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@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
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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
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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
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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
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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.
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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
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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
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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
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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
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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
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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)
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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
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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