Assessment@IBDPp
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With the increased emphasis on concepts, inquiry based learning, ATL skills, ToK in the curriculum and approaches to teaching, what could assessment as an educational tool within the IB DP look like.
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Assessment@IBDPp
- 1. Assessment @ DP N Gardner 2014 Scien cebitz. com
- 2. Scien cebitz. com Assessment@DP Students ATTL Core Groups and Subjects Wrapped in International Mindedness From the centre out IBO®
- 3. Scien cebitz. com Assessment@DP Formative – Assessment designed to help student learning Culminating Tasks – End of Unit Assessments (these are not summative in the IB Sense) Summative - End of year tests / Practice Examinations (IB2) Formal – IB Internal Assessments and Final Exams Performance in Formal IB Assessment which is significantly different from predicted can cancel any university acceptance Types of Assessment
- 4. Scien cebitz. com Assessment@DP Learning is about concepts which are universal Learning is in context and context is relevant. There is appropriate feedback to support learning. Values and expectations are explicit. Metacognition, structured inquiry and critical thinking are central to teaching. Learning Tools
- 6. Scien cebitz. com Assessment@DP based on inquiry focused on conceptual understanding developed in local and global contexts focused on effective teamwork and collaboration differentiated to meet the needs of all learners informed by assessment Teaching Tools
- 7. Scien cebitz. com Assessment@DP Using authentic IB Questions and Internal Assessment practice tasks Help Students prepare for IB Formal Assessment Assessment Tools © IBO https://store.ibo.org/diploma-programme/exampapers- markschemes/? utm_source=DPcategory&utm_medium=filter_papers +&ms&utm_campaign=filter_papers+&ms_link
- 8. Scien cebitz. com Assessment@DP Each Subject has its own set of Subject Objectives Subject objectives describe both learning and skills in a subject Learning Objectives are hierarchical (in steps) Subject Objectives
- 9. Scien cebitz. com Assessment@DP Difficulty Knowledge and Understanding Memory Application and analysis Synthesis and Evaluation Critical thinking
- 10. Scien cebitz. com Assessment@DP Approaches to Learning Low Order High Order
- 11. Scien cebitz. com Assessment@DP Not all Objectives apply to every type of IB Assessment So Not all Objectives are covered fully every Semester Subject Objectives
- 12. Scien cebitz. com Assessment@DP Each DP Subject has a set of performance descriptors Performance Descriptors Performance Descriptor NA Not currently assessed Very Poor Minimal achievement in terms of the objectives. Poor Very limited achievement against all the objectives. The student has difficulty in understanding the required knowledge and skills and is unable to apply them fully in normal situations, even with support. Mediocre Limited achievement against most of the objectives, or clear difficulties in some areas. The student demonstrates a limited understanding of the required knowledge and skills and is only able to apply them fully in normal situations with support. Satisfactory A good general understanding of the required knowledge and skills, and the ability to apply them effectively in normal situations. There is occasional evidence of the skills of analysis, synthesis and evaluation. Good A consistent and thorough understanding of the required knowledge and skills, and the ability to apply them in a variety of situations. The student generally shows evidence of analysis, synthesis and evaluation where appropriate and occasionally demonstrates originality and insight. Very Good A consistent and thorough understanding of the required knowledge and skills, and the ability to apply them in a wide variety of situations. Consistent evidence of analysis, synthesis and evaluation is shown where appropriate. The student generally demonstrates originality and insight. Excellent A consistent and thorough understanding of the required knowledge and skills, and the ability to apply them almost faultlessly in a wide variety of situations. Consistent evidence of analysis, synthesis and evaluation is shown where appropriate. The student consistently demonstrates originality and insight and always produces work of high quality.
- 13. Scien cebitz. com Assessment@DP Standards and Practise call for IB DP Schools to report using the Subject Objectives Performance Descriptors
- 14. Scien cebitz. com Assessment@DP Why not just use a Grade score or IB Grade number alone? Using the Objectives and Descriptors gives students areas to work on to improve their performance This makes reporting a formative tool Performance Descriptors
- 15. Scien cebitz. com Assessment@DP That the IB is more than a single programme That the IB ethos is IMPORTANT That continuum matters CORE, CORE and CORE Beliefs
- 16. Scien cebitz. com Assessment@DP MYP teachers should also teach DP The DP should be taught through inquiry To Succeed in DP students need skills Good teaching (assessment) starts with good questions Teachers are accountable for what they teach Some Essential Agreements
- 17. Scien cebitz. com Assessment@DP MYP teachers should also teach DP The DP should be taught through inquiry To Succeed in DP students need skills Good teaching (assessment) starts with good questions Teachers are accountable for what they teach Some Essential Agreements Continuum ATTL ATL TOK (Core) BBD
- 18. Scien cebitz. com Assessment@DP DP Unit Planner ! ! IB!Diploma!Programme! Unit%Planner% !!!!!!!!!!!!!!!!!!!!!!!!IBDP!Subject! ! ! Unit%Plan% 01% Start:! End:! Date! Date! Unit%title%(replace%text)% Grade!Level:!!!!!!!!!!!!!!!!!!!!!!!!!!!!!!!!!!!!!!!!!!!! Teacher:! Class! Name! ! ! Global%Contexts% ! Topic!(give!subtopic!code!and!title!as!required)! ! Community!&!Service! ! Environments! ! Health!and!Social!Education! ! Human!ingenuity! This! Global! Context! will! be! explored! through!inquiry!into!! ! • X.x!Title! ! Content:%Skills%and%Knowledge%(Learning%outcomes%stated%using%command%terms)%% All%assessment%statements%addressed%in%the%following%subtopics:% • ! Essential%Skills:%(including:%ICT,%Information%Literacy%and%Academic%Honesty)%% • ! ! Resources%% % ! ! Assessment%instruments%used% Formative/Summative%Assessment%(IA)/%Culminating%Task(s)% Content/%Exam% preparation% Internal%Assessment%Requirement% Task!&!Description! IA!type!description! e.g!Unit!test:!Topic!9!Plant!Science!! x! ! ! ! ! ! ! ! ! Making%Connections% Links%with%ToK%(possible.links.–.can.it.be.communicated.to.ToK.teachers?)% How%can%this%unit%support'or%be'supported'by%other%subject%areas?% • ! • ! ! International%mindedness%% How%could%students%analyse%different%cultural%persectives% % ! ! Approaches'to'Learning'and%the%Learner'Profile% Approaches.to.Learning. Learner.Profile!Attributes! How!will!the!checked!attributes!be!explicitly!addressed!in!the!unit?!! ! SelfPManagement! ! Research! ! Thinking! ! Social!Skills! ! Communication! ! Inquirers! ! Knowledgeable! ! Thinkers! ! Communicators! ! Principled! ! OpenPminded! ! Caring! ! RiskPtakers! ! Balanced! ! Reflective! ! ! ! ! !!
- 19. Scien cebitz. com Assessment@DP DP Unit Planner ! ! IB!Diploma!Programme! Unit%Planner% !!!!!!!!!!!!!!!!!!!!!!!!IBDP!Subject! ! ! Unit%Plan% 01% Start:! End:! Date! Date! Unit%title%(replace%text)% Grade!Level:!!!!!!!!!!!!!!!!!!!!!!!!!!!!!!!!!!!!!!!!!!!! Teacher:! Class! Name! ! ! Global%Contexts% ! Topic!(give!subtopic!code!and!title!as!required)! ! Community!&!Service! ! Environments! ! Health!and!Social!Education! ! Human!ingenuity! This! Global! Context! will! be! explored! through!inquiry!into!! ! • X.x!Title! ! Content:%Skills%and%Knowledge%(Learning%outcomes%stated%using%command%terms)%% All%assessment%statements%addressed%in%the%following%subtopics:% • ! Essential%Skills:%(including:%ICT,%Information%Literacy%and%Academic%Honesty)%% • ! ! Resources%% % ! ! Assessment%instruments%used% Formative/Summative%Assessment%(IA)/%Culminating%Task(s)% Content/%Exam% preparation% Internal%Assessment%Requirement% Task!&!Description! IA!type!description! e.g!Unit!test:!Topic!9!Plant!Science!! x! ! ! ! ! ! ! ! ! Making%Connections% Links%with%ToK%(possible.links.–.can.it.be.communicated.to.ToK.teachers?)% How%can%this%unit%support'or%be'supported'by%other%subject%areas?% • ! • ! ! International%mindedness%% How%could%students%analyse%different%cultural%persectives% % ! ! Approaches'to'Learning'and%the%Learner'Profile% Approaches.to.Learning. Learner.Profile!Attributes! How!will!the!checked!attributes!be!explicitly!addressed!in!the!unit?!! ! SelfPManagement! ! Research! ! Thinking! ! Social!Skills! ! Communication! ! Inquirers! ! Knowledgeable! ! Thinkers! ! Communicators! ! Principled! ! OpenPminded! ! Caring! ! RiskPtakers! ! Balanced! ! Reflective! ! ! ! ! !!
- 20. Scien cebitz. com Assessment@DP A Curriculum is designed and then jumped into Build the story Provocation Question Reflect on this Action Solution Reflect
- 21. Scien cebitz. com Assessment@DP From the curriculum - ATL approach, ATL skills So what does this look like in practise? Internal assessment Level descriptor 3–4 Delivery of the presentation is sometimes appropriate, with some attempt to interest the audience. 5–6 Delivery of the presentation is generally appropriate and shows an intention to interest the audience. 7–8 Delivery of the presentation is consistently appropriate, with suitable strategies used to interest the audience. 9–10 Delivery of the presentation is effective, with very good strategies used to interest the audience. Criterion C: Language to the student’s use of elements such as vocabulary, tone, sentence structure and terminology appropriate to the presentation.) Language A: literature guide 61 Level descriptor 0 The work does not reach a standard described by the descriptors below. 1–2 There is very limited knowledge and virtually no understanding of the content of the work(s) presented. 3–4 There is some knowledge and superficial understanding of the content of the work(s) presented. 5–6 There is adequate knowledge and understanding of the content and some of the implications of the work(s) presented. 7–8 There is good knowledge and understanding of the content and many of the implications of the work(s) presented. 9–10 There is very good knowledge and understanding of the content and most of the implications of the work(s) presented. Criterion B: Presentation Level descriptor 0 The work does not reach a standard described by the descriptors below. 1–2 Delivery of the presentation is inappropriate, with virtually no attempt to interest the audience. Communication Skills Teaching informed by assessment
- 22. Scien cebitz. com Assessment@DP The ATL Skills are already in our Assessment Criteria From the curriculum Economics guide 97 using a pencil. A ruler (straight edge) should be used for straight lines. Diagrams should be drawn to scale. Graphs should have points correctly plotted (if appropriate) and joined in a straight line or smooth curve. Evaluate AO3 Make an appraisal by weighing up the strengths and limitations. Examine AO3 Consider an argument or concept in a way that uncovers the assumptions and interrelationships of the issue. Explain AO2 Give a detailed account including reasons or causes. Identify AO4 Provide an answer from a number of possibilities. Justify AO3 Give valid reasons or evidence to support an answer or conclusion. Label AO4 Add labels to a diagram. List AO1 Give a sequence of brief answers with no explanation. Measure AO4 Obtain a value for a quantity. Outline AO1 Give a brief account or summary. Plot AO4 Mark the position of points on a diagram. Show AO4 Give the steps in a calculation or derivation. Show that AO4 Obtain the required result (possibly using information given) without the formality of proof. “Show that” questions do not generally require the use of a calculator. Sketch AO4 Represent by means of a diagram or graph (labelled as appropriate). The sketch should give a general idea of the required shape or relationship, and should include relevant features. Solve AO4 Obtain the answer(s) using algebraic and/or numerical and/or graphical methods. State AO1 Give a specific name, value or other brief answer without explanation or calculation. Suggest AO2 Propose a solution, hypothesis or other possible answer. To what extent AO3 Consider the merits or otherwise of an argument or concept. Opinions and conclusions should be presented clearly and supported with appropriate evidence and sound argument. Economics guide94 Level Descriptor 0 The work does not reach a standard described by the descriptors below. 1 Terminology relevant to the article is included in the commentary. 2 Terminology relevant to the article is used appropriately throughout the commentary. Criterion C: Application This criterion assesses the extent to which the student recognizes, understands and applies economic information in the context of the article. Level Descriptor 0 The work does not reach a standard described by the descriptors below. 1 Relevant economic concepts and/or theories are applied to the article. 2 Relevant economic concepts and/or theories are applied to the article appropriately throughout the commentary. Criterion D: Analysis This criterion assesses the extent to which the student can explain and develop appropriate economic theories and/or concepts in the context of the article. Level Descriptor 0 The work does not reach a standard described by the descriptors below. 1 There is limited economic analysis relating to the article. 2 There is appropriate economic analysis relating to the article. 3 There is effective economic analysis relating to the article. Criterion E: Evaluation This criterion assesses the extent to which the student synthesizes his or her analysis in order to make judgments that are supported by reasoned arguments. Level Descriptor 0 The work does not reach a standard described by the descriptors below. 1 Judgments are made that are unsupported, or supported, by incorrect reasoning. 2 Judgments are made that are supported by limited reasoning. 3 Judgments are made that are supported by appropriate reasoning. 4 Judgments are made that are supported by effective and balanced reasoning. Thinking Skills Communication Skills ATTL skills in our day to day role Past papers as formative assessment
- 23. Scien cebitz. com Assessment@DP The ATL Skills are already in our Assessment Criteria But so are WoKs From the curriculum
- 24. Scien cebitz. com Assessment@DP The ATL Skills are already in our Assessment Criteria But so are WoKs From the curriculum Ethics
- 25. Scien cebitz. com Assessment@DP By making connections ToK Guide: Figure 2, 2013
- 26. Scien cebitz. com Assessment@DP By making connections Using the language of ToK
- 27. Scien cebitz. com Assessment@DP ToK both as a curriculum and within the curriculum
- 28. Scien cebitz. com Assessment@DP ToK both as a curriculum and within the curriculum Grade 11 ToK explores ethics as a WoK through the film splice about genetic engineered human creatures (AoK - Natural Sciences)
- 29. Scien cebitz. com Assessment@DP ToK both as a curriculum and within the curriculum Grade 11 HL Biology uses a ToK question to explore the Topic of polygenes through the WoK of reason while also focusing on international mindedness
- 30. Scien cebitz. com Assessment@DP ToK both as a curriculum and within the curriculum Grade 11 HL Biology uses a ToK question to explore the Topic of polygenes through the WoK of reason while also focusing on international mindedness
- 31. Scien cebitz. com Assessment@DP Using ATL skills,ToK and Inquiry based learning makes assessment a natural part of being educated REMEMBER Reporting should be a formative tool Why?