Discussion Post:
Please read through the IB standards and practices (attached in the weekly module forum and NOT the 2014 version) for your appropriate programme (PYP, MYP or DP) and in particular focus on "Approaches to assessment.". Write a post here, responding to these two prompts:
(i) Identify from this Standard one practice that is already a strong part of your current repertoire of practices and that you feel very comfortable with;
(ii) And one practice that you would like to become more a part of your repertoire of practices and that you would like to develop further.
For each practice explain how/why.
Your post should be approx. 100-150 words for each prompt and posted by Friday, June 20th Please respond to at least one other person's post by Sunday, June 22nd. Total response to your peer should be about 250-300 words.
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i)
An example of my use in regards to assessment surrounding concetual learning can be observed through the following,
This is the key concepts explored through an introductory lesson I created for a unit based on social justice and advocacy.
Learning Objectives
By the end of the lesson, students will be able to:
Define and discuss the concepts of social and environmental issues.
Explore issues relevant to their local community using inquiry questions.
Create a detailed mind map with multiple potential topics for further research and analysis.
Reflect on the role of language in shaping perspectives around these issues.
Key Concepts & Inquiry Questions
Key Concepts: Culture, Identity, Perspective, Representation, Community
Factual Inquiry: What are some pressing social or environmental issues in our community?
Conceptual Inquiry: How are these issues represented in the media and public discourse?
Debatable Inquiry: To what extent should individuals be responsible for change in their community?
Lesson Breakdown (75 Minutes)
1. Hook / Warm-Up (10 minutes)
Activity: Think-Pair-Share
Prompt: “When you walk around your neighborhood, what do you notice that you wish was different?”
Students jot down thoughts (3 minutes)
Pair and discuss (3 minutes)
Share a few ideas with the whole class (4 minutes)
Transition Question:
“What issues are hiding in plain sight around us—whether social or environmental?”
2. Input / Mini-Lesson (15 minutes)
Teacher Presentation: “Understanding Local Issues”
Define social and environmental issues
Provide local examples of each
Show brief media clips or headlines that illustrate community concerns (e.g. housing affordability, littering, inequality, flooding, youth mental health, etc.)
Guided Discussion:
How does language influence the way these issues are framed?
Where do we encounter these issues in real life and in the media?
3. Exploration Activity: Community Walk-through (15 minutes)
Activity: Silent Gallery Walk or Digital Browse
Around the room (or on a class Padlet/Google Slides), post 6–10 stations with issue prompts or local news headlines. Examples:
“City plans to expand green spaces”
“Rising youth unemployment”
“Local food bank sees increase in use”
“Students rally for climate action”
Students rotate and record ideas, questions, and reactions at each station.
4. Collaborative Brainstorm & Mind Mapping (25 minutes)
Activity: Mind Map Creation
Students begin individual or pair work to create a mind map of potential inquiry topics.
Mind map should include:
Central idea: "Community Issues"
Two main branches: Social and Environmental
Sub-branches: specific local issues they care about or are curious to explore
Potential inquiry questions or “wonderings” about each issue
Encourage students to use color, visuals, and connections between ideas.
5. Reflection & Sharing (10 minutes)
Activity: Gallery Walk + Exit Reflection
Students post their mind maps around the room
Class does a quick gallery walk (or pairs share their maps)
Students write a brief exit ticket:
“One topic I’m curious to explore further is…”
“One thing I learned today about my community is…”
Assessment (Formative)
Mind Map: Completion and depth of thinking
Exit Ticket: Self-reflection and identification of a topic of interest
Through this, I personally feel that I demonstrate strong understanding and competency in adhering to "Approaches to assessment 2.2: The school demonstrates that assessment practices are formed around conceptual learning. (0404-02-0200)" (IBO, 2018) as demonstrated throught the unit created between not just the learning objectives and concept being planned, but the procedure as well.
ii)
However through my practice I do hope to create more assessments and objectives that can be developed across the IBDP in a school, usually I workshop my own assessments and share them with the department. These assessments I workshop are authentic and original assessment tools I create and brainstorming to meet the local needs of my students, they may not always be tried and officially "valdidated" by the IBO.
I reflect on this standard that speaks to an area I want to try and employ more through my practice, "DP 1: The school uses the objectives and assessment tools for each subject, and component of the DP core, to build summative assessments of student learning. (0404-02-0131)" (IBO, 2018).
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