# data[].attributes.body
Day 2 I could know more about IA and EE and assessments. It was an enriching experience and intense.

# data[].attributes.body
Carinna: Day 2 I finally can have more idea and can slowly keep up with the flow of the group in terms of which article to read, which assignments to work on, and which platforms to use. It was a lot of information in one day and I think I need a lot of time to glue all the pieces together to get a more complete scope of this IB system. But at least I have started from 0 to at least 20% 😀 I also wanted to thank all my classmates for the assistance, it’s truly an IB mission, learn from each other and help each other out to make a better world!

# data[].attributes.body
Day 2 was amazing and i've got a lot mora than i expected. It was very helpful to better understand the difference between AI and EE. Furthermore, it was very helpful to understand how we can evaluate an internal assesment. Finally coping with paper3 was extremely useful. Thank you Shalem

# data[].attributes.body
Today was a good day to realise how much I still need to get on top of before I start teaching DP next year. To take Donald Rumsfeld completely out of context "there are things we don't know we don't know" and that was the marking scheme for me. It was a great starting point so I can then practice. Thank you Shalem

# data[].attributes.body
Day 2 was quite insightful in understanding the IBDP course. It was great to understand the difference between  IA and EA and use the Subject guide to understand the assessments and the marking criteria. The sessions are very interactive promoting collaboration among fellow educators. It is a great learning experience for all!

# data[].attributes.body
Working in groups really helped me get more familiar with the criteria for IA and EE and external assessments. Exchanging ideas made me notice that so many details about giving students marks. The final work on crafted paper 3 let me know how I can approach my future teaching. Really appreciate that you gave us the links for the day at the beginning, that saved the time and we won't get lost.

# data[].attributes.headline
Concise means only necessary data is shown, no irrelevant or repetitive data

# data[].attributes.subject
Concise means only necessary data is shown, no irrelevant or repetitive data

# data[].attributes.headline
Name and then the reflection of the whole day. What you learned? What would you like to learn more in the immediate future? and How was this session beneficial in understanding the Assessment in IBDP?

# data[].attributes.subject
Name and then the reflection of the whole day. What you learned? What would you like to learn more in the immediate future? and How was this session beneficial in understanding the Assessment in IBDP?

# data[].attributes.headline
Understanding the Internal Assessment Criteria Group 3

# data[].attributes.subject
Understanding the Internal Assessment Criteria Group 3

# data[].attributes.headline
Understanding the Internal Assessment Criteria Group 2

# data[].attributes.subject
Understanding the Internal Assessment Criteria Group 2

# data[].attributes.headline
Understanding the Internal Assessment Criteria Group 1

# data[].attributes.subject
Understanding the Internal Assessment Criteria Group 1

# data[].attributes.body
Day 2 was intense, full of assessments (as promised!). The learning curve was not as steep as I thought; command words, the AA guide, and the Mark Scheme made everything more comprehensible. I think that I would like to get a better grasp in marking my student's IA though.

# data[].attributes.body
Through actual examples I know more clearly about the criteria of IA and EE.  And the practice of marking paper 3 really helps. I would like to learn more about how to guide students to write their IA. Thank you for all the lectures!

# data[].attributes.body
In groups discuss the following questions

What is the difference between an introduction and a rationale?

What is the difference between an organized piece of work and a coherent piece of work?

Can an exploration be well organized and have no coherence?

What defines a concise exploration?

Is a concise exploration necessarily a short exploration?

# data[].attributes.body
Concise explorations do not have unnecessary visuals, tangents or explore other conclusions irrelevant to the piece. It does not have to be short to be concise but should stay on point.

# data[].attributes.headline
Organized piece of work vs coherent piece of work

# data[].attributes.subject
Organized piece of work vs coherent piece of work

# data[].attributes.body
A coherent paper is easy to read and  'logically developed' and achieves  what is sets out to do (as described in the aim).  A well organised paper is well structured with an introduction, aim and has a conclusion. It should also have relevant visual illustrations such as graphs, tables, diagrams etc within the paper (not as appendixes).  Papers should aim to be both coherent and organised.   A paper can be coherent but not organised if it is easy to follow and understand and achieves its objective but has no visuals or conclusion.  If a paper is organised but does not logically or has an overwhelming number of items it could be considered organised but not coherent.

# data[].attributes.headline
1.  Difference between introduction and rationale:

# data[].attributes.subject
1.  Difference between introduction and rationale:

# data[].attributes.body
Introduction describes the context and background of the document whereas the rationale lists the logic and reason for the paper as well as what will be found in the paper

# data[].attributes.body
In groups discuss the following questions

What is appropriate mathematical language?

What constitutes “key terms”?  Do all terms need to be defined?

Is the use of technology compulsory?

Does an exploration have to be word-processed?

Can an exploration get a good mark on criterion B if it doesn’t have any graphs, charts or tables?

# data[].attributes.headline
1. Using accepted mathematical notation from the given list of notations. 

# data[].attributes.subject
1. Using accepted mathematical notation from the given list of notations. 

# data[].attributes.headline
Key terms can be the mathematical definitions from the syllabus which are used in the IA.

# data[].attributes.subject
Key terms can be the mathematical definitions from the syllabus which are used in the IA.

# data[].attributes.headline
Calculator and Computers can be used wherever required. If not required, a student can use appropriate mathematical symbols and working to represent their work.

# data[].attributes.subject
Calculator and Computers can be used wherever required. If not required, a student can use appropriate mathematical symbols and working to represent their work.

# data[].attributes.headline
It can be word processed but use of mathematical symbol, graphs, charts, proofs wherever required can be done

# data[].attributes.subject
It can be word processed but use of mathematical symbol, graphs, charts, proofs wherever required can be done

# data[].attributes.body
Individually read the descriptors for criterion C found in the Subject guide.

Think of some attributes/skills that constitute personal engagement

Should personal engagement be evident in the exploration?

# data[].attributes.headline
1. Independent creation, original ideas, explorations from different perspectives...

# data[].attributes.subject
1. Independent creation, original ideas, explorations from different perspectives...

# data[].attributes.headline
2. Yes, the engagement can be shown in different ways, such as various approaches of analysis on a problem, a creation of some special scenarios and so on.

# data[].attributes.subject
2. Yes, the engagement can be shown in different ways, such as various approaches of analysis on a problem, a creation of some special scenarios and so on.

# data[].attributes.body
Discuss the descriptors for criterion D found in the Subject guide.

What constitutes superficial reflection?

What do we look for when looking for good reflection?

What is the difference between a meaningful and critical reflection?

What is the difference between a conclusion and a reflection?

Would an IA get a level 3 on criterion D if a critical reflection was only included in the conclusion?

# data[].attributes.body
the uperficial reflection is task oriented but not really think about the disadvantages or deficiencies. therefore it is meaningless and will not make contributions to self-improvement.

# data[].attributes.headline
What do we look for when looking for good reflection?

# data[].attributes.subject
What do we look for when looking for good reflection?

# data[].attributes.body
1. deficiencies and the methods that we will do it better next time.
2. what we have done well so that we can keep it in the next task.
3. Does the result meet expectations
4. Improved methods

# data[].attributes.headline
What is the difference between a meaningful and critical reflection?

# data[].attributes.subject
What is the difference between a meaningful and critical reflection?

# data[].attributes.body
1. meaningful reflection helps us find out the improvement methods
2. critical reflection is a kind of reflection that think out the advantages and disadvantahes of our work.

# data[].attributes.body
Read the descriptors for criterion E found in the Subject Guide and answer the following questions.

Why is prior learning not commensurate with the course?

A key word in the descriptors is “demonstrated”. Explain this command term. Is obtaining a correct answer sufficient to demonstrate understanding?

Compare and contrast the criterion descriptors for SL and HL. What are the differences?

Sophistication, rigour, accuracy, and precision; are they all necessary for top level in HL?

# data[].attributes.body
In groups discuss the following questions

What is the difference between an introduction and a rationale?

What is the difference between an organized piece of work and a coherent piece of work?

Can an exploration be well organized and have no coherence?

What defines a concise exploration?

Is a concise exploration necessarily a short exploration?

# data[].attributes.body
Consise need not be short

# data[].attributes.headline
Consise exploration means only necessary data is shown, no repetition or irrelevant information

# data[].attributes.subject
Consise exploration means only necessary data is shown, no repetition or irrelevant information

# data[].attributes.headline
Yes exploration can be well organised and have no coherence

# data[].attributes.subject
Yes exploration can be well organised and have no coherence

# data[].attributes.body
In groups discuss the following questions

What is appropriate mathematical language?

What constitutes “key terms”?  Do all terms need to be defined?

Is the use of technology compulsory?

Does an exploration have to be word-processed?

Can an exploration get a good mark on criterion B if it doesn’t have any graphs, charts or tables?

# data[].attributes.body
What is appropriate mathematical language?

Notation, symbols, terminology.
Calculator and computer notation is
acceptable only if it is software
generated.

What constitutes “key terms”?  Do all terms need to be defined?

Not all the terms need to be defined.

Is the use of technology compulsory?

It is not compulsory.

Does an exploration have to be word-processed?

Not necessary.

Can an exploration get a good mark on criterion B if it doesn’t have any graphs, charts or tables?

It will be better to have one of them.
But students can get 4 by using only
one form.

# data[].attributes.body
Individually read the descriptors for criterion C found in the Subject guide.

Think of some attributes/skills that constitute personal engagement

Should personal engagement be evident in the exploration?

# data[].attributes.body
Personal engagement Should be evident in the exploration.      · These drive the exploration forward in a creative

way. It leaves the impression that the student has developed, through their own approach, a complete understanding of the context of the exploration topic and the reader better understands the writer’s intentions.

· Textbook style explorations or reproduction of readily available mathematics without the candidate’s own perspective are unlikely to achieve the higher levels.

# data[].attributes.headline
. attributes that constitute personal engagement: personal interests, motivation, present math in their own way, think of the extension of their topic.

# data[].attributes.subject
. attributes that constitute personal engagement: personal interests, motivation, present math in their own way, think of the extension of their topic.

# data[].attributes.body
. yes, personal engagement should be evident in the exploration. this could help the reader to better understand the writer’s intentions.

# data[].attributes.body
Discuss the descriptors for criterion D found in the Subject guide.

What constitutes superficial reflection?

What do we look for when looking for good reflection?

What is the difference between a meaningful and critical reflection?

What is the difference between a conclusion and a reflection?

Would an IA get a level 3 on criterion D if a critical reflection was only included in the conclusion?

# data[].attributes.body
Read the descriptors for criterion E found in the Subject Guide and answer the following questions.

Why is prior learning not commensurate with the course?

A key word in the descriptors is “demonstrated”. Explain this command term. Is obtaining a correct answer sufficient to demonstrate understanding?

Compare and contrast the criterion descriptors for SL and HL. What are the differences?

Sophistication, rigour, accuracy, and precision; are they all necessary for top level in HL?

# data[].attributes.body
In groups discuss the following questions

What is the difference between an introduction and a rationale?

What is the difference between an organized piece of work and a coherent piece of work?

Can an exploration be well organized and have no coherence?

What defines a concise exploration?

Is a concise exploration necessarily a short exploration?

# data[].attributes.headline
The length of the exploration depends on the depth that the students wants to present. A concise exploration is not necessarily short.

# data[].attributes.subject
The length of the exploration depends on the depth that the students wants to present. A concise exploration is not necessarily short.

# data[].attributes.headline
A concise exploration includes only the needed data, without including irrelevant information.

# data[].attributes.subject
A concise exploration includes only the needed data, without including irrelevant information.

# data[].attributes.headline
An exploration can be well-organized but with poor coherence. For example, all the aspects of the paper can be there but the way they are linked together is not optimal.

# data[].attributes.subject
An exploration can be well-organized but with poor coherence. For example, all the aspects of the paper can be there but the way they are linked together is not optimal.

# data[].attributes.headline
1. For rationale it's more about motivation to do the research question.(why to do)

# data[].attributes.subject
1. For rationale it's more about motivation to do the research question.(why to do)

# data[].attributes.headline
coherent based on togetherness and shows unity and organized means in order with sequence

# data[].attributes.subject
coherent based on togetherness and shows unity and organized means in order with sequence

# data[].attributes.headline
2. Coherent is easier to read well flow, the work can link to the research question. An organized piece of work is for example there is an introduction, research question, process...etc but may not well linked  to each other.

# data[].attributes.subject
2. Coherent is easier to read well flow, the work can link to the research question. An organized piece of work is for example there is an introduction, research question, process...etc but may not well linked  to each other.

# data[].attributes.body
In groups discuss the following questions

What is appropriate mathematical language?

What constitutes “key terms”?  Do all terms need to be defined?

Is the use of technology compulsory?

Does an exploration have to be word-processed?

Can an exploration get a good mark on criterion B if it doesn’t have any graphs, charts or tables?

# data[].attributes.headline
the words which has meaning with the mathematical terms is known as mathematical language.

# data[].attributes.subject
the words which has meaning with the mathematical terms is known as mathematical language.

# data[].attributes.body
Discuss the descriptors for criterion D found in the Subject guide.

What constitutes superficial reflection?

What do we look for when looking for good reflection?

What is the difference between a meaningful and critical reflection?

What is the difference between a conclusion and a reflection?

Would an IA get a level 3 on criterion D if a critical reflection was only included in the conclusion?

# data[].attributes.body
1. Superficial reflection is not a detailed one. Only limited to describing the results.
2. Good reflection - is detailed, done throughout, have links and connections to the aim.
3. critical reflection is more insightful and adds further depth to student understanding, considers strengths and weaknesses and discusses implications.
4. Conclusion is the final statement, but reflection is a process.
5. Depends on the way the response is written. If the response/conclusion is detailed, then it is possible to get a 3.

# data[].attributes.body
Individually read the descriptors for criterion C found in the Subject guide.

Think of some attributes/skills that constitute personal engagement

Should personal engagement be evident in the exploration?

# data[].attributes.body
Read the descriptors for criterion E found in the Subject Guide and answer the following questions.

Why is prior learning not commensurate with the course?

A key word in the descriptors is “demonstrated”. Explain this command term. Is obtaining a correct answer sufficient to demonstrate understanding?

Compare and contrast the criterion descriptors for SL and HL. What are the differences?

Sophistication, rigour, accuracy, and precision; are they all necessary for top level in HL?

# data[].attributes.body
Day 2 was really very excellent ,I learnt very much specially in groups with the health discussion on internal assessment, external assessment, command terms, and also cleared the difference between plagiarism, collusion and duplication of work by the activity on website https://quizizz.com/.Within the IBDP Program ,I have learnt the fundamentals of evaluation in SL,HL & marks allocation by the help of my workshop leader, and he created an activity based on coherence. My activity was connected with mark scheme and answer script and that was major reflection from all reflection. Understanding of metaphors of assessment can not ignored and at last I have learnt that how the real world problem connected towards mathematics analysis and approach .Now I can say that skills which are developed in mine are completely because of this workshop. I was also focused on 'How the real world problem make sense' and is really beneficial for student in IBDP program because as a teacher I have leant that how to prepare a real world problem. Today I know very much about the papers in SL and HL.I want to learn more about the syllabus with content  and lab activity, also I want to know that how IBDP maths class and lab looks like.

# data[].attributes.headline
The mathematics explored should be at a similar level or slightly beyond. 

# data[].attributes.subject
The mathematics explored should be at a similar level or slightly beyond. 

# data[].attributes.headline
Obtaining an answer is not sufficient if want a grade of 2 or higher

# data[].attributes.subject
Obtaining an answer is not sufficient if want a grade of 2 or higher

# data[].attributes.body
I now understand more about the ib evaluations. Although expecting to learn everything in one day is unreasonable, I was still able to learn a lot about assesment methods and schemes throughout this short period of time. I'm grateful to Mr. Shalem for this beautiful day and enjoyed working with the team of amazing educators!

# data[].attributes.body
I have a more clear idea about IAs and EEs, and know more about grading IAs and EEs. It was good practice to grade an IA and EE ourselves and know what the actual scores from the examiners are. I would like to know about how to guide students to plan out and create their IA and EE in the future. Thank you for all the lectures.