The Cambridge International Continuum

1. The Cambridge International Continuum Di Palmer Director Assessment Services Sherry Reach USA Regional Representative Hartford CT 16 March 2010

2. CIE is part of Cambridge Assessment • A department of the University of Cambridge, • We are Europe’s largest assessment agency and our tests are underpinned by our substantial research program. • We are at the heart of a global learning community including more than 6000 schools. • We work in partnership with educators worldwide, including 25 national governments.

3. Today’s presentation CIE’s partnership approach to raising standards • Curriculum • Assessment • Support and training for teachers • Examples from Cambridge IGCSE programs – for Grades 9 and 10 • Same principles apply to • AICE program for Grades 11 and 12 • Checkpoint program for Grades 6,7,8

4. The learner is at the heart of what we do Setting international standards in assessment Assessment Promoting good practice in teaching and learning Offering choice within a flexible, relevant curriculum framework Teaching Curriculum

5. Starting at the end: Learner Outcomes • Confident learners • Inquiring learners • Engaged learners • Independent learners

6. The Cambridge International Curriculum • Cambridge offers: • Flexible curriculum structure, validated by • Accessible assessment, underpinned by • Full support for teachers and learners • Enabling a personalized learning trajectory • One size doesn’t fit all

7. Schools build a curriculumof core subjects - developing students’ knowledge and understanding AND independent enquiry and thinking skills Building a curriculum Science English Mathematics Schools can extend the curriculumthanks to a huge range of subjects Schools can take a cross-curricular approachusing new syllabuses like Global Perspectives, to develop key skills and encourage cross-curricular engagement Global Perspectives

8. THE CAMBRIDGE INTERNATIONAL CURRICULUM Age 18 Age 16 Age 14 Age 11 Age 5 Cambridge Advanced 40+ subjects Cambridge Secondary 2 70+ subjects Increasing breadth and choice Cambridge Secondary 1 English/Mathematics/Science Cambridge Primary English/Mathematics/Science

9. THE CAMBRIDGE INTERNATIONAL CURRICULUM Age 18 Age 16 Age 14 Age 11 Age 5 A Level Exams Cambridge Advanced 40+ subjects IGCSE Exams Cambridge Secondary 2: IGCSE 70+ subjects Increasing breadth and choice Checkpoint assessment Cambridge Secondary 1: Checkpoint English/Mathematics/Science Achievement Test Progression Tests Cambridge Primary English/Mathematics/Science

10. International General Certificate of Secondary Education (IGCSE) for Grades 9 and 10 • Curriculum-based • Assessing knowledge, understanding, application and skills • Criterion-referenced grades • One year or two year study time • Mostly external assessment, with flexibility to build in practical assessments • Discriminates through 8 pass grades (A* - G)

11. Designed for a wide range of abilities Core : for all students Extended : for better prepared students and/or subsequent stage for less-prepared students

12. Breadth of assessment • Knowledge • Understanding • Application • Skills • Assessment Methodology: • Essays & Short Answers • Projects / Investigations • Lab Practicals / Orals • Multiple Choice

13. Flexible assessment approach Project work and Practical options cater for: • Local context e.g. in history, science, literature • Individual student’s learning style – assignment portfolio or external exam • Students’ (and teachers’) particular interests Back

14. The subject syllabus is where it begins • instructional systems – are at the heart

15. The subject syllabus • Aims • Assessment Objectives AOs • Curriculum content • Including detailed summary of what candidates should know, understand and be able to do • Resource list including texts and much more • Grade descriptions Grade A

16. IGCSE Literature (English): Assessment Objectives • Show detailed knowledge of the content of literary texts in the three main forms (Drama, Poetry, Prose) 25% • Understand the meanings of literary texts and their contexts, and explore texts beyond surface meanings to show deeper awareness of ideas and attitudes 25% • Recognize and appreciate ways in which writers use language, structure and form to create and shape meanings and effects (= application) 25% • Communicate a sensitive and informed personal response to literary texts 25% back

17. Grade description (Literature in English) a Grade A candidate will have demonstrated the ability to: • sustain a perceptive and convincing response with well-chosen detail of narrative and situation • demonstrate clear critical/analytical understanding of the author’s intentions and the text’s deeper implications and the attitudes it displays • make much well-selected reference to the text • respond sensitively and in detail to the way language works in the text • communicate a considered and reflective personal response to the text

18. Example Literature Question In this story, Conrad has left his car near the ‘red zone’ – a no-parking area of the city in which he works. He comes back to find that some people are enjoying watching it being towed away. Read the passage below carefully and then explore how the writing makes you feel sympathy for Conrad and how it is amusing at the same time. You should include in your answer a response to: • Conrad’s situation • the characters and the words they use • the way the incident is narrated.

19. A* student Conrad’s situation is not a strange one; it is one most readers may not have experienced but would be familiar with. Wolfe’s narration enables us to feel sympathy for many reasons. The first, and simplest, is that he appears to have been wronged: he remembered parking his car outside the red zone. In addition to this, the “giant” tow truck operator and the meter maid do not listen to what he says and virtually ignore him. In the end Conrad loses, only to be mocked by a crowd of bystanders. “Woooo-eeeee” (Paragraph 23) they call at him, when the meter maid rebuffs his appeals. Conrad is not merely helpless; he is turned into a public and humiliating joke. It is impossible not to feel sympathy for him in this situation.

20. C student Although this story makes you feel sympathy for Conrad, it is at the same time amusing due to the fact that the lady and the giant man paid less attention to him and this made him look somehow stupid as it was like he was talking himself. Another amusing thing about this story is the way Conrad negotiates for his car. He speaks on top of his voice and this makes passers-by think there is a fight which is about to erupt.

21. Assessment Objectives for Biology • Knowledge with understanding (50% - not more than 25% recall) • Handling information and problem solving (30%) • Experimental skills and investigation (20%)

22. Question papers include • Questions that • Require knowledge • Gradually remove scaffolding • Require the application of knowledge in unfamiliar contexts • Encourage connections to be made between topic areas or concepts

23. Recalling knowledge Applying knowledge in a novel context Abstracting appropriate knowledge

24. Examination  Certificate • Each subject is individually graded • Pass grades range from A* to G • IGCSE is internationally recognized • Each student receives a certificate showing a grade for each subject passed

26. Results are useful for teachers too • What were the students’ strengths and weaknesses? • Is it apparent that some content and/or skills are being taught more effectively than others? • How did they compare to students elsewhere taking the same examinations?

27. Analysis of Candidate Results by GradeCumulative results and a comparison of your school’s performance with your region and the world

28. Component analysisOverall Component details for your school and a comparison with your region and the world

29. Results by Candidate Overall grade awarded and breakdown by component

30. Question level analysisA comparison of your school’s performance with your region and the world

31. THE CAMBRIDGE INTERNATIONAL CURRICULUM Age 18 Age 16 Age 14 Age 11 Age 5 Cambridge Advanced 40+ subjects Cambridge Secondary 2 70+ subjects Increasing breadth and choice Cambridge Secondary 1 English/Mathematics/Science Cambridge Primary English/Mathematics/Science

32. Cambridge AICE • an advanced academic pre-university qualification for students who are studying Cambridge International A and AS Levels • offers students the opportunity to tailor their studies to individual interests, abilities and future plans • Combines breadth of study with choice and flexibility • involves the selection of subjects from three curriculum areas: • Mathematics and Science • Languages • Arts and Humanities

34. Support for teachers and students • Results and analysis • Syllabuses • Past exam papers, rubrics • Examiners’ reports • Schemes of work • Examples of performance at different grades • Textbooks, workbooks • Training and professional development Available online

35. CIE public website

36. Teacher support site

39. Teacher training: workshops & online courses • Stage 1 for teachers new to CIE syllabuses • Focus on the syllabus • Examples of standards • Advice on resources • Stage 2 • Assumes experience of CIE syllabuses • Focus on teaching and learning • Discussion of classroom strategies • Stage 3 • Research/review of own practice

40. Cambridge IGCSE, AICEBenchmarked for international comparabilityCustomized for local/state relevance

41. Thank you – Questions?