The Cambridge International Continuum

Di Palmer Director Assessment ServicesSherry Reach USA Regional Representative

University of Cambridge International Examinations

Today’s presentation

CIE’s partnership approach to raising standards for all students

• Curriculum• Assessment• Support and training for teachers

• Examples from Cambridge IGCSE programs – for Grades 9 and 10

• Same principles apply to – AICE program for Grades 11 and 12– Checkpoint program for Grades 6,7,8

Cambridge Secondary 1: Checkpoint

English/Mathematics/Science

Cambridge Secondary 2: IGCSE

70+ subjects

Cambridge Advanced

40+ subjects

Age 18

Age 16

Age 14

Age 11

Age 5

Cambridge PrimaryEnglish/Mathematics/Science

Increasing breadth and choice

THE CAMBRIDGE INTERNATIONAL CURRICULUM

IGCSE Exams

A Level Exams

Checkpoint assessment

Prog

ress

ion

Tes

ts

Achievement Test

Designed for a wide range of abilities

Core level: all students

Extended level: more able students and/or subsequent stage for less-prepared students

Coursework option: adapt for local context

Excellent foundation

Schools use Cambridge IGCSE to prepare students for:

• Cambridge A/AS Level• IB Diploma• AP

Cambridge IGCSE, AICE

• Florida schools offering Cambridge successfully since 1995

• Three Arizona schools have applied to be Cambridge schools

• Cambridge English and Math standards exceed Common Core Standards – mapping available upon request

Cambridge IGCSE, AICEBenchmarked for international comparabilityCustomized for local/state relevanceLocally relevant content/contexts

Choice of authors/historical topics etc.

Spelling and vocabulary

Changes to content to reflect national standards and state core curriculum

Changes to reporting of achievement and definitions of standards

Changes to assessment structure and combination rules required for certification

The subject syllabus is where it begins

• instructional systems – are at the heart

The subject syllabus• Aims• Assessment Objectives• Description of assessment components • Curriculum content

– Including detailed summary of what candidates should know, understand and be able to do

• Grade descriptions• Resource list including texts and much more

Breadth of assessment• Knowledge• Understanding• Application• Skills

Assessment Methodology:

• Essays & Short Answers

• Projects / Investigations• Lab Practicals / Orals• Multiple Choice

Assessment Objectives for Biology

• Knowledge with understanding (50% - not more than 25% recall)

• Handling information and problem solving (30%)

• Experimental skills and investigation (20%)

Question papers include

• Questions that– Require knowledge– Gradually remove scaffolding– Require the application of knowledge in

unfamiliar contexts– Encourage connections to be made between

topic areas or concepts

Recalling knowledge

Abstracting appropriate knowledge

Applying knowledge in

a novel context

• Each subject is individually graded• Pass grades range from A* to G• IGCSE is internationally recognized• Each student receives a certificate showing a

grade for each subject examination

Examination Certificate

Analysis of Candidate Results by GradeCumulative results and a comparison of your school’s performance with your region and the world

Grading System ComparisonUSA CambridgeA A*, A Excellent

B+ BB C Good

C+ DC E Satisfactory

D F PoorG

F U Not passing

Cambridge Secondary 1

English/Mathematics/Science

Cambridge Secondary 2 : IGCSE

70+ subjects

Cambridge Advanced: A Levels / AICE Diploma

40+ subjects

Age 18

Age 16

Age 14

Age 11

Age 5

Cambridge PrimaryEnglish/Mathematics/Science

Increasing breadth and choice

THE CAMBRIDGE INTERNATIONAL CURRICULUM

CAMBRIDGE CHECKPOINT

PRIMARY ACHIEVEMENT TEST

Lower Secondary Program / Checkpoint

• Desired learning outcomes for middle school– English, (reading, writing, usage)– Math (number, problem solving, shape, space &

problem solving– Science (biology, chemistry and physics)

• Progression tests – end of grades 6 & 7• Checkpoint Test – end of grade 8

Cambridge Advanced International Certificate of Education (AICE) Diploma

• an advanced academic pre-university qualification for students who are studying Cambridge International A and AS Levels

• offers students the opportunity to tailor their studies to individual interests, abilities and future plans

• Combines breadth of study with choice and flexibility

• involves the selection of subjects from three curriculum areas:– Mathematics and Science– Languages– Arts and Humanities

Support for teachers and students• Results and analysis• Syllabuses• Past exam papers, rubrics• Examiners’ reports• Schemes of work• Examples of performance at different grades• Textbooks, workbooks• Training and professional development

Available online

CIE public website

Teacher training: workshops & online courses

• Stage 1 for teachers new to CIE syllabuses– Focus on the syllabus– Examples of standards & marking students’ exams– Advice on resources

• Stage 2– Assumes knowledge of CIE syllabuses– Focus on teaching and learning– Discussion of classroom strategies

• Stage 3– Research/review of own practice

Exam Fees / Program Costs

• Checkpoint $23 per subject

• IGCSE exams $ 67 per subject

• AS / A level (stage route) $ 44.45 per subject

• 4 year cost per student per year c. $250

IGCSE Literature (English): Assessment Objectives

• Show detailed knowledge of the content of literary texts in the three main forms (Drama, Poetry, Prose) 25%

• Understand the meanings of literary texts and their contexts, and explore texts beyond surface meanings to show deeper awareness of ideas and attitudes 25%

• Recognize and appreciate ways in which writers use language, structure and form to create and shape meanings and effects (= application) 25%

• Communicate a sensitive and informed personal response to literary texts 25%

Example Literature QuestionIn this story, Conrad has left his car near the ‘red zone’ – a no-

parking area of the city in which he works. He comes back to find that some people are enjoying watching it being towed away.

Read the passage below carefully and then explore how the writing makes you feel sympathy for Conrad and how it is amusing at the same time.

You should include in your answer a response to:• Conrad’s situation• the characters and the words they use• the way the incident is narrated.

Grade description (Literature in English)a Grade A candidate will have demonstrated the ability to:

• sustain a perceptive and convincing response with well-chosen detail of narrative and situation

• demonstrate clear critical/analytical understanding of the author’s intentions and the text’s deeper implications and the attitudes it displays

• make much well-selected reference to the text• respond sensitively and in detail to the way language works in the

text• communicate a considered and reflective personal response to

the text

A* studentConrad’s situation is not a strange one; it is one most

readers may not have experienced but would be familiar with. Wolfe’s narration enables us to feel sympathy for many reasons. The first, and simplest, is that he appears to have been wronged: he remembered parking his car outside the red zone. In addition to this, the “giant” tow truck operator and the meter maid do not listen to what he says and virtually ignore him. In the end Conrad loses, only to be mocked by a crowd of bystanders. “Woooo-eeeee” (Paragraph 23) they call at him, when the meter maid rebuffs his appeals. Conrad is not merely helpless; he is turned into a public and humiliating joke. It is impossible not to feel sympathy for him in this situation.

C studentAlthough this story makes you feel sympathy for

Conrad, it is at the same time amusing due to the fact that the lady and the giant man paid less attention to him and this made him look somehow stupid as it was like he was talking himself.

Another amusing thing about this story is the way Conrad negotiates for his car. He speaks on top of his voice and this makes passers-by think there is a fight which is about to erupt.

Thank you – Questions?

Additional information available via:

CIE website: www.cie.org.uk

Di Palmer: palmer.d@cie.org.uk011 44 1223 553 554

Sherry Reach: cieusrep@comcast.net850 230-4770