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Level of Achievement

Level of Achievement. Based on a student’s ability to achieve against a published set of criteria You should be able to link every lesson to an aspect of a course component Grades are dependent on a comprehensive understanding of component descriptors. Grade 11.

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Level of Achievement

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  1. Level of Achievement • Based on a student’s ability to achieve against a published set of criteria • You should be able to link every lesson to an aspect of a course component • Grades are dependent on a comprehensive understanding of component descriptors

  2. Grade 11 • You may not have had a significant summative assessment on which to judge the students by Q 1 •  Think about in terms of which assessment components (portions) have been taught and how students are faring there

  3. Grade 12 • UNLIKELY that the mark should increase or decrease more than 1-2 points since the end of Grade 11.  • more likely that the grades will change after all internal (and relevant external) assessments and Mock Exams have been marked and moderated in Qs 2 and 3.  • NO SUPRISES.  • feedback via rubrics and comments • good understanding not only of where they are currently, but in quality between their present work and what is required for higher markbands  • Students should know the expectations for the WHOLE course near the beginning of the course. 

  4. Grade 12 • IB in grade 12 - work will be placed alongside the work of thousands of students around the globe. • The pass mark for the IBDP is 24 for a reason; it is a difficult program and achieving consistent 4s represents a real achievement.  • If a student is a achieving a 3 or below: • compose a short e-mail to parents •   For grade 11, this message is vital as some students may need to drop some of their HLs to SLs, and the parents need to be alerted before this process begins. 

  5. Grades are derived from: •    Actual IB Internal/ External Assessments •   Simulations of IB Assessments • Analysis of formative/ summative assessments that most closely resemble IB Assessments and are marked using an IB (or similar) rubric. • Assessments and tasks are linked to skills explicitly related to IB course components

  6. Grades are NOT derived from: •  Late assignments (can not be penalized) • Effort and attitude •  Completion (or non-completion) are not a factor unless there is no evidence of knowledge and understanding

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