Home » APEL Portfolio » 3) EIBA7123-IB-Assessment and learning

3) EIBA7123-IB-Assessment and learning

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  1. set in context approaches to teaching, learning and assessment, explaining how they relate to theory and research;
  2. analyse critically evidence relating to children’s performance;
  3. identify, select from, evaluate and synthesise information gained from a range of academic and professional sources in order to sustain a coherent argument;
  4. select, use and adapt appropriate methods for collecting evidence relating to children’s learning and reflection on your own practice;

A) The IB MYP Language B online workshop from 12-9-12 to 31-10-12

The IB MYP Language B online workshop has explored me to the essential role and the purpose of the MYP assessment and how it can effectively support student learning.

“The single most important aim of MYP assessment is to support and encourage student learning.”

(MYP: From principles to practices, page 41)

For learning outcomes 2, I designed the formative and summative assessment tasks to support student learning by being integral the assessments as part of the IB curriculum.

For examples:

“Assessment in the MYP is criterion related. The assessment criteria for each phase of language learning are directly related and aligned to the objectives for Language B. “ (The IB MYP Language B online workshop, Module 3)

I identified, selected the language objectives and assessment criteria for phase 1 to phase 5 student from the new Language B guide in order to design a range of formative and summative assessment tasks that are aligned with the Language B objectives and placed in context, as provided by the areas of interaction.

(Refer to wordpress, section: SOW, Unit plans, Assessments of new Language B Guide)

To align the written and assessed curriculums, I developed the unit plan backwards to ensure content and assessment alignment and coherence, and designed learning experiences within the unit that specifically address the language objectives.

I have also used assessment as a differentiation strategy to support student learning.

For examples:

For objectives B and C: Visual Interpretation and Reading task:

1)     adapting the wording of questions

2)     adapting the number of questions

3)     using appropriate level questions

(Refer to wordpress, section: SOW, Unit plans, Assessments of new Language B Guide)

For learning outcome 6, I emphasized on formative and summative assessments processes that involved the gathering and analysis of information about student performance, provided timely feedback to students on their performance and how their learning can be further develop.

I have also used assessment to develop student approaches to learning (ATL) skills such as: organizing skills and collaboration skills. An ATL development form is attached with the assessment task sheet, for the student and teacher to reflect and analysis the student development in ATL.

(Refer to wordpress, section: “Approaches to Learning development form”)

For learning outcome 13, I gathered, selected, evaluated and synthesized information from a variety of academic and professional sources like: The new Language B Guide, The MYP: From principles to practices, The Language and learning in IB programmes and What is IB Education to develop the assessment as a integral part of IB curriculum.

For learning outcome 14, I used student reflection forms to reflect and evaluate student learning and my teaching.

I adapted the reflection form by asking the students to suggest for future improvement.

(Refer to wordpress, section: Student’s Reflection for learning)

 

A) Assessment Workshop (I) and (II) by Ms. Annie-MYP Coordinator of IB World School: Fairview International School on the 24-10-12 and 31-10-12

For learning outcome 2 and 13, I have reflected critically on the purposes of assessments, types of assessment and assessment cycle in these workshops.

I have investigated the new elements, new requirements and new criterion in new Language B Guide and therefore I managed to guide and lead my Mandarin team members to design all the formative and summative assessments which met all the requirements in the new guide.

I have also identified challenges in designing assessment tasks, for example: the sources must be rich and challenging enough to provide students the ability to demonstrate analytical skills and to achieve the highest achievement level.

I further improved the quality of formative and summative assessment tasks in Quarter 2 after learning the good practices such as: authentic assessment practices, authentic pedagogical approaches and inclusive practices in these workshops. These good practices have helped to strengthen the student’s learning and development in the class.

Differentiated instructions were discussed in the workshops and I have applied differentiation teaching and learning when designing the tasks.

(Refer to wordpress, section: SOW, Unit plans, Assessments of new Language B Guide)

C) The IB Language B (Mandarin) Job alike at Beijing World Youth Academy, Beijing on the 15-11-12

For learning outcome 13, I was invited to attend the IB Language B (Chinese) Job-alike in Beijing to share my understanding and experience of designing assessment task with Chinese teachers from 5 IB Schools in Beijing, China.

We analysed critically on how to align the assessment criteria to its objectives through a few samples prepared by the workshop speakers.

We selected a few samples and marking schemes for visual interpretation tasks (new criteria in the new guide) from OCC. We identified, evaluated and synthesized these samples and marking schemes in order to sustain a coherent argument on how to design visual interpretation tasks and how to determine levels of achievement.

I have also suggested them ideas for the future improvements in designing assessment tasks.

(Refer to wordpress, section: The IB Language B (Mandarin) Job alike at World Youth Academy, Beijing)

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