webinar wednesday understanding ib
TRANSCRIPT
OACAC WEBINAR WEDNESDAYWhat does IB stand for?!
February 3 2016
7AM Rachelle Bernadel (IBO, USA) - [email protected] Hanna (York School, Canada) – [email protected] Daniel Pentello (Graded School, Brazil) - [email protected] Marksteiner (Int’l School of Zug and Luzern, Switzerland) - [email protected]
7PMMarie Vivas (IBO, USA) – [email protected] Hanna (York School, Canada) – [email protected] Daniel Pentello (Graded School, Brazil) - [email protected] Joos (Washington International School, USA) – [email protected]
Webinar Panelists
Value of IB qualifi
Value of IB
Additional Core Components
•At least three Higher Level (HL) and three Standard Level (SL) courses•HL: 240 recommended teaching hours
•SL: 150 recommended teaching hours
•Both are rigorous, but HL offers options to study subjects in further depth and explore additional topics
•Six subjects from traditional academic disciplines
•Complete core requirements:•Extended Essay; Creativity, Activity, Service; Theory of Knowledge
•Earn a minimum total point score of 24
•each subject is graded on a 1—7 scale + a maximum of 3 points for the core
Math Studies curriculum
Emphasis on applications of mathematics
Largest section is on statistics
Does have exposure to derivatives and their use in finding tangent lines (Calculus topic)
SL Math StudiesAssessment
SL Math curriculum
More abstract thinking
Emphasis on applying content in novel problem-solving situations
Covers derivatives (standard, special cases, chain rule, product rule, quotient rule) and integrations with applications from calculus
HL Math curriculum
HL & SL Math assessments
Math performance
Example: IB + US + Brazilian diplomas
sample IB English Literature
sample offerings Roots School in
Pakistan
NCAA-IB Grade Conversion
IB Level IB General Grade Descriptors
7
Produces high-quality, frequently innovative work. Communicates comprehensive, nuanced understanding of concepts and contexts. Consistently demonstrates sophisticated critical and creative thinking. Frequently transfers knowledge and skills with independence and expertise in a variety of complex classroom and real-world situations.
6
Produces high-quality, occasionally innovative work. Communicates extensive understanding of concepts and concepts. Demonstrates critical and creative thinking, frequently with sophistication. Uses knowledge and skills in familiar and unfamiliar classroom and real-world situations, often with independence.
5
Produces generally high-quality work. Communicates secure understanding of concepts and contexts. Demonstrates critical and creative thinking, sometimes with sophistication. Uses knowledge and skills in familiar classroom and real-world situations and, with support, some unfamiliar real-world situations.
4
Produces good-quality work. Communicates basic understanding of most concepts and contexts with few misunderstandings and minor gaps. Often demonstrates basic critical and creative thinking. Uses knowledge and skills with some flexibility in familiar classroom situations, but requires support in unfamiliar situations.
Don’t worry about what anticipated IB diploma scores tell us about final IB diploma grades.
Evaluate IB Diploma applicants based upon what anticipated IB diploma scores tell us about firstyear performance at UBC
http://www.ibo.org/contentassets/60d1e68eafc7437faf033f8d9f5c6d6d/sunday-ib-students-and-first-year-university-performance-andrew-arida.pdf
• Any IB diploma holder performs (at a minimum) at the same level as a B-average secondary school student • An IB Diploma student with an anticipated score of 29/30 is expected to perform at the same level as an A student • An IB Diploma student with a final score of 27/28 is expected to perform at the same level as an A student • Revised equivalency scale was validated with 2009 performance data
Conclusions