OACAC WEBINAR WEDNESDAYWhat does IB stand for?!

February 3 2016

7AM Rachelle Bernadel (IBO, USA) - rachelle.bernadel@ibo.orgDavid Hanna (York School, Canada) – dhanna@yorkschool.comTodd Daniel Pentello (Graded School, Brazil) - todd.daniel@graded.brElisabeth Marksteiner (Int’l School of Zug and Luzern, Switzerland) - Elisabeth.Marksteiner@iszl.ch

7PMMarie Vivas (IBO, USA) – marie.vivas@ibo.orgDavid Hanna (York School, Canada) – dhanna@yorkschool.comTodd Daniel Pentello (Graded School, Brazil) - todd.daniel@graded.brPam Joos (Washington International School, USA) – joos@wis.edu

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