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External Assessment

External Assessment. General information. Involves an exam at the end of the course. Graded by an examiner away from the school. Provides 76% of the student’s final grade in biology. Composed of three papers given over two days. Papers 1 and 2 are given the afternoon of the first day.

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External Assessment

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  1. External Assessment

  2. General information • Involves an exam at the end of the course. • Graded by an examiner away from the school. • Provides 76% of the student’s final grade in biology. • Composed of three papers given over two days.

  3. Papers 1 and 2 are given the afternoon of the first day. • Paper 3 is given the morning of the next day. • Paper 1 is all multiple choice questions. • Paper 2 includes Data Based Questions, DBQ, short response and extended response questions.

  4. DBQ • CANDIDATE WILL ANALYZE, MANIPULATE, TRANSFORM DATA, AND/OR DRAW INFERENCES FROM DATA • DATA MAY OR MAY NOT RELATE TO SYLLABUS DETAIL • ANSWERS WILL BE ACCESSIBLE IF THE CANDIDATE IS FAMILIAR WITH THE SYLLABUS

  5. DBQ’S INVOLVE DATA TABLES AND GRAPHS. • PROVIDE EXPERIENCES IN THIS AREA THROUGHOUT THE COURSE • USE PAST IB TESTS OR IB BIOLOGY TEST BANK • PRACTICE, PRACTICE, PRACTICE.

  6. Papers 1 and 2 cover the course except for the two options. • Paper 3 concerns only the two options. • Students should be administered past exams so they know what to expect. • Class tests should include IB type questions.

  7. SL and HL differencesPAPER 1

  8. HL and SL differencesPAPER 2

  9. HL and SL differences PAPER 3

  10. TEST MATERIALS • SEE VADE MECUM, IB EXAM RULES AND PROCEDURES • CALCULATORS IN PAPER 2 AND 3 ONLY • RULER, PENCIL, BLUE OR BLACK INK PEN • SCRATCH PAPER IS PROVIDED AND COLLECTED

  11. TESTS ARE NOW SCANNED AND SENT TO EXAMINERS ELECTRONICALLY. BECAUSE OF THIS, FOLLOW THESE SUGGESTIONS: • Do not write outside the rectangular border on the test booklet • Do not use highlighters in the answers for the test • Write legibly!!!!

  12. OBJECTIVES • PAPER 1 COVERS OBJECTIVES 1 AND 2 • PAPERS 2 AND 3 COVER OBJECTIVE 3

  13. MARKING • ASSISTANT EXAMINER USING AN IB PROVIDED MARKSCHEME • EXAMINERS ARE IN TEAMS WITH OPEN LINES OF COMMUNICATION • SAMPLE SENT TO A MODERATOR FOR STANDARDIZATION • SCORES AND SCRIPTS SENT TO IBCA WHERE REMARKING MAY OCCUR IF MODERATOR AND EXAMINER’S MARKS ARE NOT A GOOD FIT

  14. GRADE AWARDING OCCURS AFTER A MEETING AMONGST THE CHIEF EXAMINER AND EXAM MODERATORS • THERE IS NOT A PREDETERMINED PERCENTAGE OF SCRIPTS EARNING ANY GIVEN GRADE (1-7) • GRADE AWARDING INVOLVES GROUP IV GRADE DESCRIPTORS

  15. Suggestions for exam success Emphasize the command terms and the assessment statements for the course There are no penalties for incorrect answers, do not leave any unanswered questions Notice the number of marks assigned each questions Always include units with numerical answers

  16. Tables are excellent to answer “compare” and “distinguish” questions Suggest questions require you to use the evidence provided to justify one possible answer Analyse questions require students to reach conclusions. State as many conclusions as possible.

  17. State all your ideas, even the ones believed to be obvious. Separate distinct ideas into different sentences. For extended-response questions, two marks are awarded for well constructed answers. Be clear in your answer statements.

  18. Provide actual IB questions from the IB test bank to each test. Grade using the provided markscheme. Class tests should include all types of questions which will be on the IB exam. Class test grades should indicate a student’s chances for success on the IB exam.

  19. Drawing suggestions The size of a drawing should be proportional to its complexity. Correct positioning of structures is essential. Correct proportions should be provided. Do not use colored pens as this is not picked up in scanning. Draw within a provided box. Lines for labeling should not cross.

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