The Ontario Ministry of Education’s Growing Success (2010) and the IB’s Programme Standards and Practices (2020) share a foundational commitment to equitable, transparent, and student-centered assessment, though they differ slightly in emphasis and scope.
Ontario emphasizes seven fundamental principles to ensure assessments are fair, clearly communicated, and supportive of student learning. These include supporting all learners, being ongoing and varied, and guiding instructional decisions. Central to Ontario’s approach is the use of assessment for, as, and of learning, with a strong focus on descriptive feedback and student self-assessment to improve achievement.
Similarly, the IB emphasizes assessment as an integral part of teaching and learning. IB assessments must be authentic, aligned to learning goals, and support international-mindedness and student agency. IB Standards such as 0403-01 stress that assessment should enhance learning through feedback and self-reflection—concepts directly echoed in Ontario’s emphasis on assessment for and as learning.
Where Ontario focuses on curriculum-aligned achievement charts and teacher professional judgment, the IB promotes holistic development and criterion-related assessments, ensuring students are assessed against defined global standards rather than relative performance.
Both frameworks value student voice, equity, and continuous growth, but the IB adds an explicit global dimension and emphasizes academic integrity and intercultural understanding as key assessment aims. Ultimately, both systems aim to make assessment meaningful and growth-oriented, although the IB’s approach is more globally framed, while Ontario roots its practices in provincial curricular accountability and differentiation.
References
Ontario Ministry of Education. Growing Success: Assessment, Evaluation, and Reporting in Ontario Schools, Grades 1–12. Queen’s Printer for Ontario, 2010.
International Baccalaureate Organization. IB Programme Standards and Practices. International Baccalaureate Organization, 2020.
Dear Carm,
Thanks for uploading an updated version of your assignment based on the feedback I gave in my initial assessment. Good catch—and good try—you genuinely made me laugh!
Yes, the submission portal is open for a reason… but not exactly for students to sneak in a revised version and hope for a grade change! 😂 I have to admit, your paper is now 100% correct, and some might say you deserve full mark just for creativity and boldness alone.
However, to remain fair to all students, I’ll be sticking with the original grade. If I had officially allowed resubmissions, it would be a different story. But I do appreciate your initiative and willingness to improve—definitely 100% for effort and good humor!
Best,
Cristina
Dear Carmelo,
Thank you for submitting your journal for Module 4.
I was concerned not to see your participation in the group work for this module, as collaboration is an important component of the course.
I’d also like to point out that in the journal header, you once again addressed it to Ms. Josee Roberge. Please note that I am your instructor, Dr. Cristina Pennington.
I found it challenging to assess this journal, as you did not directly address the question that was asked. It appears there may have been some confusion between Journals 3 and 4. Your actual response to Journal 4 appears only in the final three paragraphs of your submission, totaling approximately 263 words.
For future assignments, I kindly ask that you follow the provided guidelines closely and ensure your response is focused on the specific task at hand.
Your grade for this assignment is 80%.
Please let me know if you need assistance. I am here to help.
Happy Canada Day!
Best regards,
Cristina Pennington
No comments:
Post a Comment