On campus teacher training: Introduction to IBDP Assessment
What is the purpose of IBDP Assessment? How to calculate the score of students? How about the average score of IB candidates? What are the assessment forms of different subjects?
Assessment plays an important role in the teaching process. On September 22, 2016, Yan Dan, who is from Beijing Royal School IB Center, gave a teacher training and discussed questions mentioned above with those teachers.
On the opening of this training, Teacher Yan asked an inquiry question. “In your opinion, what is the purpose of assessment?” After other teachers expressed their views, teacher Yan began to introduce the aim of IB assessment.
Combining IBDP curriculum framework with the actual situations of school, teacher Yan introduced three core courses of IBDP——Theory of Knowledge (TOK), Extended Essay(EE), Creativity, Action, Service(CAS), and assessment content as well as standards of six groups of disciplines. These six groups of disciplines are: Language A、Language B、individual and society, science, mathematics and art.
According to the IBDP assessment requirements, students need to choose at least three high-level courses from these six groups of disciplines. The full score of each discipline is 7,that of TOK and EE is 3, the overall score is 45 and the passing score is 24. Although CAS is not evaluated by scores, if the project does not meet IB requirements, students will not achieve IB diploma.
IBDP assessment includes internal and external evaluations. The internal oneis finished by subject teachers who do this during two years based on IBO assessment standards. Then, IBO will have a spot test. This assessment accounts for 20%-50%. The external one is a global examination. IBO arrange students to take exam and this accounts for 50%-80%. The assessment forms are various and flexible, which includes students oral comments, writing papers/comments, research topics and so on. Through combining formative assessment and conclusive assessment, IBDP assessment not only ensures the continuity and consistency of knowledge learning as well as skill cultivation but also satisfies the laws of education and avoid the “one test determines whole life”.
This training was ended by the hot discussion among teachers. Some teachers
said they had more understanding of IB and some teachers wanted to know IBDP assessment standards as well as how IBO deal with scoring error. In the future, IB Center will give continuing related training which would deeply introduce different aspects of IB assessment.