International Baccalaureate as a

PathwayDr. Barbara M. Surash

Hilton Central School District

What is the International Baccalaureate Programme?The IB continuum of international education is unique because of its academic and personal rigour, challenging students to excel in their studies and in their personal growth.• Primary Years Programme (PYP)• Middle Years Programme (MYP)• Diploma Programme (DP)• Career-related Programme (CP)

http://www.ibo.org/programmes/

How does the IB define "international education"?• The International Baccalaureate® (IB) chooses to define "international education" according to the

following criteria. Developing citizens of the world in relation to culture, language and learning to live together

• Building and reinforcing students' sense of identity and cultural awareness• Fostering students' recognition and development of universal human values• Stimulating curiosity and inquiry in order to foster a spirit of discovery and enjoyment of learning • Equipping students with the skills to learn and acquire knowledge, individually or collaboratively, and

to apply these skills and knowledge accordingly across a broad range of areas • Providing international content while responding to local requirements and interests • Encouraging diversity and flexibility in teaching methods • Providing appropriate forms of assessment and international benchmarking

http://www.ibo.org/programmes/

Two Programmes

Diploma Programme

Career-related Programme

Readiness

Core Academic Knowledge and Skills Career-Specific Knowledge and Skills Key Behaviors and Attitudes

Core Academic Knowledge and Skills

Key Behaviorsand Attitudes

Career-SpecificKnowledgeand Skills

www.engageNY.org

Diploma Programme

www.ibo.org

IB Diploma Assessments

Readiness

Core Academic Knowledge and Skills

Key Behaviorsand Attitudes

Career-SpecificKnowledgeand Skills

• The International Baccalaureate® (IB) assesses student work as direct evidence of achievement against the stated goals of the Diploma Programme courses.

• The Diploma Programme goals provide students with:• a broad and balanced, yet academically demanding, programme of study• the development of critical-thinking and reflective skills• the development of research skills• the development of independent learning skills• the development of intercultural understanding• a globally recognized university entrance qualification.

www.ibo.org

Diploma Programme Assessments Diploma Programme assessment procedures measure the extent to which students have mastered advanced academic skills in fulfilling these goals, for example:• analysing and presenting information• evaluating and constructing arguments• solving problems creatively.

Basic skills are also assessed, including:• retaining knowledge• understanding key concepts• applying standard methods.

• Student results are determined by performance against set standards, not by each student's position in the overall rank order.

www.ibo.org

Readiness

Core Academic Knowledge and Skills

Key Behaviorsand Attitudes

Career-SpecificKnowledgeand Skills

Approved IB AlternativesRegents Approved

AlternativeYear Assessment Given Results Received

Comprehensive English

IB English A1 Standard Level

May of Junior OrSenior Year

July between Jr. and Sr Year

July after graduation Comprehensive English

IB English A1 Higher Level

May of Senior Year July after graduation

Integrated Algebra

IB Math Studies Standard Level

May of Junioror Senior Year

July between Jr. and Sr Year

July after graduation

Integrated Algebra

IB Mathematics Standard Level

May of Junioror Senior Year

July between Jr. and Sr Year

July after graduation

Integrated Algebra

IB Mathematics Higher Level

May of Senior Year July after graduation

Subject Area Specific Subject

IB Assessment Who assesses

Language and Literature-HL

Language and Literature

Paper 1-Comparative Analysis of two unseen texts (2hours)

Paper 2-Essay based on at least two studied texts (2 hours)

Four written tasks based on course material—two for external assessment

Individual Oral Commentary and Interview (20 minutes)

Further Oral Activity

Externally assessed

Externally assessed

Externally assessed

Internally assessed

Internally assessed

Literature Paper 1-Literary Commentary and Analysis on unseen text (2 hours)

Paper 2-Essay based on at least two studied texts (2 hours)

Reflective statement and literary essay on one studied text

Individual Oral Commentary and Interview (20 minutes)

Individual Oral Presentation (10-15 minutes)

Externally assessed

Externally assessed

Externally assessed

Internally assessed

Internally assessed

Subject Area Specific Subject

IB Assessment Who assesses

Language and Literature-SL

Language and Literature

Paper 1-textual analysis of one unseen texts (1.5hours)

Paper 2-essay based on at least two studied texts (1.5 hours)

Three written tasks based on course material—one for external assessment

Individual Oral Commentary and Interview (20 minutes)

Further Oral Activity

Externally assessed

Externally assessed

Externally assessed

Internally assessed

Internally assessed

Literature Paper 1-Guided Literary Analysis—one prose, one poetry (1.5 hours)

Paper 2-Essay based on each literary genre (1.5 hours)

Reflective statement and literary essay on one studied text

Individual Oral Commentary (10 minutes)

Individual Oral Presentation (10 minutes)

Externally assessed

Externally assessed

Externally assessed

Internally assessed

Internally assessed

Subject Area Specific Subject

IB Assessment Who assesses

MathematicsHL

Mathematics Paper 1 (2 hours—non-calculator)• Section A-Compulsory short-response questions based on the core

syllabus• Section B-Compulsory extended-response questions based on the

core syllabus

Paper 2 (2 hours—graphical display calculator required)• Section A-Compulsory short-response questions based on the core

syllabus• Section B-Compulsory extended-response questions based on the

core syllabus

Paper 3 (1 hour—graphical display calculator required)• Compulsory extended-response question based on syllabus option

Mathematical Exploration—individual written work that involves investigation an area of mathematics

Externally assessed

Externally assessed

Externally assessed

Internally assessed

Subject Area Specific Subject

IB Assessment Who assesses

MathematicsSL

MathematicalStudies

Paper 1-Fifteeen compulsory short-response questions based on the whole syllabus (1.5 hours—graphical display calculator required)

Paper 2—Six compulsory extended-response questions based on the whole syllabus (1.5hours—graphical display calculator required)

Individual piece of work involving the collection of information or the generation of measurements, and subsequent analysis and evaluation

Externally assessed

Externally assessed

Internally assessed

Mathematics Paper 1 (1.5 hours—non-calculator)• Section A-Compulsory short-response questions based on the

whole syllabus• Section B-Compulsory extended-response questions based on the

whole syllabusPaper 2 (1.5hours—graphical display calculator required)• Section A-Compulsory short-response questions based on the

whole syllabus• Section B-Compulsory extended-response questions based on the

whole syllabusMathematical Exploration—individual written work that involves investigation an area of mathematics

Externally assessed

Externally assessed

Internally assessed

Additional Examples IB Assessments• Sciences—data-based responses, scientific investigations• History—short-responses, extended-responses, historical investigation• Music—musical investigation, listening paper, creation, performance• Art—comparative study, process portfolio, exhibition• Business—structured and extended-response questions, written

commentary on real organizational issue• Psychology—question responses, essay, experimental study• Language Other Than English—written exercise, intertextual reading,

individual oral presentation, interactive oral activity

Career-related Programme

www.ibo.org

Career-related Programme

• The CP framework allows students to specialize in, and focus on, a career-related pathway leading to higher education, further education, work or apprenticeships.

• The programme’s three-part framework comprises:• the study of at least two Diploma Programme courses • career-related studies• distinctive CP core

IB Career-related Programme Assessments• Can be a stand alone program—do not need to have the Diploma

Programme in your school

• A career and technical education pathway assessment approved by the Commissioner, following successful completion of an approved CTE program Readiness

Core Academic Knowledge and Skills

Key Behaviorsand Attitudes

Career-SpecificKnowledgeand Skills

IB Learner Profile and Approaches to Learning

Readiness

Core Academic Knowledge and Skills

Key Behaviorsand Attitudes

Career-SpecificKnowledgeand Skills

Learner Profile Approaches to Learning

A set of ideals that can inspire, motivate and focus the work of schools and teachers, uniting them in a common purpose.

Students are provided with tools to enable them to take responsibility for their own learning.

• Inquirers• Knowledgeable• Thinkers• Communicators• Principled• Open-minded• Caring• Risk-takers• Balanced• Reflective

• Communication• Social• Self-Management• Research• Thinking

www.ibo.org

Diploma Programme Core

• Extended Essay• Theory of Knowledge• Creativity, Action, Service

Career-related Programme Core

• Approaches to learning (ATL) course • Community and service • Reflective project• Language development

IB Related Policies and Legislation in the US

IB Student Preparedness for Success in the 21st Century

IB DP Candidate Educational Attainment

Questions and Comments