For this discussion,
1. Explore the IB website: http://www.ibo.org
2. Read about your IB programme: http://www.ibo.org/en/programmes/
3. Read the introduction for the programme in the following guide:
Diploma Programme (DP):
From Principles into Practice (pp.1-17)
This can be found in the course 'Resources' section.
4. In response to this introduction to your programme, provide one post and one response to another participant's post on the following:
- something that is already part of your current practice
In regards to the DP, my current practice as an OSSD ENG4U Educator, especially being overseas, is the triangulation practices in assessing student work on a formative level and establishing best practises through professional judgment where needed in order to determine the formative assessments and summative assessments in evaluation. For the OSSD, subjects are expected to following a 70/30 split where in 70 percent of the grade is evaluated through coursework assessments and the 30 is evaluated through course culminating task and/or exam. Although it is uncommont to see a 30% exam in an OSSD subject, the expectation is that the culminating work should be reflective of the time put into it. In the most recent and welcomed situations teaching ENG4U, we have organized the culminating task to be a reflection piece, whether this is a podcast channel, documentary on their personal experience through high school and/or an autoethnography, students are expected to reflect on their educational experiences as well as their extra-curriculars as they see feet in a reflection.
- something that is different from your current practice
Something different at this time, would be the idea of students participating in the external assessments, not only has it been some time since students have had to participate in an external assessment as a part of their graduation requirements (subject requirements) but, I don't recall ever teaching a course where the final assesssment was 35% (per essay), that is a heavy weight that certainly makes me raise my eyebrow in regards to student success.
That being said, British Columbia does have (and Ontario to a degree-OSSLT/EQAO), testing wherein students are expected to participate in order to receive credit/graduate, so it is not something I currently practice, but something I am familiar with.
- a burning question you have about the programme (we will discuss these in our first virtual classroom session)
During the initial session, I can't say I had a burning question but after reading, I have developed the following, as I comb through the IBO site and discussions/resources available here, there is a lot that I have the opportunity to see and learn. With my personal and work experience I have developed my own understanding of how to assess research and evaluate sources. I am wondering as I understand that the IBO doesn't have the abilities to impact specific schools and the delivery of content, how does the IBO seek to satisfy the concerns of students using secondary and/or primary sources in a language other than the instructional language? For example, in a language and literature course, if a student is making reference to an interivew and/or secondary source of some kind for their essay, what are the stipulations of a "properly documented" interview or well cited/translated secondary source?
The extended essay portion of the website does not reveal a lot of details with regards to the assessment and evaluation specifically pertaining to translated/transcribed documentation of primary sources or expectations of citing/using second language sources.
This is something that really "burns" with regards to my understanding of the IBDP as I, every year of my career in high school academic English courses, have students asking and using sources that are published in a different language. Generally I used to allow it, I needed to limit my acceptance of it though over the last half of my career as too many students were doing the same thing they would do with lit charts or spark notes, use quotes from those sites as their essay analysis essentially, only in another language it was getting increasing difficult for me to identify plagiarism on a definable level. Granted, yes, long since I started my career, I changed what an analysis "means" and what it "is" as well as the criterion that they are analyzing in the texts.
Anyways, sorry for the added commentary, I didn't want to leave it at just a "question", I feel context is crucial.
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