PK12-IB3 - International Baccalaureate: Assessment and Learning
1934187
Delivery Options
Online
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Course Description
Create fair and effective assessments that support learning.
Assessment plays a vital role in IB education. In this course, you'll learn how to design purposeful assessment tools that align with IB philosophies and learning outcomes. You'll continue developing your unit of inquiry by integrating fair and inclusive assessments and practicing how to give constructive feedback.
Course Format:
- Runs over 6 weeks, fully online
- Includes weekly-paced modules and optional live sessions
- Facilitated by an experienced IB educator
- Includes weekly tasks, discussions, and assignments with set deadlines
Course Progression:
This is course 3 of 4 in the OISE Certificate in International Education for IB. Courses must be completed in sequence:
- IB1: Curriculum Processes
- IB2: Approaches to Teaching and Learning
- IB3: Assessment and Learning
- IB4: Professional Learning & Capstone
Course Outline
Download the IB3 Course Outline for additional details.Learner Outcomes
Upon successful completion of the IB3 course, you will have learned:
- The roles of formative and summative assessments in the IB Diploma Programme
- How to design equitable, differentiated assessments
- How to build rubrics and evaluation tools that reflect IB learning aims
- Strategies for providing meaningful feedback to students and families
Notes
This course requires a computer with a camera, headphones/speakers, microphone, and high-speed internet to access OISE course materials and other resources.Prerequisites
Successful completion of the following course with a minimum passing grade of C- (60%):Applies Towards the Following Certificates
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Charlene has been an educator with the ALCDSB since 1992. Starting her career in an eastern Ontario secondary school, she soon established herself as a leader focussed on student-centered teaching and learning by developing and engaging students in a variety of curricular and extra-curricular activities. Continuing with both elementary and secondary assignments, classroom teaching soon transitioned towards administrative interests, in department-head roles as well as helping develop the IB program at her secondary school. Later as IB Co-Ordinator, Charlene began to take on roles at IB Schools of Ontario (IBSO), helping to strengthen the organization’s support of the province’s member schools. Recent years have seen a further transition to vice-principal roles at the secondary level and ultimately to her current role as an elementary principal, meanwhile continuing her association with IBSO as Director.