AGIS Conference 2026 Potsdam

Working Together To Support Learning

9:00am CEST

Friday September 18, 2026 9:00am - 3:45pm CEST

This session marks the first face-to-face gathering of AGIS MYP Coordinators at an AGIS conference in several years. It is primarily designed as an opportunity to reconnect our professional community and facilitate meaningful networking, with an agenda shaped by participants ahead of the day.

Before the session, coordinators will be invited to identify their most pressing challenges and opportunities, ensuring our time together is relevant, practical, and grounded in the realities of our specific school contexts.

We anticipate that discussions will draw on one or more of the following topics:

Enhanced MYP: information, implications, and transition in the context of limited resources
AI: guidelines, policies, impact on academic integrity and assessment design
Balancing rigour and inclusive access in light of changing student population demographics
Enhancing cross-programme transition (PYP to MYP, MYP to DP)

The session aims to generate shared strategies and resources that coordinators can take back and use directly in their school contexts.

The structure of the full-day session will be based on the following timeline:

08:30-9:00 Welcome Coffee

9:00-12:45 Morning Session

12:45-13:45 Lunch

13:00-15:45 Afternoon Session

Speakers

Linda Pizzarello

MYP Coordinator and Assistant Head, International School Hannover Region

To be added

Friday September 18, 2026 9:00am - 3:45pm CEST
0.246 Am Luftschiffhafen 1, 14471 Potsdam

Full-Day Workshop

Audience Secondary/Middle Learners 11-16
Subject IBCore (TOK, EE, SA, CAS

9:45am CEST

Study the patterns, achieve 100 % pass rate e-assessment

Saturday September 19, 2026 9:45am - 10:45am CEST

0.215

Misunderstanding the command terms test, verify, and justify is a common issue in the MYP Mathematics eAssessment, particularly in Criterion B: Investigating Patterns. These terms are often used interchangeably by students, which leads to incomplete reasoning and loss of marks in a section that typically accounts for a significant portion of the assessment.
Drawing on experience as an eAssessment examiner, this session clarifies the distinct expectations behind these command terms and highlights common misconceptions observed in student responses. Participants will explore practical examples of generalizing patterns and simple strategies to help students move from identifying patterns to effectively testing, verifying, and justifying their conclusions.
The session aims to equip teachers with clearer interpretations of the assessment rubric and practical approaches to help students maximize success in the Investigating Patterns strand.

Outcomes:
This professional development session will strengthen teachers’ understanding of the command terms test, verify, and justify within Criterion B: Investigating Patterns in the MYP Mathematics eAssessment. By clarifying the distinct expectations behind these terms and sharing insights from examiner experience, the session will help teachers address common misconceptions that often prevent students from accessing full marks. As a result, teachers will be better equipped to guide students in moving beyond simple pattern recognition toward clear mathematical reasoning and justification. Ultimately, this will improve the quality of student responses, increase confidence in approaching pattern investigation tasks, and support stronger performance in a component of the assessment that carries significant weight.This professional development session will strengthen teachers’ understanding of the command terms test, verify, and justify within Criterion B: Investigating Patterns in the MYP Mathematics eAssessment. By clarifying the distinct expectations behind these terms and sharing insights from examiner experience, the session will help teachers address common misconceptions that often prevent students from accessing full marks. As a result, teachers will be better equipped to guide students in moving beyond simple pattern recognition toward clear mathematical reasoning and justification. Ultimately, this will improve the quality of student responses, increase confidence in approaching pattern investigation tasks, and support stronger performance in a component of the assessment that carries significant weight.

Speakers