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Assessment @ DP N Gardner 2014
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Assessment@DP
Students
ATTL
Core
Groups and Subjects
Wrapped in International Mindedness
From the centre out
IBO®
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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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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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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
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
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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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DifficultyKnowledge and Understanding Memory
Application and analysis
Synthesis and Evaluation Critical thinking
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Not all Objectives apply to every type of IB Assessment
So
Not all Objectives are covered fully every Semester
Subject Objectives
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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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Standards and Practise call for IB DP Schools to report using the Subject Objectives
Performance Descriptors
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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
That the IB is more than a single programme
That the IB ethos is IMPORTANT
That continuum matters
CORE, CORE and CORE
Beliefs
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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 AgreementsContinuum
ATTL
ATL
TOK (Core)
BBD
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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!
!
!!!!!!
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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!
!
!!!!!!
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Assessment@DP
A Curriculum is designed and then jumped into
Build the storyProvocation
Question
Reflect on this
Action
Solution
Reflect
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Assessment@DP
From the curriculum - ATL approach,
ATL skills
So what does this look like in practise?
Language A: literature guide62
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.)
Level descriptor
0 The work does not reach a standard described by the descriptors below.
1–2 The language is inappropriate, with virtually no attempt to choose register and style suited to the choice of presentation.
3–4 The language is sometimes appropriate, but with little sense of register and style suited to the choice of presentation.
5–6 The language is mostly appropriate, with some attention paid to register and style suited to the choice of presentation.
7–8 The language is clear and appropriate, with register and style well suited to the choice of presentation.
9–10 The language is very clear and entirely appropriate, with register and style consistently effective and suited to the choice of presentation.
Internal assessment details—HL
Note: The individual oral commentary is internally assessed and externally moderated by the IB. Recordings of the individual oral commentary and discussion are required for the purposes of moderation. Procedures for the recording and mailing of recordings are provided each year in the Handbook of procedures for the Diploma Programme.
Language A: literature guide 61
Internal assessment
Level descriptor
2 The language is sometimes clear and appropriate; grammar and sentence construction are generally accurate, although errors and inconsistencies are apparent; register and style are to some extent appropriate.
3 The language is mostly clear and appropriate, with an adequate degree of accuracy in grammar and sentence construction; the register and style are mostly appropriate.
4 The language is clear and appropriate, with a good degree of accuracy in grammar and sentence construction; register and style are effective and appropriate.
5 The language is very clear and entirely appropriate, with a high degree of accuracy in grammar and sentence construction; the register and style are consistently effective and appropriate.
Individual oral presentation (SL)
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
Glossary of command terms
Economics guide 97
Distinguish AO2 Make clear the differences between two or more concepts or items.
Draw AO4 Represent by means of a labelled, accurate diagram or graph, 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.
Internal assessment
Economics guide94
Criterion B: TerminologyThis criterion assesses the extent to which the student uses appropriate economic terminology.
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.
2Terminology relevant to the article is used appropriately throughout the commentary.
Criterion C: ApplicationThis 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.
2Relevant economic concepts and/or theories are applied to the article appropriately throughout the commentary.
Criterion D: AnalysisThis 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: EvaluationThis 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.
1Judgments 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
The ATL Skills are already in our Assessment Criteria
But so are WoKs
From the curriculum
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Assessment@DP
The ATL Skills are already in our Assessment Criteria
But so are WoKs
From the curriculum
Ethics
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Assessment@DP
By making connections
ToK Guide: Figure 2, 2013
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Assessment@DP
By making connections
Using the language of ToK
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Assessment@DP
ToK both as a curriculum and within the curriculum
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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 curriculumGrade 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
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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?
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Why?
https://shifthappens.wikispaces.com/
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