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External Assessment

quon-bell avatar
quon-bell
22 diapositives · 399 Views · Nov 16, 2014

This overview provides essential information on the assessment structure for IB Biology, including the similarities between Standard Level (SL) and Higher Level (HL) exams. The final evaluation consists of three papers over two days, contributing 80% to the final grade. Paper 1 features multiple-choice questions, while Papers 2 and 3 encompass varied question formats, including Data Based Questions (DBQ). To excel, students should be familiar with command terms and assessment techniques. Understanding marking schemes and grade criteria is vital for successful outcomes in the IB Diploma Programme.

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  1. External Assessment

  2. General information • Same model for SL and HL • Involves an exam at the end of the course. • Graded by an examiner away from the school. • Provides 80% 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 following day. • All papers assess objectives 1, 2, and 3. • Paper 1 is all multiple choice questions. • Papers 2 and 3 includes Data Based Questions (DBQ), short response and extended response questions.

  4. Paper 1 includes all multiple choice questions covering the core and (for HL) the AHL. • Paper 2 includes DBQ, short answer and extended response covering the core and (for HL) the AHL. • Paper 3 for SL includes a section A with short answer questions on experimental skills, techniques, analysis and evaluation involving the core. It also includes a section B with short answer questions and extended response on one option.

  5. Paper 3 for HL students includes a section A with an unseen data based exercise and short answer questions on experimental skills, techniques, analysis and evaluation involving the core and AHL. It also includes a section B with short answer questions and extended response on one option.

  6. Exam paper 1

  7. Exam paper 2

  8. Exam paper 3

  9. TEST MATERIALS • Follow all procedures from IB concerning exams. This is actually the job of your coordinator. However, you should be familiar with them and discuss them with your students. • Ruler, pencil for drawings, blue/black ink pens are essential for the exam. Cleared calculators of specified types are allowed for papers 2 and 3.

  10. Examination time • Look over the specimen exam papers. • Write down any questions/concerns as you read over the papers for discussion when everyone is finished. • What are your general impressions of the papers? • Did you notice command terms? Pages 166 and 167 in Course Guide.

  11. Command terms • Students should be familiar with the command terms used in examination questions. • Command terms indicate the depth of treatment required in a response. • It is suggested these same command terms with their definitions be used on classroom assessment activities.

  12. Command terms for objective 1

  13. Command terms for objective 2

  14. Command terms for objective 3

  15. Activity time • 1. Each group select any three command terms for objective 3. Alter the definitions into more student-friendly phrasing. • 2. As a group look over and discuss objective 1 and 2 command term definitions. Are there any surprises?

  16. IB exam markschemes • Look over the HL specimen paper 2 markscheme • Highlights: • Each tick represents a marking point • Alternative wording is indicated by a (/) or by “OR”. • Words in angled brackets < > are not necessary to gain a mark. • Underlined words are essential for the mark. • OWTTE means ‘or words to that effect.’

  17. Highlights (continued) • ECF (error carried forward) means a student may receive credit after an initial error if the incorrect answer is used correctly in subsequent marking points. • One quality point may be awarded for an extended response question if the candidate’s answer are clear enough to be understood without re-reading and if the candidate has answered the question succinctly with little or no repetition or irrelevant material. • Extended response questions are worth 16 marks with 15 awarded for content and 1 for the quality of the answer.

  18. Grammatical accuracy is not essential. • Spelling of key science terms is important.

  19. MARKING • Assistant examiners work in teams to mark candidate exams • There is open communication amongst teams and team members throughout the exam marking • The setting of grade boundaries is an extended process involving deliberation and reconciling of information from different sources, experienced judgment of senior examiners, statistical comparisons, and the expectations of experienced teachers (G2).

  20. Each subject has a chief examiner and a group of senior examiners who prepare examination questions, set the standard for marking, and determine the marks needed for the award of each subject grade. • Approximately 80% of diploma candidates receive the diploma each examination session. • Students take 6 subject exams and must attain a minimum score of 24 points to receive the diploma. There are variations to the 24 point requirement. • Bonus points may be awarded for higher level works in the extended essay and the TOK essay.

  21. May of 2012 results • Mean HL biology score = 4.39 • Mean SL biology score = 4.29 • % of HL biology candidates with a 7 = 5 • % of SL biology candidates with a 7 =5 • % of HL biology candidates with a 4 or better = 73% • % of SL biology candidates with a 4 or better = 70% Source: The IB Diploma Programme Statistical Bulletin

  22. Discussion What are some techniques to increase student’s success on IB exams? • Old exams for practice • Structure of class exams • Present markschemes to students • Pre-exam review time • Command terms • Rulers on graphs and analysis questions • Revision guides