International Baccalaureate

Certificate Portfolio

Tara Trenkamp

EDUC 771, EDU 772, EDU 774

CIG 201312

771 Artifacts and Reflection Tara Trenkamp

EDUC 771

CIG201312

Assignment 6: IB Programmes Compare/Contrast Graphic Representation.

Primary Years

Program

Middle Years

Program

Diploma

Program

1

6

5

4

7

3

2

1. Primary Years Programme (PYP)

• Follows the IB Mission Statement and IB Learner Profile.

• 5 year programme

• Based on constructivist theory of learning, meaning learning occurs by linking new experiences with prior

knowledge to build new knowledge.

• Focus on inquiry to guide students from current knowledge to new understanding. The use of inquiry forces

students to become more active participants in their own education through the use of multiple different

interactive activities.

• 8 key concepts used as a framework for curriculum: form, function, causation, change, connection, perspective,

responsibility, reflection.

• 6 core subjects based on more traditional approach to education: language; math; social studies; science; arts;

personal, social, and physical education.

• All 6 subjects are not taught as separate entities, rather as trans disciplinary themes: who we are; where we are

in place and time; how we express ourselves; how the world works; how we organize ourselves; sharing the

planet.

• There is a focus on both local and global issues. Students gain international-mindedness through curriculum;

making connections between what they learn at school, the community around them, and the world at large.

• Through inquiry, students work to acquire 6 trans disciplinary skills: social skills; communication skills; research

skills; thinking skills; self-management skills.

• Assessments are teacher chosen or designed to relate to the specific learning outcomes of the curriculum.

Assessments must be formal and informal; formative and summative. Importance is placed on student and

teacher self-assessment.

• There is a final year project in the PYP programme, called the exhibition. The exhibition is a summative

assessment that exhibits a student’s understanding in knowledge, skills, concepts, attitudes, and actions.

2. PYP and MYP Comparisons

• Curriculum is built by the school and follows certain guidelines set forth by IB.

• There are no external assessments. The individual teachers are responsible for building assessments for their

curriculum.

• Influenced by constructivist theory

• 5 year programme

3. Middle Years Programme

• Follows the IB Mission Statement and IB Learner Profile.

• 5 year programme

• Guided by 3 fundament concepts: holistic learning; intercultural awareness; communication.

• Influenced by constructivist theory and encourages students to become independent learners.

• Emphasizes traditional subject groups: language (foreign and mother tongue); science; math; humanities; art;

physical education; technology.

• Learning is organized so students will see and understand how all subjects are connected. This is the holistic

learning concept.

• Intercultural awareness is developed by exposing students to and helping them consider multiple perspectives

of different cultures.

• MYP aims to build strong verbal and non-verbal communication skills with a special emphasis on language

acquisition. Students must also understand the importance of communication through art and technology.

• There are 8 subjects taught in each year of the MYP: mother tongue; 2nd

modern language; art; physical

education; math; science; humanities; technology.

• Schools with the MYP are allowed to design their own curriculum but must follow the framework prescribed by

IB.

• There are 5 areas of interaction that are the core for learning in a MYP: human ingenuity; approaches to

learning; community and service; health and social interaction; environments.

• Assessments are internal and criterion based. IB does have guidelines that teachers must follow when

developing assessments. Formative assessments that involve the students are encouraged to keep with the MYP

approach to learning.

• Summative assessment of whole MYP is called the Personal Project. Students must demonstrate ability to work

independently and use the areas of interaction for their inquiries.

4. PYP and DP

• Students study 6 courses (or subjects)

5. All 3 programmes

• The student is the main focus of curriculum for all 3 programs.

• Although the number of subjects may change from program to program, the concept of meaningful connection

of the subjects is present in each program.

• All programmes follow the IB mission statement and IB learner profile.

• International mindedness is emphasized in all programmes.

6. MYP and DP

• Assessments are criterion based.

7. Diploma Programme

• Follows the IB Mission Statement and IB Learner Profile.

• 2 year programme designed for students 16-19 yrs of age.

• Focus on international-mindedness.

• Students study 6 courses: language 1 (including literature study); language 2; individuals and societies;

experimental sciences; math; the arts (or an addition course of the previous 5 courses)

• Students and teachers do not view each subject as independent but as connected to all other subjects.

• DP has a set curriculum provided by IB in order to ensure uniformity through all DPs and prepare students for

universities around the world.

• Students “learn to learn” in DP by understanding the process of learning, as well as, applying and evaluating

knowledge.

• Curriculum core is central to the DP with 3 separate areas: theory of knowledge; creativity, action, and service;

the extended essay.

• The theory of knowledge requires students and teachers to be critically reflective on knowledge and how it

affects their communities, their cultures, and the world at large.

• Creativity, action, and service builds a “will to act” in students and teach them how to become positive members

of society. CAS focuses on the support and creation of the student as a whole, not just their need for knowledge.

• The extended essay is a research project each DP student must complete. It is a self-directed and independent

project that is chosen by the student in the prescribed subject.

• Schools may create their own School Based Syllabus which must be presented to and approved by IB to offer a

different course within the prescribed curriculum.

• Majority of formal assessments are external which ensures uniformity from DP to DP. Assessments are criterion

based and are required for each subject area.

Reflection- IB Programmes Compare/Contrast Graphic Representation.

I chose this artifact to submit with my portfolio because I believe it is a very good visual representation

of all three IB programmes. Understanding the IB programmes can be very difficult, especially for someone

who has only been exposed to the “traditional” way of teaching (lecture, homework, and test, repeat).

Completing this visual compare and contrast of all three IB programmes really gave me a better understanding

of IB as a whole. I was able to see where the programmes were similar and where they differed. I was really

surprised to see that there are so many similarities shared throughout all three IB programmes. Creating the

Venn Diagram also allowed me to really break down each IB programme completely and take a good look at

the individual characteristics of the PYP, MYP, and DP. I believe that this exercise really helped me throughout

772 and 773 because I could always come back to it whenever I had a question about one of the programmes.

Although don’t have much of desire to teach in a Diploma Programme or a Middle Years

Programme, I believe that understanding how the MYP and DP work will help me better prepare my PYP

students for their eventual entry into these programmes. Although each IB programme stands on its own, all

three programmes really do aim for the same outcome: to create well-rounded, intelligent, understanding,

and successful global citizens.

EDUC 771

CIG201312

Assignment 7: IB Learner Profile

Growing up, I was blessed to attend schools that very different from the norm. Both my grade school

and high school focused on global education. It was important for the students to learn, not only about

American culture, but about cultures from all over the world. This helped me to become a very open minded

individual with a better understanding of the world at large. My grade school was a Catholic school in a suburb

of Cincinnati, Ohio. Starting in 3rd

grade, we had to take map tests once a month. The information we were

tested on would increase in detail each year until 8th

grade. In 3rd

grade we would start with a test of the

continents and major oceans. Once we hit 8th

grade, the tests would include all countries on a continent, as

well as capital cities, major rivers, and other major bodies of water. Not only did they push an understanding

of geography, but we had to learn about the countries as well. We would have international fairs, where each

grade was assigned a continent. The grades would break down the continents into countries and each student

would have to do some research on that country. We would make food from these various countries; try and

dress like the natives of the countries, and have a big feast. I blame these experiences for my inquirer attitude.

I love learning about new countries, cultures, languages, and religions.

Not only did we learn about different places of the world through tests and books and school projects;

we had an exchange program as well. Starting in the 4th

grade, students had the opportunity to actually travel

abroad and experience life in a foreign country. We would do 2 week homestays in the country, living with

students our own age and their families. We would go to school with these students and see how they lived

their lives. We would also do the requisite sight-seeing, learning even more about the history and culture of

our host countries. Once our homestay was over we would return to the US and anxiously await the arrival of

our host students to our homes, where we would host them and return the favor of educating them on

American culture. This exchange program didn’t just benefit the students who actually traveled, but the school

community as a whole. Our friends would return from overseas, sharing their exciting stories and pictures with

us. Teaching us all about the far off land they just visited. Then after learning about all this from our friends,

we actually got to meet people from these exotic lands when they came for their exchange! I had friends

travel to Kenya, France, Ireland, and Finland, before I got my turn to travel to Germany.

Now, as an adult, I still have a love and a yearning for exposure to and understanding of new and

different cultures. I chose to work in a school full of people literally foreign to me. Daily, I am surrounded by

Muslims from Pakistan, Syria, Egypt, Libya, etc. When I first started at Panama City Advanced School (PCAS) I

knew almost nothing about Islam and, I’m pretty sure, had never met an Arab in my life. Now, in my 3rd

year at

PCAS, I continue to learn new things day by day. Any question I have about Islam or life in Pakistan or the Arab

countries, I simply ask a coworker, or even my students! I am beginning to pick up Arabic and will even tell my

dogs “Yullah” (hurry!) or “Bas!” (no!) when I am at home. Before my time at PCAS, I had no desire to learn

Arabic, or visit an Arab nation. Now, I have about 5 more countries to add to my list of places to see before I

die.

Reflection- IB Learner Profile

I chose this artifact because it reminded of where my desire to teach IB comes from. I think that I was

surrounded by “traditional education” when I really wasn’t. I’ve been blessed to experience non-traditional

(lecture, homework, and test, repeat) schooling pretty much my entire life and it has driven me to become the

teacher I am today. IB is all about teaching the whole child, not just feeding them information that they will be

tested on, but teaching them the life skills they will need to be happy and successful adults. By looking at my

own life and comparing it to the IB Learner Profile, I really think this assignment allowed me to better relate to

and understand the IB Learner Profile. This assignment took the IB Learner Profile off the page and really

allowed me to see it as a living thing.

The Learner Profile was probably the easiest concept in IB for me to grasp because I can relate to it. I

have always believed that teaching is more than just providing students with information so they can do well

on a test. I want to be the type of teacher who guides my students in building character and teaching them to

be effective communicators and problem solvers. This Learner Profile Reflection allowed me to look back on

my own educational influences and reminded me where my passion for international education comes from.

772 Artifacts and Reflection

EDUC 772

CIG201312

PYP Learning Targets

Grade Level: 2nd

Grade (7-8yr olds)

Transdisciplinary Theme: Who We Are A look at what makes Americans “American”. We will explore our own personal histories, what are the

similarities and differences we share with other Americans and other Pakistani-/Egyptian-American children.

What holidays belong strictly to American culture and what holidays do we share with those from other

children around the world. Where do our traditions and cultures as Americans come from? How does the fact

that we are all either Pakistani-American or Egyptian-American affect our American culture?

Central Idea: As Americans, we all share certain cultures, customs, and traditions. These

cultures, customs, and traditions come from the people who built America before we were

born and before our parents came to the USA. American culture was formed by taking culture

and customs from nations all over the world, as the USA is a “melting pot” of cultures, all

mixed together to form our own, distinct “American Culture”.

Lines of Inquiry:

• What is culture?

• How did American culture, customs, and traditions come about?

• How does culture change from place to place?

• Being the children of immigrants, how does my parent’s native culture affect my American

culture?

• What are other influences on culture, customs and traditions?

FL State Standards:

Social Studies Standards (Sunshine State Standards)

Geography

• SS.3.G.4.3: Compare the cultural characteristics of diverse populations in one of the five

regions of the United States with Canada, Mexico, or the Caribbean.

• SS.3.G.4.4: Identify contributions from various ethnic groups to the United States.

Language Arts (Common Core Standards)

Reading Standards for Informational Text

• LACC.2.RI.1.1: Ask and answer such questions as who, what, where, when, why, and how

to demonstrate understanding of key details in a text.

• LACC.2.RI.1.3: Identify the main topic of a multiparagraph text as well as the focus of

specific paragraphs within the text.

• LACC.2.RI.3.7: Explain how specific images (e.g., a diagram showing how a machine

works) contribute to and clarify a text.

Writing Standards

• LACC.2.W.1.2: Write informative/explanatory texts in which they introduce a topic, use

facts and definitions to develop points, and provide a concluding statement or section

• LACC.2.W.2.5: With guidance and support from adults and peers, focus on a topic and

strengthen writing as needed by revising and editing.

• LACC.2.W.3.8: Recall information from experiences or gather information from provided

sources to answer a question.

Standards for Speaking and Listening

• LACC.2.SL.1.1: Participate in collaborative conversations with diverse partners about

grade 2 topics and texts with peers and adults in small and larger groups.

• LACC.2.SL.2.4: Tell a story or recount an experience with appropriate facts and relevant,

descriptive details, speaking audibly in coherent sentences.

Language Standards:

• LACC.2.L.1.2: Demonstrate command of the conventions of standard English

capitalization, punctuation, and spelling when writing.

• LACC.2.L.3.4: Determine or clarify the meaning of unknown and multiple-meaning words

and phrases based on grade 2 reading and content, choosing flexibly from an array of

strategies.

Type of Learning Target Deconstructed Learning Objective Knowledge/Understanding represent the factual information in the

learning, some learned outright and

others retrieved using reference materials

often stated in verbs such as knows, lists,

names, identifies, and recalls

I know what culture is.

I know what a holiday is.

I know that there are many different cultures around the world.

Reasoning developing skillful use or application of

knowledge; represents mental thinking

processes

often stated in verbs such as predicts,

infers, classifies, hypothesizes, compares,

concludes, summarizes, analyzes,

evaluates, and generalizes

I can compare and contrast my culture and traditions with my

classmates’ culture and traditions.

I can infer why the United States is referred to as a “melting

pot.”

I can summarize an informational text, determining the main

idea and supporting details.

I can evaluate at least 2 different ethnic groups that have

affected how American culture became what it is today.

Skills behavioral demonstrations where the

doing is what is important; using

knowledge and reasoning to perform

skillfully

often stated in verbs such as perform, do,

conduct, operate, demonstrate, and

model

I can match traditional American and Islamic holidays with the

correct culture (American or Islamic)

Products where the characteristics of the final

product are important; using knowledge,

reasoning, and skills to produce a final

product

often stated in verbs such as design,

produce, create, write, and construct

I can write a report about my own family’s culture.

Reflection- PYP Learning Targets

I chose the learning targets because this was really the first time that I thought an entire

lesson through using the backwards design and a trans disciplinary approach. As a young

teacher, I am constantly striving to integrate subjects as much as possible and this exercise

really helped me to see how IB teachers pull their lessons together. This assignment forced me

to really think through my entire lesson and plan ahead of time, instead of just planning a day

or two in advance. By doing so much planning, I was able to really integrate multiple subject

areas into one lesson.

I had the most difficulty with the table at the end of the assignment. This table was used

to place our learning targets into categories. While I had to write learning targets (or learning

objectives as we called them) during my classes in an Educator Preparation Institute, I do not

remember having to categorize them. As much as I struggled to categorize the learning targets,

I feel that this actually made my lesson better. Not only did I have my desired learning targets

but I knew exactly what the students were going to be using them for (they were gaining

knowledge, they were using reasoning, they were developing new skills, etc.).

EDUC 772

CIG201312

What Is Assessment?

“Assessment is an integral part of instruction, as it determines whether or not the goals of

education are being met.” (Edutopia.com) Without assessment, how would educators

determine what their students already know from prior instruction or what educational gains

have been made during current instruction? On what basis would teachers give grades or allow

students to the next level of education? “Assessment affects decisions about grades,

placement, advancement, instructional needs, curriculum, and, in some cases, funding.”

(Edutopia.com, 2008) The following pages will discuss the difference between formative and

summative assessment, the importance of both norm-referenced and criterion referenced

assessments, how educators use assessments to gather information, and how the IB uses

assessments within their programmes. In order to have a better understanding of assessments

and their purpose, first, one must understand what the two types of assessment are.

Formative and Summative Assessments

There are two main types of assessments: formative and summative. According to Garrison and

Ehringhaus in their article Formative and Summative Assessments in the Classroom, “Formative

assessment is part of the instructional process. When incorporated into classroom practice, it

provides the information needed to adjust teaching and learning while they are happening.”

(Garrison p1) In her book Seven Strategies of Assessment for Learning, Jan Chappius explains

that formative assessments can be “Formal or informal processes teachers and students use to

gather evidence for the purpose of improving learning” (Chappius, 2009, p. 5) The most

important part of formative assessment is not how the assessment is carried out, but how that

assessment feedback is used to determine the course of instruction. (Chappius, 2009, p4-5)

Examples of Formative Assessment

In order to gauge understanding at the end of a lesson, teachers can conduct a “Minute

Paper: Set aside two-to-five minutes of class time to ask students to respond to two questions:

‘What is the most important thing you learned? And ‘What important question(s) remain

unanswered’” (CELT, p. 4)

Self-assessments are a good way to get students involved in their own learning and

allow them to be held accountable for their progress. One way to help students assess their

own learning is through the use of a check-list. Students will have a list of the learning targets

(written in student-friendly language) and students can rank each target with a scale like

Chappius provides on page 105:

“1 = I don’t know this very well yet.

2= I need a little review on this.

3= I know this well.”

Teacher observations are another tool to use when looking to see how students are

understand the material. According to the IB in their article Making the PYP Happen on page 47,

teachers should observe students in a variety of different situations, writing down specific

things that the children say. This will allow the teacher to gauge understanding of curriculum as

well as allow the teacher to provide concrete feedback to both the students and their parents.

Summative assessments are the other side of the assessment coin. While formative

assessments help gauge what students already knew going into a lesson and how the students

are progressing through the lesson; summative assessments are “used solely to make

judgements about level of competence or achievement”. (Chappius, 2009, p. 5) Due to the fact

that summative assessments are only given periodically, they can only evaluate small parts of

the learning process. (Garrison, 2008, p. 1) The information obtained by summative

assessments helps to evaluate teacher, curriculum and program effectiveness.

Examples of Summative Assessments

End of chapter tests are used to gauge student understanding of the concepts, skills,

and terms within a particular chapter. This gives the teacher concrete evidence of whether

learning targets were met as anticipated. Chapter tests also give feedback to the students and

parents as to the progression of the student’s learning throughout the course.

Group projects can be used as summative assessments as well as give students the

opportunity to work cooperatively. The content of the project can be a reflection of specific

learning target achievements and is an easy way to integrate learning targets from various

subject areas into one cohesive assessment.

Criterion and Norm Referenced Assessments

Criterion referenced and norm referenced assessments are another way to categorize

assessments. Criterion referenced assessments measure achievement against set learning

outcomes. Criterion referenced assessments determine whether a student has met the desired

learning target and students are measured against only those learning targets. While criterion

referenced tests can determine if a student has met a particular goal, they do not allow

teachers to see how their students compare to students from different schools/cities/states

within the same grade-level. Norm referenced tests take the assessment outcome and

measure one students score against a larger sample of students to determine where that

particular student falls within a spectrum of their own peers. Norm referenced tests are a good

way to determine students whom are high achievers and who are the low achievers. Norm

referenced tests are often times the standardized tests that are so integral to the American

education system. While norm referenced test results can be used in a variety of ways to track

student achievement and compare it across schools/states/gender/etc; their results can be

skewed due to the high-stakes nature and accommodating pressure that brings upon students.

Gathering Information Using Assessments

Assessments are possibly the most valuable tool a teacher can have. Both formative and

summative assessments are equally as important and the feedback they provide each serve

their own unique purpose

Formative Assessment:

Teachers can use formative assessments, like observations, to get to know their students’

personalities, likes, dislikes and interests. The IB suggests on page 47 of Making PYP Happen

that by using observations during dramatic play, “teachers can learn about <the student’s>

current interests, knowledge base, level of involvement, and social skills.” By teaching students

to self-assess, educators are engaging students in their own learning process. “When students

self-assess and set goals they develop an internal sense of control over the conditions of their

success and greater ownership of the responsibility for improving.” (Chappius, 2009, p 95)

Giving homework and quizzes and having small group and class discussions are all great ways

for teachers to see if what and how they are teaching is effective. By looking at the feedback

provided through these things, teachers can see whether they need to slow down, speed up, or

change directions completely to assure all learning targets are met.

Summative Assessment:

Summative assessments are a good way to integrate multiple curriculum areas into one,

gradable, product. Teachers may wish for their students to write a paper on the effects the Civil

War had on slavery after studying a unit on the Civil War in History class. By asking the students

to write a paper, the teacher is not only assessing student understanding from the History

chapter, but also, assessing the specific writing and language standards that the students are

expected to meet. Summative assessments can also be used to determine whether a student

has met all learning targets desired to move onto the next level of education. This can be done

using end of the year (or for upper level education: end of course) assessments. These end of

year assessments assure educators that the student has all the necessary skills that will be

needed in the next step of his/her education. The feedback from summative assessments not

only helps assure the teacher that all learning targets were met, but allows school and program

administrators track and measure the effectiveness of a single teacher, the chosen curriculum

or the entire program. This feedback can be shared with all community stakeholders and is

important because, “It also provides information used to inform members of the school

community and others of the success of the programme.” (Making PYP Happen, 2009, p. 44)

Assessments and IB

“Assessment in all three (IB) programmes must support and encourage effective teaching and

learning in the classroom.” (Toward a Continuum of Education, 2008, p. 18) Although each

programme has its own distinct assessment characteristics there are similarities between all

three programmes. According to Toward a Continuum of Education on page 18, some of the

principles of assessment that run through all three IB programmes are:

“Assessment is integral to planning, teaching, and learning. The assessment system and

assessment practices are made clear to students and parents. There is a balance

between formative and summative assessment. Opportunities for students to reflect on

their own learning are planned for.”

Assessments play a very clear and important role in each level of the IB programme.

The PYP

Starting in the PYP, “The prime objective of assessment in the PYP is to provide feedback on

the learning process.” (Making PYP Happen, 2009, p. 13) The PYP stresses student self-

assessment by employing techniques such as student-led conferences which, “provide the

opportunity for students to guide their parents or guardians through their recent ‘journey of

learning’.” (Making PYP Happen, 2009, p. 14) By teaching students to self-assess, the PYP

engages students and allows students to become actively involved in their own learning

process. The PYP utilizes formative assessments more than summative assessments. Each PYP is

responsible for their own assessments with all assessments overseen and completed by PYP

teachers. While the IB does provide certain expectations it does not control assessments as it

does in the DP. In their 5th

year of the PYP, students participate in the PYP exhibition, “it is both

a transdisciplinary inquiry conducted in a spirit of personal and shared responsibility, as well as

summative assessment activity.” (Toward a Continuum of Education, 2008, p. 19) The PYP

serves as a rite of passage and celebration as students move from the PYP into the MYP.

The MYP

“Assessment in the MYP is an integral part of learning, involcing students in self-assessment

and providing feedback on the thinking strategies and processes as well as the outcome.” (MYP

Basis for Practice, 2009, p. 12) Just like the PYP, the MYP requires that the teachers themselves

develop their own assessments by using learning objectives set by the IB. The teachers are to

use multiple forms of assessment with special attention paid to formative assessments. Within

the MYP there is emphasis on both self- and peer-assessment, engaging students in their own

learning process, as well as the learning process of their peers. It is important for teachers, “to

structure both the curriculum and assessment procedures according to the needs of their

students and their local context.” (Toward a Continuum of Education, 2008, p. 19) MYP also

does not have exams or assessments, set down through the IB. The culminating assessment of

the MYP is the personal project,

“a significant body of work produced by the student over an extended period…It is the

product of the student’s own initiative and creativity, which must reflect personal

appreciation of the areas of interaction and application of skills acquired through

approaches to learning.” (Toward a Continuum of Education, 2008, p. 19)

The personal project is considered a rite of passage from the MYP to the DP and helps prepare

students for the upcoming assessments during their 2 years in the DP.

The DP

“Formal assessment in the DP is summative assessment, designed to record student

achievement at, or towards, the end of the course of study and used to contribute to the final

qualification.” (Toward a Continuum of Education, 2008, p. 20) Unlike the PYP and MYP, all

formal assessments in the DP are externally moderated by the IB. Some assessments in the DP

are graded by the classroom teacher as well as by the external examiner. Although there are

major differences between the DP, PYP and MYP, assessments in the DP are also used as part of

the learning process, just like in the earlier programmes. External exams are given twice a year

during the DP for each subject area. At the end of the DP students are required to complete an

extended essay. “The extended essay is an in-depth inquiry into a focused topic intended to

promote high-level research and writing skills, intellectual discovery and creativity.” (Toward a

Continuum of Education, 2008, p. 20) The topic for the extended essay is the personal choice of

the student and helps prepare students for expectations of college courses.

Works Cited

Chappuis, J. (2009). Seven strategies of assessment for learning. Boston: Allyn & Bacon

Educational Psychology Interactive: Criterion- vs. Norm-Referenced Tests. (n.d.). Educational

Psychology Interactive. Retrieved December 19, 2012, from

http://www.edpsycinteractive.org/topics/measeval/crnmref.html

Garrison, C., & Ehringhaus, M. (n.d.). Formative and Summative Assessment in the Classroom.

Association for Middle Level Education - AMLE. Retrieved December 17, 2012, from

http://www.amle.org/publications/webexclusive/assessment/tabid/1120/default.aspx

Making the PYP happen: A curriculum framework for international primary education. (2007).

Cardiff, Wales: International Baccalaureate.

Summative & Formative Assessment. (2010). Somerville, MA 02143: Center for the

Enhancement of Learning and Teaching (CELT).

The Diploma Programme: A Basis for Practice. (2009). Cardiff, Wales: International

Baccalaureate.

The Middle Years Programme: A basis for practice. (2009). Cardiff, Wales: International

Baccalaureate.

The Primary Years Programme: A basis for practice. (2009). Cardiff, Wales: International

Baccalaureate.

Toward a Continuum of Education. (2008). Cardiff, Wales: International Baccalaureate.

Why Is Assessment Important? | Edutopia. (n.d.). K-12 Education & Learning Innovations with

Proven Strategies that Work | Edutopia. Retrieved December 18, 2012, from

http://www.edutopia.org/assessment-guide-importance

Reflection - What Is Assessment?

I chose this artifact because this is a piece I am really proud of. I put a lot of effort into

this assignment and I hope that it shows. When I began the 772 class, I was extremely nervous

because this course was all about IB and assessment. As a young teacher who took the

alternative certification route to obtaining her teaching license, assessment has been

something I have struggled with. I understand the concept of formative and summative

assessments, but when it comes to implementing assessments, I am a total mess.

I actually enjoyed this assignment and I believe that writing a paper on assessment

helped me better understand the different types of assessment. This assignment not only

forced me to research the different types of assessment, but also made me explore just how

the various IB programmes use assessment. After completing this exercise, I feel that I have a

better understanding of assessment. Unfortunately, this assignment did not help me with

actually implementing different forms of assessment into my own teaching but I think that

comfort can only come from years of experience.

773 Artifacts and Reflection

EDUC 773 Teaching and Learning

Self-assessment for Assignment 3: Inquiry Journal

Name ___Tara Trenkamp________ Date __________________

** Keep track of weekly score; post final self-assessment by end of course **

Criteria:

3-5 entries per week

1 entry posted per week along with reflection about that entry

Authentic and thoughtful responses, questions, wonderings and discoveries

You choose your topics, but you may want to compare, contrast and question course reading and

experiences to your current beliefs

15 points per week:

Week 1_10_ Week 2_12_ Week 3__14_ Week 4__14_ Week 5_14__ Week 6_13__

90 points total

My total score: __77/90____

Because:

Week 1 I gave myself a 10 because I did not actively write any real inquiries. At first I did not 100%

understand what we were expected to do but I was more aware of questions that I have and I thought

long and hard about my own definition of inquiry.

Week 2 I gave myself a 12 because I was definitely more cognizant of my inquiries this week and even

wrote some down but not at the point of inquiry, I sat down and actually wrote them on Saturday

morning.

Week 3 I gave myself a 14 because I was definitely more cognizant of my inquiries this week and even

wrote some down but not at the point of inquiry, I sat down and actually wrote them on Saturday

morning.

Week 4 I gave myself a 14 because I feel I am really starting to get the hang of the inquiries. Keeping the

inquiry journal has shown me that a lot of my inquiries seem to stem from my lack of self-confidence as

a teacher.

Week 5 I gave myself a 14 because I had a lot of inquiries this week. Majority of them were not related

to me as a teacher but having all these questions made for a lot more time spent searching the internet

for answers!

Week 6 I gave myself a 13 because I was more focused on my Implementation paper and not my inquiry

journal. I only wrote down two inquiries.

Reflection – Inquiry Journal Self-Assessment

I chose this artifact because this is the first experience I have really had with self-

assessment; at least the first experience where my self-assessment scores have impacted my

grades so much. This exercise in self-assessment was an eye-opening experience for me. I

learned a lot about myself and realized that I am very self-deprecating. It is very hard for me to

assess myself and give myself high scores because I always feel there I could have done better,

even in times where I really did try my hardest. I don't feel comfortable giving myself a 100%

score on anything because I feel there is always room for improvement (even if I don’t know

what those improvements might be). I started out giving myself what I believed were my

deserved grades for my inquiry journal each week but then I realized that I needed to bump up

my scores if I wanted to pass the class. The last couple weeks I gave myself higher scores but I

did so reluctantly.

I am not sure that I will ever be comfortable self-assessing. I know that I self-assess daily

in a very informal manner and even then I struggle with feelings of ineptitude. As for using self-

assessment with my students, I think it is something I would like to try with my 5th

graders. I

understand the importance of self-assessment but sometimes I worry that students will just

give themselves a good grade without understanding the importance of the reflective aspects

of self-assessment.

Name ____________Tara Trenkamp_____________________ Programme___________PYP_______

GOAL

(written outcome:

What do we want

to learn?)

EVIDENCE

(assessed: How

will we know what

we have learned?)

STEPS TO

ACHIEVE

(taught: How best

will we learn?)

RESOURCES

(What resources

will support our

process?)

REFLECTION

(completed after

Week 6)

I will increase the

frequency and

improve the

quality of

formative

assessments and

differentiation in

day-to-day

classroom

operations.

By the end of the

6 week course, I

should be able to

take one lesson or

theme and use

differentiation in

order to best

reach all levels of

students in my

class. I will use

formative

assessments at

least one time a

week per subject

in my class to

determine student

understanding.

I will use class

texts as well as

additional outside

resources to aid in

learning steps to

differentiation

and creating

formative

assessments. Each

week, I will

choose one

subject in which I

will create a

formative

assessment and a

different subject

to attempt

differentiation.

Tomilson and

Cunningham;

Differentiation in

Practice: A

Resource Guide

for Differentiating

Curriculum;

Grades K-5

Scholastic

Teaching

Resources; 25

Quick Formative

Assessments for a

Differentiated

Classroom

I am getting better at

formative

assessments and

differentiation. Over

the last six weeks I

have become more

comfortable with

formative

assessments

(especially in

Language Arts and

Science). I have not

yet reached my goal

of using them at least

one time a week per

subject but I am

making progress. As

for differentiation, I

have found and tried

different ways to

better involve

kinesthetic learners. I

still have a lot of

improvements to

make but I feel that I

have made significant

progress towards

becoming a better

teacher.

Reflection – Professional Goal

I chose this assignment as my final piece to my IB portfolio because I believe that setting

a professional goal, and actually achieving said goal, did a lot for my self-confidence as a

teacher. I am not one to set goals. I am easily discouraged and do not like to take on new things

unless I know that I am naturally good at them. For me, especially in recent memory, setting

goals has not been a positive experience. I am easily discouraged and often end up failing at my

goals quite shortly after beginning the pursuit. In 773 I was forced to set a goal and because this

is tied with my school work, I was determined to achieve my goal.

When it comes to my higher education, I am very driven. I know that my education is

one of the major components in achieving my dream of moving overseas and I take it very

seriously. My biggest struggle as a new teacher has been the notion of formative assessment

and differentiation. I came from teaching pre-k where differentiation was easy for me but when

I made the move to 2nd

grade, my knack for differentiation seems to have disappeared. By

writing my professional goals and giving myself a definitive timeline that was attached to my

school work, I was able to better focus on the steps needed to achieve my goal.

Summarizing Statement

I believe that this portfolio is an accurate representation of the learning I experienced

over the past three courses. When I entered into the IB Certificate program, I didn’t know one

thing about IB. I chose to obtain my certificate in IB because I want to teach in Germany and

one of the easiest ways for a native English speaker to do so is to get a job at one of the

international schools. During the 771 course, I was introduced to IB and began my

understanding of the three IB programmes. During the 772 course, I explored the importance of

assessments in the IB programmes and expanded my understanding of assessment as a whole.

During the 773 course, I learned about the importance of inquiry and self-assessment in the IB

programmes. Although 771, 772, and 773 were overwhelming at times, I feel that I have a much

better understanding of what International Baccalaureate means and I am even more

determined to obtain a job teaching at one of their schools.