might misleading the grading and

the result might not be accurate (eg: student should be in 3 instead of 4).

A need to modify our rubrics:

• So that a more professional SA and rubrics can be given out and delivered to our studens

• So that all teachers are able to grade out students more accurately (apply to old and new teachers)

• So that lesser issues/ compliants voiced out by parents

By how?

• Taken advice from Ms. Tee, we might as well taken MYP LB rubrics as reference and apply the method into PYP Language Scope & Sequence

How MYP did?

How to apply to PYP?

Taking Language Continuum in Language Scope & Sequence… …

Taking Phase 1 as example… … 1: student is showing a poor usage of gestures, actions, body language and/or words to communicate needs and to express idea

2: student is showing a moderate usage of gestures, actions, body language and/or words to communicate needs and to express idea

3: student is able to use gestures, actions, body language and/or words to communicate needs and to express ideas

4: student is able to use gestures, actions, body language and/or words to communicate needs and to express ideas efficiently

Summary• In order to deliver a better or professional education, we need

a strong rubrics for our SA• To develop rubrics involve a lots of hard work from all

teacher’s contribution and collaboration with homerooms or PYP coordinators