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Standard: Approaches to assessment (0404)

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Standard: Approaches to assessment (0404)

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Approaches to assessment 1: Students and teachers use feedback to improve learning, teaching and assessment.
1. Students and teachers use feedback to support stated outcomes and expectations, in accordance with IB philosophy and assessment documentation.
2. The school uses specific and constructive school-based reporting to provide students and teachers with information that can be used to improve learning, teaching and assessment.
Approaches to assessment 2: The school uses assessment methods that are varied and fit-for-purpose for the curriculum and stated learning outcomes and objectives.
Teachers use a variety of assessment methods that are connected to stated learning objectives and outcomes.
PYP 1: Teachers document and analyse student learning over time to design learning experiences based on data.
MYP 1: Teachers plan and design the assessment of student learning based on the criteria and procedures in accordance with programme documentation.
MYP 2: The school records criterion level totals and submits MYP personal projects for IB moderation in accordance with programme documentation.
DP 1: The school uses the objectives and assessment tools for each subject, and component of the DP core, to build summative assessments of student learning.

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The aim of all IB programmes is to develop internationally minded people who, recognising their common humanity and shared guardianship of the planet, help to create a better and more peaceful world.

The purpose of schools implementing IB programmes is to facilitate inquiry, knowledge based learning and develop the students into caring humans who embrace diversification with open hearts and minds and respect each other in all spheres of life.

How does this serve as a guide to implementing the DP?

PURPOSE 1.1 - The school will create their own mission, vision and strategy which is in line with IB vision and philosophy.

PURPOSE 1.2 - The school's mission, vision and strategy will be based on the approach that each student should explore beyond the syllabus and theories from the textbook. And focuses on the overall development of a child and immediate community.

PURPOSE 2 - The teachers and leaders facilitate various educational approaches through which they become active, compassionate and learners for life.

PURPOSE 3- The school  makes sure that everybody in the school knows about the IB learner profile  and  promotes  internationally minded people.

How does this relate to the Business Management classroom?

The Business Management classroom should have case studies beyond the textbooks. Students should be encouraged to explore their local businesses. For e.g they can be given tasks to research about the practices and strategies followed by a local cafe in their area, study about who are its competitors, What is their financial position etc. They should also be encouraged to apply each theory in their personal lives as well.

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1. Teachers use inquiry, action and reflection to develop natural curiosity in students.
- Teachers use inquiry-based teaching strategies and learning engagements, and it will be evaluated.
- School provides opportunities for students to actively engage in interactive and exploratory learning environments.
- Teachers encourage student choice in appropriate places and facilitate student exploration.

2. Teachers focus on conceptual understanding to support students in developing their ideas.
- Teachers demonstrate strategies focused on conceptual understanding, plan and facilitate learning experiences.
- Students take opportunities to explore and develop their own conceptual understandings

3. Teachers use local and global contexts to establish the relevance of the curriculum.
- Teachers ensure that there are clear examples of connections to local and global contexts, and encourage students to transfer their conceptual understandings to unfamiliar contexts.

4. Teachers promote effective relationships and purposeful collaboration to create a positive and dynamic learning community.
- Teachers collaborate to ensure a holistic and coherent learning experience.
- Students collaborate with teachers and peers to plan, demonstrate their own learning.
- The school provides opportunities for students to collaborate these.

5. Teachers remove barriers to learning to enable every student to develop, pursue and achieve challenging personal learning goals.
- Teachers consider learner variability when planning students’ personal learning goals, and integrate prior knowledge into the curriculum.
- Teachers use IB-mandated policies to support students, with supporting language development as well as multiple technologies

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Standard: Students as lifelong learners (0402)

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Standard: Students as lifelong learners (0402)

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1. Creating lifelong learners is one of the core goals of the IB curriculum where the IB student profile has been carefully developed for this purpose. In the DP, students portray their lifelong learning journey through their DP core subjects which specifically encourages students to take ownership of their learning journey.
2. In the business management classroom, lifelong learning can be encouraged by providing few methods of learning and assessment, such as collaborative learning and ipsative assessment. Collaborative learning can be achieved through group activities like a debate of best business solution for a particular case and ipsative assessment is usually performed to assess the current knowledge of a student compared to his/her prior knowledge. A teacher should encourage students to measure individual progression rather than measuring it with other classmates as it indicates that active learning is actually happening.