4-Domain Feedback: MYP Lab                                       Name: _________________________

General Feedback

Feedback is easier to take action on and most effective when it is timely, focused, improvement-oriented and manageable in quantity. This feedback form is to focus your reflection on one place, rather than the multiple documents we used during the lab.

In the boxes below, MrT will check (or write) some items that you really need to focus on. These are not the only things that can be improved, but they are focused and achievable.

You need to:

Task-level Feedback

Which actions, most importantly, can be improved in addressing these criteria?

Criterion D

  • Identification of variables
  • Quality of predictions: graphical
  • Quality of predictions: mathematical
  • Quality of predictions: explanation
  • Quality of methods: completion & justification
  • Evaluation: validity & reliability of methods
  • Evaluation: identifying & explaining limitations
  • Evaluation: suggesting realistic & complete solutions

Criterion E

  • Titles (graphs, tables)
  • Units, uncertainties, labels
  • Data processing: calculation & showing working
  • Clarity & effectiveness of data presentation
  • Understanding of trends, patterns, relationships
  • Quality of scientific explanation of results

Process-level Feedback

What strategies might help you make the improvement(s) suggested?

  • Improve organisation of work: neatness, identification of important elements, completion.
  • Break task into yet-smaller stages. Use the provided checklists or make your own.
  • Go visual: focus on quality of prediction & final graphs and talk (write) about these for inspiration.
  • Ask “why?” more often. Explanation is a sequence of why-questions.

Self-regulation Feedback

How can monitoring of your own progress allow you to complete these tasks more effectively?

  • Self-assess at early stages and often, using the rubrics/ checklists
  • Ensure instructions are clear and seek guidance where needed
  • Look for opportunities to improve & extend your work: “good enough” is never good enough.
  • Discuss this assessment with MrT

Self Feedback

Write your own comment, paying attention to what you will do more effectively next time.


Criterion D: Scientific Inquiry (Planning and Evaluating the methods).

Level

Level descriptor

0

  • The student does not reach a standard described by any of the descriptors below.

1–2

  • The student attempts to state a focused problem or research question.
  • The method suggested is incomplete.
  • The student attempts to evaluate the method and respond to the focused problem or research question.

3–4

  • The student states a focused problem or research question and makes a hypothesis but does not explain it using scientific reasoning.
  • The student selects appropriate materials and equipment and writes a mostly complete method, mentioning some of the variables involved and how to manipulate them.
  • The student partially evaluates the method.
  • The student comments on the validity of the hypothesis based on the outcome of the investigation.
  • The student suggests some improvements to the method or makes suggestions for further inquiry when relevant.

5–6

  • The student states a clear focused problem or research question, formulates a testable hypothesis and explains the hypothesis using scientific reasoning.
  • The student selects appropriate materials and equipment and writes a clear, logical method, mentioning all of the relevant variables involved and how to control and manipulate them, and describing how the data will be collected and processed.
  • The student evaluates the method, commenting on its reliability and validity.
  • The student comments on the validity of the hypothesis based on the outcome of the investigation.
  • The student suggests realistic improvements to the method and makes suggestions for further inquiry when relevant.

Criterion E: Processing Data (tables, graphs and conclusions)

Level

Level descriptor

0

  • The student does not reach a standard described by any of the descriptors below.

1–2

  • The student collects some data and attempts to record it in a suitable format.
  • The student organizes and presents data using simple numerical or visual forms.
  • The student attempts to identify a trend, pattern or relationship in the data.
  • The student attempts to draw a conclusion but this is not consistent with the interpretation of the data.

3–4

  • The student collects sufficient relevant data and records it in a suitable format.
  • The student organizes, transforms and presents data in numerical and/or visual forms, with a few errors or omissions .
  • The student states a trend, pattern or relationship shown in the data.
  • The student draws a conclusion consistent with the interpretation of the data.

5–6

  • The student collects sufficient relevant data and records it in a suitable format.
  • The student organizes, transforms and presents data in numerical and/or visual forms logically and correctly.
  • The student describes a trend, pattern or relationship in the data and comments on the reliability of the data.
  • The student draws a clear conclusion based on the correct interpretation of the data and explains it using scientific reasoning.