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104-528: The International Baccalaureate Middle Years Programme ( MYP ) is an educational programme for students between the ages of 11 and 16 around the world as part of the International Baccalaureate (IB) continuum. Middle Years Programme is intended to prepare students for the two-year IB Diploma Programme . It is used by 1,358 schools in 108 countries. It has been available since 1994. It was updated in 2014 and called MYP: New Chapter. In

208-583: A Finnish politician and director of the Finnish National Agency of Education, was selected by the board of directors to serve as director general, replacing Siva Kumari. The IB is a nonprofit organization, selling its products and services to schools in a system analogous to a franchise network. Schools buy products and services from the IB – assessments, publications, the right to use branding – and in turn schools act as distributors, reselling

312-531: A clarification of the grading methodology, and free remarking and retesting. Several educators have criticized IB's approach to the 2020 grading. The Office of Qualifications and Examinations Regulation stated it would "scrutinize" the grades. The Norwegian Data Protection Authority asked the IB to provide data under the General Data Protection Regulation . Some argued that using a school's historical data to produce grades

416-578: A forum for dialogue." There are currently fifty-six (56) sub-regional associations, including: In 2003, the IB established the IB Fund, incorporated in the United States, to enhance fundraising and keep funds raised separately from operational funds. In 2004, the IB approved a strategic plan to "ensure that programmes and services are of the highest quality" and "to provide access to people who are socio-economically disadvantaged." In 2010 and 2015,

520-445: A good measure of mastery of the subject, but difficult to score completely accurately. A history test written for high reliability will be entirely multiple choice. It isn't as good at measuring knowledge of history, but can easily be scored with great precision. We may generalize from this. The more reliable our estimate is of what we purport to measure, the less certain we are that we are actually measuring that aspect of attainment. It

624-521: A group dedicated to investigating malware and cybersecurity, confirmed on the morning of May 6th that the breach appeared to be legitimate. On May 7th, the IBO confirmed that some of their data from 2018 was breached, including employee names, positions, and emails. The organization also stated that no exam material has been compromised. Educational assessment As a continuous process, assessment establishes measurable student learning outcomes, provides

728-760: A high-performing schools network (COAR) made up of IB World Schools. In early 2016 thirteen new schools were authorized by the IB as part of this programme. In Ecuador, President Rafael Correa has also committed to improving education in state schools by implementing IB programmes and by January 2016 there were over 200 state schools. With support from local organizations, there are thirteen state IB schools in Russia . In Spain , various models have been implemented (3 types of schools in Spain: public schools, private schools and state funded-private or "concerted" schools) and led to extensive growth with 140 schools. Internationally,

832-460: A plan for the expansion of Advanced Placement (AP) and International Baccalaureate mathematics and science courses, intending to increase the number of AP and IB teachers and the number of students taking AP and IB examinations, as well as tripling the number of students passing those exams. Howard Gardner , a professor of educational psychology at Harvard University , said that the IBDP curriculum

936-439: A question paper, vague marking instructions and poorly trained markers. Traditionally, the reliability of an assessment is based on the following: The reliability of a measurement x can also be defined quantitatively as: R x = V t / V x {\displaystyle R_{\text{x}}=V_{\text{t}}/V_{\text{x}}} where R x {\displaystyle R_{\text{x}}}

1040-444: A result of the leaks. One group dedicated to leaking papers has affirmed the concerns, by restricting the release of English Lang. Lit. leaks to "protect the grade boundaries". Following the examination leaks, the IBO also experienced an alleged security breach in their IT Infrastructure, potentially exposing internal documents and further test papers. Upon inspecting data shared online by the unknown threat actor(s), vx-underground ,

1144-431: A set of standards for use in a variety of educational settings. The standards provide guidelines for designing, implementing, assessing and improving the identified form of evaluation. Each of the standards has been placed in one of four fundamental categories to promote educational evaluations that are proper, useful, feasible, and accurate. In these sets of standards, validity and reliability considerations are covered under

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1248-493: A sufficient amount of learning opportunities to achieve these outcomes, implements a systematic way of gathering, analyzing and interpreting evidence to determine how well student learning matches expectations, and uses the collected information to give feedback on the improvement of students' learning. Assessment is an important aspect of educational process which determines the level of accomplishments of students. The final purpose of assessment practices in education depends on

1352-504: A suitable program of learning. Self-assessment is a form of diagnostic assessment which involves students assessing themselves. Forward-looking assessment asks those being assessed to consider themselves in hypothetical future situations. Performance-based assessment is similar to summative assessment, as it focuses on achievement. It is often aligned with the standards-based education reform and outcomes-based education movement. Though ideally, they are significantly different from

1456-446: A suitable teacher conducted through placement testing , i.e. the tests that colleges and universities use to assess college readiness and place students into their initial classes. Placement evaluation, also referred to as pre-assessment, initial assessment, or threshold knowledge test (TKT), is conducted before instruction or intervention to establish a baseline from which individual student growth can be measured. This type of assessment

1560-409: A teacher (or peer ) or the learner (e.g., through a self-assessment ), providing feedback on a student's work and would not necessarily be used for grading purposes. Formative assessments can take the form of diagnostic, standardized tests, quizzes, oral questions, or draft work. Formative assessments are carried out concurrently with instructions and the results may count. The formative assessments aim

1664-660: A test. In order to have positive washback, instructional planning can be used. In the field of evaluation , and in particular educational evaluation in North America, the Joint Committee on Standards for Educational Evaluation has published three sets of standards for evaluations. The Personnel Evaluation Standards were published in 1988, The Program Evaluation Standards (2nd edition) were published in 1994, and The Student Evaluation Standards were published in 2003. Each publication presents and elaborates

1768-486: A traditional multiple choice test, they are most commonly associated with standards-based assessment which use free-form responses to standard questions scored by human scorers on a standards-based scale, meeting, falling below or exceeding a performance standard rather than being ranked on a curve. A well-defined task is identified and students are asked to create, produce or do something often in settings that involve real-world application of knowledge and skills. Proficiency

1872-416: A way of comparing students. The IQ test is the best-known example of norm-referenced assessment. Many entrance tests (to prestigious schools or universities) are norm-referenced, permitting a fixed proportion of students to pass ("passing" in this context means being accepted into the school or university rather than an explicit level of ability). This means that standards may vary from year to year depending on

1976-400: A written test of driving knowledge, and what a driver is able to do, such as through a performance assessment of actual driving. Teachers frequently complain that some examinations do not properly assess the syllabus upon which the examination is based; they are, effectively, questioning the validity of the exam. Validity of an assessment is generally gauged through examination of evidence in

2080-532: Is "less parochial than most American efforts" and helps students "think critically, synthesize knowledge, reflect on their own thought processes and get their feet wet in interdisciplinary thinking." In 2006, government ministers in the United Kingdom provided funding so that "every local authority in England could have at least one centre offering sixth-formers the chance to do the IB." In 2008, due to

2184-479: Is a form of questioning which has a single correct answer. Subjective assessment is a form of questioning which may have more than one correct answer (or more than one way of expressing the correct answer). There are various types of objective and subjective questions. Objective question types include true/false answers, multiple choice , multiple-response and matching questions while Subjective questions include extended-response questions and essays. Objective assessment

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2288-422: Is authentic when it is contextualized, contains natural language and meaningful, relevant, and interesting topic, and replicates real world experiences. This principle refers to the consequence of an assessment on teaching and learning within classrooms. Washback can be positive and negative. Positive washback refers to the desired effects of a test, while negative washback refers to the negative consequences of

2392-438: Is demonstrated by providing an extended response. Performance formats are further classified into products and performances. The performance may result in a product, such as a painting, portfolio, paper or exhibition, or it may consist of a performance, such as a speech, athletic skill, musical recital or reading. Assessment (either summative or formative) is often categorized as either objective or subjective. Objective assessment

2496-405: Is given a numerical score or grade based on student performance, whereas an informal assessment does not contribute to a student's final grade. An informal assessment usually occurs in a more casual manner and may include observation, inventories, checklists, rating scales, rubrics , performance and portfolio assessments, participation, peer and self-evaluation, and discussion. Internal assessment

2600-411: Is often divided into initial, formative, and summative categories for the purpose of considering different objectives for assessment practices. (1) Placement assessment – Placement evaluation may be used to place students according to prior achievement or level of knowledge, or personal characteristics, at the most appropriate point in an instructional sequence, in a unique instructional strategy, or with

2704-434: Is set and marked by the school (i.e. teachers), students get the mark and feedback regarding the assessment. External assessment is set by the governing body, and is marked by non-biased personnel, some external assessments give much more limited feedback in their marking. However, in tests such as Australia's NAPLAN, the criterion addressed by students is given detailed feedback in order for their teachers to address and compare

2808-415: Is the conditions of test taking process, test-related which is basically related to the nature of a test. Valid assessment is one that measures what it is intended to measure. For example, it would not be valid to assess driving skills through a written test alone. A more valid way of assessing driving skills would be through a combination of tests that help determine what a driver knows, such as through

2912-406: Is the driving test when learner drivers are measured against a range of explicit criteria (such as "Not endangering other road users"). (6) Norm-referenced assessment (colloquially known as " grading on the curve "), typically using a norm-referenced test , is not measured against defined criteria. This type of assessment is relative to the student body undertaking the assessment, It is effectively

3016-642: Is the reliability in the observed (test) score, x; V t {\displaystyle V_{\text{t}}} and V x {\displaystyle V_{\text{x}}} are the variability in 'true' (i.e., candidate's innate performance) and measured test scores respectively. R x {\displaystyle R_{\text{x}}} can range from 0 (completely unreliable), to 1 (completely reliable). There are four types of reliability: student-related which can be personal problems, sickness, or fatigue , rater-related which includes bias and subjectivity , test administration-related which

3120-425: Is to see if the students understand the instruction before doing a summative assessment. (3) Summative assessment – This is generally carried out at the end of a course or project. In an educational setting, summative assessments are typically used to assign students a course grade, and are evaluative. Summative assessments are made to summarize what the students have learned in order to know whether they understand

3224-418: Is used to know what the student's skill level is about the subject, it can also help the teacher to explain the material more efficiently. These assessments are generally not graded. (2) Formative assessment – This is generally carried out throughout a course or project. It is also referred to as "educative assessment," which is used to help learning. In an educational setting, a formative assessment might be

IB Middle Years Programme - Misplaced Pages Continue

3328-528: Is well suited to the increasingly popular computerized or online assessment format. Some have argued that the distinction between objective and subjective assessments is neither useful nor accurate because, in reality, there is no such thing as "objective" assessment. In fact, all assessments are created with inherent biases built into decisions about relevant subject matter and content, as well as cultural (class, ethnic, and gender) biases. Test results can be compared against an established criterion, or against

3432-404: Is well to distinguish between "subject-matter" validity and "predictive" validity. The former, used widely in education, predicts the score a student would get on a similar test but with different questions. The latter, used widely in the workplace, predicts performance. Thus, a subject-matter-valid test of knowledge of driving rules is appropriate while a predictively valid test would assess whether

3536-610: The Council of Europe and the Organisation Internationale de la Francophonie (OIF). The IB governance is composed of an IB Board of Governors and six committees (access and advancement, audit, education, finance, human resources and governance). The Board of Governors appoints the Director General, sets the strategic direction of the organization, adopts a mission statement, makes policy, oversees

3640-659: The Czech Republic , South Africa , Kazakhstan , Spain, Philippines , Malaysia , Japan , and South Korea . The United States has the largest number of IB programmes (2,010 out of 5,586) offered in both private and public schools. The IB works with governments and non-governmental organizations across the world and has consultative status as a nongovernmental organization (NGO) at the United Nations Educational, Scientific and Cultural Organization ( UNESCO ) and has collaborative relationships with

3744-827: The IB Diploma Programme and the IB Career-related Programme for students aged 16 to 19, the IB Middle Years Programme for students aged 12 to 16, and the IB Primary Years Programme for children aged 3 to 12. To teach these programmes, schools must be authorized by the International Baccalaureate. The organization's name and logo were changed in 2007 to reflect new structural arrangements. Consequently, "IB" may now refer to

3848-421: The subreddit r/pirateIB and other platforms. To date, there have been documents shared for Mathematics, Physics, Biology, Chemistry, English, Chinese, German, Psychology, Digital Society, Geography, Business Management, Computer Science and Global Politics. Some online forums have been expressing student discontent, especially with concerns on unfair advantages in examinations, with claims of miscommunication from

3952-422: The theoretical framework of the practitioners and researchers, their assumptions and beliefs about the nature of human mind, the origin of knowledge, and the process of learning. The term assessment is generally used to refer to all activities teachers use to help students learn and to guage student progress. Assessment can be divided for the sake of convenience using the following categorizations: Assessment

4056-401: The "Community Project" for students to complete the programme during Year 3 or 4. The "Personal Project" is meant to be a culmination of student learning, with a focus of the areas of interaction. Just as with the extended essay in the IB Diploma Programme , students are required to choose an academic or non-academic topic or subject for their project, which they are expected to complete over

4160-577: The Child in the Middle Years of Schooling (ages 11–16)'. This conference recommended the development of a course to meet the needs of students aged 11–16 years, with a focus on six key 'needs', which were described as Global , Intellectual , Personal , Physical , Creative , and Social . Further workshops and conferences ( Lusaka in 1981, New York City in 1981, Wersen in 1981, London in 1982, and Cyprus in 1983) brought additional schools into

4264-616: The Heads Council, Regional Councils and the Board. To encourage diversity of gender, culture and geography, there are only three ex officio positions: Director General (non-voting), the chair of the Examining Board and the chair of the Heads Council. Advisory bodies include the Heads Council and Regional Councils. The IB Diploma Programme was described as "a rigorous, off-the-shelf curriculum recognized by universities around

IB Middle Years Programme - Misplaced Pages Continue

4368-649: The IB Middle Years Programme in the 1999–2000 school year, the number of 8th graders who chose to attend the local high school then increased to about 150. One student was quoted, "I had really good teachers in the IB." International Baccalaureate The International Baccalaureate Organization ( IBO ), more commonly known as the International Baccalaureate ( IB ), is a nonprofit foundation headquartered in Geneva , Switzerland , and founded in 1968. It offers four educational programmes:

4472-928: The IB announced a dual exam route for the May 2021 examination: examinations were expected to take place in regions where a written assessment could be "administered safely", while candidates in other regions follow a non-exam "alternative route" based on coursework and predicted grades. This decision was met with stiff backlash as students taking the IB Diploma Programme protested against perceived injustice. Students argued that exams would harm student mental health and well-being as well as possible consequences for university admissions. The IB's dual system approach has also been criticized by exam boards such as Cambridge Assessment International Education , who canceled their IGCSE and international A-level exams. In late April/early May, select IB final exams were leaked to

4576-543: The IB announced a plan that will expand the opportunities for Japanese students to complete the IB curriculum in Japanese. In Malaysia , a project has been developed in response to interest expressed by the Malaysia Ministry of Education (MoE) in working with the IB to implement the IB Middle Years Programme (MYP) in select secondary state schools. The Abu Dhabi Education Council (ADEC) signed an agreement with

4680-570: The IB continues to be recognized as innovative, and in 2014, the World Innovation Summit for Education (WISE) announced the IB Career-related Certificate as a finalist for their annual WISE Awards. However, the IB came under heavy criticism around the world in 2020 for controversial estimated grades, set when COVID-19 precautions obstructed examinations. According to tertiary educational agency 7Acad,

4784-564: The IB in Chicago, found that it made for a stressful school experience but subsequently eased the pressures of university study. A further report by the University of Chicago concluded that Chicago Public School students who completed the IB curriculum were 40% more likely to attend a four-year college, 50% more likely to attend a selective four-year college, and significantly more likely to persist in college than their matched peers outside

4888-618: The IB to widen the options offered to parents and to meet the different needs of students in the United Arab Emirates . In April 2014, The King Faisal Foundation in Saudi Arabia and the IB signed a memorandum of understanding to develop IB programmes, including the IBDP, in up to forty primary and secondary schools, with the goal of intending to develop these schools as centres of excellence as IB World Schools. In Peru , President Ollanta Humala has committed to building

4992-417: The IB's financial management, and ensures autonomy and integrity of the IB Diploma Programme examinations and other student assessments. The structure of its different committees is based on respect, representation and collaboration. The Board of Governors can comprise between 15 and 25 members. Members are elected by the Board on the recommendation of the governance committee and from nominations presented by

5096-613: The IB, and Robert Belle-Isle, who was the director at UNIS and had previously been the superintendent of the Chambly school district in Quebec , became involved in the initiative. From 1983 to 1990 the discussions crystallized into a five-year curriculum for students aged 11–16, rather than a purely pre-IB course. At the 1987 ISA annual conference in Svendborg, it was decided to pilot the newly designed curriculum. Three schools took part in

5200-416: The IB. A statement from the IBO was published on May 4th, claiming that the organization had discovered a very small number of students engaged in "time zone cheating", further claiming that the cheating wasn't widespread. South China Morning Post rebutted this claim, having discovered over 45,000 downloads of papers. Significant numbers of students have raised concerns about grade boundaries being inflated as

5304-466: The IB. The City of Miami Beach Commission entered into an education compact with Miami-Dade County Public Schools with one of the initiatives of the compact to implement the IB curriculum throughout Miami Beach feeder schools. In some other parts of the world, the International Baccalaureate has been well received. In 2013, the Ministry of Education, Culture, Sports, Science and Technology of Japan and

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5408-574: The IBDP was reduced from $ 300,000 to $ 100,000 after State Senator Margaret Dayton objected to the IB curriculum, stating, "First, I have never espoused eliminating IB ... I don't want to create 'world citizens' nearly as much as I want to help cultivate American citizens who function well in the world." Mayor Rahm Emanuel of Chicago , meanwhile, believes that IB should be an option for students in Chicago Public Schools. Elizabeth Brackett , reporting on her own experience of studying

5512-492: The IBO was accused of plagiarising some of its confidential examiner marking guides from Misplaced Pages . In March 2020, the IB announced that exams for the May 2020 session had been cancelled as a response to the COVID-19 pandemic . It claimed that the final grades would instead be calculated based on coursework, students' teacher-predicted grades, and historical school data. "Prior to the attribution of final grades, this process

5616-764: The International Schools Examinations Syndicate (ISES), which would later become the International Baccalaureate Office (IBO), followed by the International Baccalaureate Organization (IBO) and then the International Baccalaureate (IB). The IB headquarters were officially established in Geneva, Switzerland, in 1968 for the development and maintenance of the IB Diploma Programme. The objective of this programme

5720-550: The Language Acquisition course). Schools are given much flexibility to allow them to introduce subjects they consider important and organize their own student assessment and reporting procedures. However, the MYP gives clear criteria for each subject group. The criteria get progressively harder with the first year of MYP using the MYP 1 criteria set, then the second and third year using the MYP 3 criteria set and finally

5824-541: The MYP Certificate, each candidate must complete at least one eAssessment in each of these areas: Within each area, the subject with the highest score, on the scale of 1 to 7 is counted, the results will be tallied to create a total out of 56. The pass mark is 28 and the candidate must meet the Service and Actions requirements set by the school. Each subject group uses four criteria to mark a student's ability in

5928-702: The Middle Years Programme students are required to receive instruction in all eight subject groups; Language Acquisition, Language and Literature, Individuals and Societies, Sciences, Mathematics, Arts, Physical and Health Education, and Design. In 2014, the International Baccalaureate Organisation introduced a new more flexible programme for the middle years, which was then called the MYP: Next Chapter but this by 2019 had transitioned into MYP. It

6032-795: The No Child Left Behind Act (NCLB) on January 8, 2002. The NCLB Act reauthorized the Elementary and Secondary Education Act (ESEA) of 1965. President Johnson signed the ESEA to help fight the War on Poverty and helped fund elementary and secondary schools. President Johnson's goal was to emphasize equal access to education and establish high standards and accountability. The NCLB Act required states to develop assessments in basic skills. To receive federal school funding, states had to give these assessments to all students at select grade level. In

6136-632: The U.S., the No Child Left Behind Act mandates standardized testing nationwide. These tests align with state curriculum and link teacher, student, district, and state accountability to the results of these tests. Proponents of NCLB argue that it offers a tangible method of gauging educational success, holding teachers and schools accountable for failing scores, and closing the achievement gap across class and ethnicity. Opponents of standardized testing dispute these claims, arguing that holding educators accountable for test results leads to

6240-502: The U.S., the MYP is often taught throughout middle school and the first two years of high school. Typically, middle schools and high schools work in coordination with each other. A student receives at least 50 hours of instruction per year in each of eight subject groups each year though certain flexibility is permitted to reduce this to six during the final two years. The full programme lasts five years although shorter programmes of two, three, or four years, could be negotiated in 2016. At

6344-771: The accuracy topic. For example, the student accuracy standards help ensure that student evaluations will provide sound, accurate, and credible information about student learning and performance. In the UK, an award in Training, Assessment and Quality Assurance (TAQA) is available to assist staff learn and develop good practice in relation to educational assessment in adult, further and work-based education and training contexts. Due to grade inflation , standardized tests can have higher validity than unstandardized exam scores. Recently increasing graduation rates can be partially attributed to grade inflation . The following table summarizes

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6448-484: The centre of the MYP is the IB Learner Profile , which defines the type of students all the IB programmes ( Primary Years Programme (PYP), Middle Years Programme (MYP), and Diploma Programme (DP)) are intended to develop. They are: There are six Global Contexts (GCs) which are applied to every course the student takes. They are designed to help students recognise the connection between what they learn in

6552-465: The classroom and the world around them, to tie the various subject areas together, and eventually to help students "see knowledge as an interrelated, coherent whole." The Global Contexts should be linked to every topic taught in class and every assessment they set. The Global Contexts are as follows: A core part of IB MYP is community service . The community and service area requires students to study and perform community studies and service throughout

6656-564: The community project. The subjects taught in the MYP are divided into eight subject groups. Schools can choose the subjects they teach within each subject group and how many. However, each subject group must receive a minimum of 50 hours of curriculum time each academic year. In years 4 and 5, schools can request to only require students to receive 50 hours of instruction in six of the eight subject groups. A student could take another "Language and Literature" course if they have sufficient proficiency in both (In MYP years 4&5 this could replace

6760-408: The conclusion of a class, course, semester or academic year while assessment for learning is generally formative in nature and is used by teachers to consider approaches to teaching and next steps for individual learners and the class. A common form of formative assessment is diagnostic assessment . Diagnostic assessment measures a student's current knowledge and skills for the purpose of identifying

6864-755: The conversation, including the International School of Geneva (Ecolint) , the United Nations International School (UNIS) in New York City, and the Vienna International School , and established a framework for what would become the ISA curriculum (ISAC), and later the Middle Years Programme. It was during this time that Gérard Renaud, previously a teacher at Ecolint and then Director General of

6968-508: The course of the school year. Students are required to keep a personal journal while working on the process, and schedule regular meetings with an MYP teacher who will serve as their adviser throughout the year; in addition, a final reflection must be written upon the completion of the project which explains how it ties in with at least one of the Global Contexts. To get the MYP certificate, the candidate must get at least 3 out of 7 in

7072-457: The devaluing of the A-Levels and an increase in the number of students taking the IB exams, then-Children's Secretary Ed Balls abandoned a "flagship Tony Blair pledge to allow children in all areas to study IB." Fears of a "two-tier" education system further dividing education between the rich and the poor emerged as the growth in IB is driven by private schools and sixth-form colleges. While

7176-545: The difference between formative and summative assessment with the following analogy: When the cook tastes the soup, that's formative. When the guests taste the soup, that's summative. Summative and formative assessment are often referred to in a learning context as assessment of learning and assessment for learning respectively. Assessment of learning is generally summative in nature and intended to measure learning outcomes and report those outcomes to students, parents and administrators. Assessment of learning mostly occurs at

7280-569: The diploma mean grade stands at a four-year low of 4.54 points,with total points at a five-year low of 28.51 pts as of 2019. A study published by the University of Cambridge showed that a Cambridge student, who had obtained a score of 41 or more, achieved above-average success while at Cambridge. Students who had received 38 or less, were receiving grades below the average of all Cambridge students. Those that had an IB score of 38 or 39, obtained above-average grades in science, and below-average grades in social studies and humanities. In October 2010,

7384-498: The end, diagnostic assessment focuses on the whole difficulties that occurred during the learning process. Jay McTighe and Ken O'Connor proposed seven practices to effective learning. One of them is about showing the criteria of the evaluation before the test and another the importance of pre-assessment to know what the skill levels of a student are before giving instructions. Giving a lot of feedback and encouragements are other practices. Educational researcher Robert Stake explains

7488-414: The experimental program. The ISAC programme was taken over by the International Baccalaureate Organization in the early 1990s, officially becoming the IB Middle Years Programme in 1994. The Chicago Tribune reported that in 1998 in that city's Beverly area, only 67 students in the 8th grade chose to attend a local public high school offering an IB curriculum. When a cluster of Beverly schools introduced

7592-442: The final score. The programme is based on the six global contexts . They are not generally taught as separate courses, but rather as themes that are reflected in all eight subject groups. In addition to these eight subject groups, in MYP year 5, students complete the long-term project (the personal project) on a topic of their choice, with teacher supervision (which is graded on separate criteria). Students in MYP year 3-4 complete

7696-405: The following categories: Others are: A good assessment has both validity and reliability, plus the other quality attributes noted above for a specific context and purpose. In practice, an assessment is rarely totally valid or totally reliable. A ruler which is marked wrongly will always give the same (wrong) measurements. It is very reliable, but not very valid. Asking random individuals to tell

7800-707: The heads of the International School of Lusaka , Zambia, and the International School of Tanganyika in Dar es Salaam , Tanzania, engaged in discussions with the International Baccalaureate Organization and the International Schools Association (ISA) about establishing a new pre-IB programme. In 1980, the school hosted a conference of the International Schools Association (ISA) in Moshi, titled 'The Needs of

7904-726: The initial pilot: the MacDonald Cartier High School in Quebec, Canada (in Belle-Isle's former school district of Chambly); Het Rijnlands Lyceum in the Netherlands; and St Catherine's School in Buenos Aires, Argentina. The Vienna International School joined soon after, and other school boards in Quebec became interested in the program at MacDonald Cartier, and around 20 schools soon began implementing

8008-424: The last two years using the MYP 5 criteria set. Each year, MYP students participate in one interdisciplinary activity that combines at least two of the subject groups; there is a separate criteria set for interdisciplinary learning. The MYP Certificate is the formal internationally recognised award related to the MYP. The MYP eAssessments are the form of the optional external moderation introduced in 2016. To receive

8112-832: The late 1970s the school identified a pedagogical disconnect stemming from teaching the British O-levels curriculum to students aged 11–16, and then the International Baccalaureate Diploma for students 16–18. The headmaster at the time, Lister Hannah, led discussions on the potential of developing a new two year pre-IB curriculum at the Association of International Schools in Africa conference in Nairobi in October 1978. Hannah, together with

8216-607: The main theoretical frameworks behind almost all the theoretical and research work, and the instructional practices in education (one of them being, of course, the practice of assessment). These different frameworks have given rise to interesting debates among scholars. Concerns over how best to apply assessment practices across public school systems have largely focused on questions about the use of high-stakes testing and standardized tests, often used to gauge student progress, teacher quality, and school-, district-, or statewide educational success. For most researchers and practitioners,

8320-542: The number of Diploma Programme state schools has dropped under budget constraints, the new Career-related Programme has seen solid uptake in the UK with 27 schools in Kent alone. In 2006, an attempt was made to eliminate it from a public school in Pittsburgh , Pennsylvania . Some schools in the United States have eliminated the IBDP due to budgetary reasons and low student participation. In Utah , in 2008, funding for

8424-410: The organization itself, any of the four programmes, or the diploma or certificates awarded at the end of a programme. When Marie-Thérèse Maurette wrote "Educational Techniques for Peace. Do They Exist?" in 1948, she created the framework for what would eventually become the IB Diploma Programme (IBDP). In the mid-1960s, a group of teachers from the International School of Geneva (Ecolint) created

8528-442: The performance of other students, or against previous performance: (5) Criterion-referenced assessment , typically using a criterion-referenced test , as the name implies, occurs when candidates are measured against defined (and objective) criteria. Criterion-referenced assessment is often but not always used to establish a person's competence (whether he/she can do something). The best-known example of criterion-referenced assessment

8632-485: The potential driver could follow those rules. This principle refers to the time and cost constraints during the construction and administration of an assessment instrument. Meaning that the test should be economical to provide. The format of the test should be simple to understand. Moreover, solving a test should remain within suitable time. It is generally simple to administer. Its assessment procedure should be particular and time-efficient. The assessment instrument

8736-574: The practice of " teaching to the test ." Additionally, many argue that the focus on standardized testing encourages teachers to equip students with a narrow set of skills that enhance test performance without actually fostering a deeper understanding of subject matter or key principles within a knowledge domain. The assessments which have caused the most controversy in the U.S. are the use of high school graduation examinations , which are used to deny diplomas to students who have attended high school for four years, but cannot demonstrate that they have learned

8840-871: The products and services to families. The IB maintains its head office in Geneva , Switzerland . Assessment and grading services are located in Cardiff , Wales and the curriculum centre moved in 2011 to The Hague , Netherlands . Two other offices are located in Washington D.C. , United States and Singapore . The organization is divided into three regional centres: IB Africa, Europe and Middle East (IBAEM), administered from The Hague; IB Americas (IBA), administered from Washington D.C.; and IB Asia-Pacific (IBAP), administered from Singapore. Sub-regional associations "are groups formed by and for IB school practitioners to assist IB schools, teachers and students in their communities—from implementing IB programmes to providing

8944-463: The programme. For example, in the United States, some schools and districts, like the Upper St. Clair School District and Montgomery County Public Schools (Maryland) either require or highly encourage a set number of hours of community service to be completed by each student, while schools like Charlotte-Mecklenburg Schools and Round Rock Independent School District require students to complete

9048-420: The quality of the cohort; criterion-referenced assessment does not vary from year to year (unless the criteria change). (7) Ipsative assessment is self-comparison either in the same domain over time, or comparative to other domains within the same student. Assessment can be either formal or informal . Formal assessment usually implies a written document, such as a test, quiz, or paper. A formal assessment

9152-426: The question is not whether tests should be administered at all—there is a general consensus that, when administered in useful ways, tests can offer useful information about student progress and curriculum implementation, as well as offering formative uses for learners. The real issue, then, is whether testing practices as currently implemented can provide these services for educators and students. President Bush signed

9256-406: The required material when writing exams. Opponents say that no student who has put in four years of seat time should be denied a high school diploma merely for repeatedly failing a test, or even for not knowing the required material. High-stakes tests have been blamed for causing sickness and test anxiety in students and teachers, and for teachers choosing to narrow the curriculum towards what

9360-587: The same period. The International Baccalaureate now functions as a global organization with global centers in Geneva, Washington D.C., The Hague, Cardiff and Singapore. The IB Middle Years Programme (MYP) was first offered in 1994. Within five years, 51 countries had MYP schools. A revised MYP programme, referred to as the IB Middle Years Programme New chapter was introduced in September 2014. The IB Primary Years Programme (PYP)

9464-484: The strategic plans were updated after substantial consultation. The vision for the next five years was to more consciously establish the IB as a leader in international education and the Board outlined a vision and four strategic goals with key strategic objectives. Access remains fundamental to the mission of the IB and a variety of initiatives and projects are helping to take it forward in Ecuador , Poland , Romania ,

9568-524: The student's learning achievements and also to plan for the future. In general, high-quality assessments are considered those with a high level of reliability and validity . Other general principles are practicality , authenticity and washback. Reliability relates to the consistency of an assessment. A reliable assessment is one that consistently achieves the same results with the same (or similar) cohort of students. Various factors affect reliability—including ambiguous questions, too many options within

9672-434: The subject matter well. This type of assessment is typically graded (e.g. pass/fail, 0–100) and can take the form of tests, exams or projects. Summative assessments are basically used to determine whether a student has passed or failed a class. A criticism of summative assessments is that they are reductive, and learners discover how well they have acquired knowledge too late for it to be of use. (4) Diagnostic assessment – At

9776-644: The subject. At the end of the year, teachers give a final score, out of eight, on each criterion based on the student's performance throughout the whole year. The scores of the four criteria are added up and converted to a grade out of seven. This grade is meant to demonstrate the student's overall ability in the subject, with 1 being the lowest achievement and 7 the highest achievement. Language and Literature Language Acquisition Individuals and Societies Sciences Mathematics The Arts Physical and Health Education Design Interdisciplinary learning Personal Project The Middle Years Program

9880-410: The teacher believes will be tested. In an exercise designed to make children comfortable about testing, a Spokane, Washington newspaper published a picture of a monster that feeds on fear. The published image is purportedly the response of a student who was asked to draw a picture of what she thought of the state assessment. Other critics, such as Washington State University's Don Orlich , question

9984-482: The time without looking at a clock or watch is sometimes used as an example of an assessment which is valid, but not reliable. The answers will vary between individuals, but the average answer is probably close to the actual time. In many fields, such as medical research, educational testing, and psychology, there will often be a trade-off between reliability and validity. A history test written for high validity will have many essay and fill-in-the-blank questions. It will be

10088-446: The use of test items far beyond standard cognitive levels for students' age. Compared to portfolio assessments, simple multiple-choice tests are much less expensive, less prone to disagreement between scorers, and can be scored quickly enough to be returned before the end of the school year. Standardized tests (all students take the same test under the same conditions) often use multiple-choice tests for these reasons. Orlich criticizes

10192-691: The world" when it was featured in the December 18, 2006, edition of Time titled "How to bring our schools out of the 20th Century". The IBDP was also featured in the summer 2002 edition of American Educator , where Robert Rothman described it as "a good example of an effective, instructionally sound, exam-based system." In the US, in 2006, as part of the American Competitiveness Initiative (ACI), President George W. Bush and Education Secretary Margaret Spellings presented

10296-824: Was developed significantly later than the Diploma Programme , and in parallel to and independently of what would become the Primary Years Programme . The Middle Years Programme's "birthplace" is considered to be the International School Moshi, in Tanzania , today known as the United World College East Africa , which had been the first school to introduce the IB diploma to the African continent. In

10400-564: Was piloted in 1996 in 30 primary schools on different continents, and the first PYP school was authorized in 1997, with 87 authorized schools in 43 countries within five years. The IB Career-related Programme (formerly IB Career-related Certificate ) was first offered in 2012. Alec Peterson was IB's first director general (1968–1977), followed by Gérard Renaud (1977–1983), Roger Peel (1983–1998), Derek Blackman (1998–1999), George Walker (1999–2005), Jeffrey Beard (2006–2013) and Siva Kumari (2013–2021). As of May 2021, Olli-Pekka Heinonen ,

10504-407: Was possible to embed local curriculum in the framework. The full strategy involve approaches to learning strategy, concept-driven teaching and the global context strategy, and school organisation with collective planning, vertical structuring and cooperation with the community. To officially participate in an official IB Middle Years Programme, students must attend an authorised IB World School. In

10608-410: Was subjected to rigorous testing by educational statistical specialists to ensure our methods were robust. It was also checked against the last five years' sets of results data," an IB spokesman said. In July 2020, the IB released its results for the Diploma Programme and Career-related Programme candidates enrolled in the May 2020 session. Over 17,000 signatories signed an online petition calling for

10712-546: Was to "provide an internationally acceptable university admissions qualification suitable for the growing mobile population of young people whose parents were part of the world of diplomacy, international and multinational organizations" by offering standardized courses and assessments for students aged 16 to 19. International Baccalaureate North America (IBNA) was established in 1975 by Peter Nehr, International Baccalaureate Africa, Europe and Middle-East (IBAEM) in 1986, and International Baccalaureate Asia Pacific (IBAP) during

10816-496: Was unfair to black or low-income students, or students from smaller schools. Others complained about the lack of transparency and fair process of the grades' appeal process. In August 2020, amidst the continuing coronavirus pandemic, the IB announced a series of comprehensive amendments to its scheduled examinations in May 2021. They were inclusive of a few assessment components being discounted (for select subjects), and others being revised in length or syllabi. On 4 February 2021,

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