International Baccalaureate
Certificate Portfolio
Tara Trenkamp
EDUC 771, EDU 772, EDU 774
CIG 201312
771 Artifacts and Reflection Tara Trenkamp
EDUC 771
CIG201312
Assignment 6: IB Programmes Compare/Contrast Graphic Representation.
Primary Years
Program
Middle Years
Program
Diploma
Program
1
6
5
4
7
3
2
1. Primary Years Programme (PYP)
• Follows the IB Mission Statement and IB Learner Profile.
• 5 year programme
• Based on constructivist theory of learning, meaning learning occurs by linking new experiences with prior
knowledge to build new knowledge.
• Focus on inquiry to guide students from current knowledge to new understanding. The use of inquiry forces
students to become more active participants in their own education through the use of multiple different
interactive activities.
• 8 key concepts used as a framework for curriculum: form, function, causation, change, connection, perspective,
responsibility, reflection.
• 6 core subjects based on more traditional approach to education: language; math; social studies; science; arts;
personal, social, and physical education.
• All 6 subjects are not taught as separate entities, rather as trans disciplinary themes: who we are; where we are
in place and time; how we express ourselves; how the world works; how we organize ourselves; sharing the
planet.
• There is a focus on both local and global issues. Students gain international-mindedness through curriculum;
making connections between what they learn at school, the community around them, and the world at large.
• Through inquiry, students work to acquire 6 trans disciplinary skills: social skills; communication skills; research
skills; thinking skills; self-management skills.
• Assessments are teacher chosen or designed to relate to the specific learning outcomes of the curriculum.
Assessments must be formal and informal; formative and summative. Importance is placed on student and
teacher self-assessment.
• There is a final year project in the PYP programme, called the exhibition. The exhibition is a summative
assessment that exhibits a student’s understanding in knowledge, skills, concepts, attitudes, and actions.
2. PYP and MYP Comparisons
• Curriculum is built by the school and follows certain guidelines set forth by IB.
• There are no external assessments. The individual teachers are responsible for building assessments for their
curriculum.
• Influenced by constructivist theory
• 5 year programme
3. Middle Years Programme
• Follows the IB Mission Statement and IB Learner Profile.
• 5 year programme
• Guided by 3 fundament concepts: holistic learning; intercultural awareness; communication.
• Influenced by constructivist theory and encourages students to become independent learners.
• Emphasizes traditional subject groups: language (foreign and mother tongue); science; math; humanities; art;
physical education; technology.
• Learning is organized so students will see and understand how all subjects are connected. This is the holistic
learning concept.
• Intercultural awareness is developed by exposing students to and helping them consider multiple perspectives
of different cultures.
• MYP aims to build strong verbal and non-verbal communication skills with a special emphasis on language
acquisition. Students must also understand the importance of communication through art and technology.
• There are 8 subjects taught in each year of the MYP: mother tongue; 2nd
modern language; art; physical
education; math; science; humanities; technology.
• Schools with the MYP are allowed to design their own curriculum but must follow the framework prescribed by
IB.
• There are 5 areas of interaction that are the core for learning in a MYP: human ingenuity; approaches to
learning; community and service; health and social interaction; environments.
• Assessments are internal and criterion based. IB does have guidelines that teachers must follow when
developing assessments. Formative assessments that involve the students are encouraged to keep with the MYP
approach to learning.
• Summative assessment of whole MYP is called the Personal Project. Students must demonstrate ability to work
independently and use the areas of interaction for their inquiries.
4. PYP and DP
• Students study 6 courses (or subjects)
5. All 3 programmes
• The student is the main focus of curriculum for all 3 programs.
• Although the number of subjects may change from program to program, the concept of meaningful connection
of the subjects is present in each program.
• All programmes follow the IB mission statement and IB learner profile.
• International mindedness is emphasized in all programmes.
6. MYP and DP
• Assessments are criterion based.
7. Diploma Programme
• Follows the IB Mission Statement and IB Learner Profile.
• 2 year programme designed for students 16-19 yrs of age.
• Focus on international-mindedness.
• Students study 6 courses: language 1 (including literature study); language 2; individuals and societies;
experimental sciences; math; the arts (or an addition course of the previous 5 courses)
• Students and teachers do not view each subject as independent but as connected to all other subjects.
• DP has a set curriculum provided by IB in order to ensure uniformity through all DPs and prepare students for
universities around the world.
• Students “learn to learn” in DP by understanding the process of learning, as well as, applying and evaluating
knowledge.
• Curriculum core is central to the DP with 3 separate areas: theory of knowledge; creativity, action, and service;
the extended essay.
• The theory of knowledge requires students and teachers to be critically reflective on knowledge and how it
affects their communities, their cultures, and the world at large.
• Creativity, action, and service builds a “will to act” in students and teach them how to become positive members
of society. CAS focuses on the support and creation of the student as a whole, not just their need for knowledge.
• The extended essay is a research project each DP student must complete. It is a self-directed and independent
project that is chosen by the student in the prescribed subject.
• Schools may create their own School Based Syllabus which must be presented to and approved by IB to offer a
different course within the prescribed curriculum.
• Majority of formal assessments are external which ensures uniformity from DP to DP. Assessments are criterion
based and are required for each subject area.
Reflection- IB Programmes Compare/Contrast Graphic Representation.
I chose this artifact to submit with my portfolio because I believe it is a very good visual representation
of all three IB programmes. Understanding the IB programmes can be very difficult, especially for someone
who has only been exposed to the “traditional” way of teaching (lecture, homework, and test, repeat).
Completing this visual compare and contrast of all three IB programmes really gave me a better understanding
of IB as a whole. I was able to see where the programmes were similar and where they differed. I was really
surprised to see that there are so many similarities shared throughout all three IB programmes. Creating the
Venn Diagram also allowed me to really break down each IB programme completely and take a good look at
the individual characteristics of the PYP, MYP, and DP. I believe that this exercise really helped me throughout
772 and 773 because I could always come back to it whenever I had a question about one of the programmes.
Although don’t have much of desire to teach in a Diploma Programme or a Middle Years
Programme, I believe that understanding how the MYP and DP work will help me better prepare my PYP
students for their eventual entry into these programmes. Although each IB programme stands on its own, all
three programmes really do aim for the same outcome: to create well-rounded, intelligent, understanding,
and successful global citizens.
EDUC 771
CIG201312
Assignment 7: IB Learner Profile
Growing up, I was blessed to attend schools that very different from the norm. Both my grade school
and high school focused on global education. It was important for the students to learn, not only about
American culture, but about cultures from all over the world. This helped me to become a very open minded
individual with a better understanding of the world at large. My grade school was a Catholic school in a suburb
of Cincinnati, Ohio. Starting in 3rd
grade, we had to take map tests once a month. The information we were
tested on would increase in detail each year until 8th
grade. In 3rd
grade we would start with a test of the
continents and major oceans. Once we hit 8th
grade, the tests would include all countries on a continent, as
well as capital cities, major rivers, and other major bodies of water. Not only did they push an understanding
of geography, but we had to learn about the countries as well. We would have international fairs, where each
grade was assigned a continent. The grades would break down the continents into countries and each student
would have to do some research on that country. We would make food from these various countries; try and
dress like the natives of the countries, and have a big feast. I blame these experiences for my inquirer attitude.
I love learning about new countries, cultures, languages, and religions.
Not only did we learn about different places of the world through tests and books and school projects;
we had an exchange program as well. Starting in the 4th
grade, students had the opportunity to actually travel
abroad and experience life in a foreign country. We would do 2 week homestays in the country, living with
students our own age and their families. We would go to school with these students and see how they lived
their lives. We would also do the requisite sight-seeing, learning even more about the history and culture of
our host countries. Once our homestay was over we would return to the US and anxiously await the arrival of
our host students to our homes, where we would host them and return the favor of educating them on
American culture. This exchange program didn’t just benefit the students who actually traveled, but the school
community as a whole. Our friends would return from overseas, sharing their exciting stories and pictures with
us. Teaching us all about the far off land they just visited. Then after learning about all this from our friends,
we actually got to meet people from these exotic lands when they came for their exchange! I had friends
travel to Kenya, France, Ireland, and Finland, before I got my turn to travel to Germany.
Now, as an adult, I still have a love and a yearning for exposure to and understanding of new and
different cultures. I chose to work in a school full of people literally foreign to me. Daily, I am surrounded by
Muslims from Pakistan, Syria, Egypt, Libya, etc. When I first started at Panama City Advanced School (PCAS) I
knew almost nothing about Islam and, I’m pretty sure, had never met an Arab in my life. Now, in my 3rd
year at
PCAS, I continue to learn new things day by day. Any question I have about Islam or life in Pakistan or the Arab
countries, I simply ask a coworker, or even my students! I am beginning to pick up Arabic and will even tell my
dogs “Yullah” (hurry!) or “Bas!” (no!) when I am at home. Before my time at PCAS, I had no desire to learn
Arabic, or visit an Arab nation. Now, I have about 5 more countries to add to my list of places to see before I
die.
Reflection- IB Learner Profile
I chose this artifact because it reminded of where my desire to teach IB comes from. I think that I was
surrounded by “traditional education” when I really wasn’t. I’ve been blessed to experience non-traditional
(lecture, homework, and test, repeat) schooling pretty much my entire life and it has driven me to become the
teacher I am today. IB is all about teaching the whole child, not just feeding them information that they will be
tested on, but teaching them the life skills they will need to be happy and successful adults. By looking at my
own life and comparing it to the IB Learner Profile, I really think this assignment allowed me to better relate to
and understand the IB Learner Profile. This assignment took the IB Learner Profile off the page and really
allowed me to see it as a living thing.
The Learner Profile was probably the easiest concept in IB for me to grasp because I can relate to it. I
have always believed that teaching is more than just providing students with information so they can do well
on a test. I want to be the type of teacher who guides my students in building character and teaching them to
be effective communicators and problem solvers. This Learner Profile Reflection allowed me to look back on
my own educational influences and reminded me where my passion for international education comes from.
772 Artifacts and Reflection
EDUC 772
CIG201312
PYP Learning Targets
Grade Level: 2nd
Grade (7-8yr olds)
Transdisciplinary Theme: Who We Are A look at what makes Americans “American”. We will explore our own personal histories, what are the
similarities and differences we share with other Americans and other Pakistani-/Egyptian-American children.
What holidays belong strictly to American culture and what holidays do we share with those from other
children around the world. Where do our traditions and cultures as Americans come from? How does the fact
that we are all either Pakistani-American or Egyptian-American affect our American culture?
Central Idea: As Americans, we all share certain cultures, customs, and traditions. These
cultures, customs, and traditions come from the people who built America before we were
born and before our parents came to the USA. American culture was formed by taking culture
and customs from nations all over the world, as the USA is a “melting pot” of cultures, all
mixed together to form our own, distinct “American Culture”.
Lines of Inquiry:
• What is culture?
• How did American culture, customs, and traditions come about?
• How does culture change from place to place?
• Being the children of immigrants, how does my parent’s native culture affect my American
culture?
• What are other influences on culture, customs and traditions?
FL State Standards:
Social Studies Standards (Sunshine State Standards)
Geography
• SS.3.G.4.3: Compare the cultural characteristics of diverse populations in one of the five
regions of the United States with Canada, Mexico, or the Caribbean.
• SS.3.G.4.4: Identify contributions from various ethnic groups to the United States.
Language Arts (Common Core Standards)
Reading Standards for Informational Text
• LACC.2.RI.1.1: Ask and answer such questions as who, what, where, when, why, and how
to demonstrate understanding of key details in a text.
• LACC.2.RI.1.3: Identify the main topic of a multiparagraph text as well as the focus of
specific paragraphs within the text.
• LACC.2.RI.3.7: Explain how specific images (e.g., a diagram showing how a machine
works) contribute to and clarify a text.
Writing Standards
• LACC.2.W.1.2: Write informative/explanatory texts in which they introduce a topic, use
facts and definitions to develop points, and provide a concluding statement or section
• LACC.2.W.2.5: With guidance and support from adults and peers, focus on a topic and
strengthen writing as needed by revising and editing.
• LACC.2.W.3.8: Recall information from experiences or gather information from provided
sources to answer a question.
Standards for Speaking and Listening
• LACC.2.SL.1.1: Participate in collaborative conversations with diverse partners about
grade 2 topics and texts with peers and adults in small and larger groups.
• LACC.2.SL.2.4: Tell a story or recount an experience with appropriate facts and relevant,
descriptive details, speaking audibly in coherent sentences.
Language Standards:
• LACC.2.L.1.2: Demonstrate command of the conventions of standard English
capitalization, punctuation, and spelling when writing.
• LACC.2.L.3.4: Determine or clarify the meaning of unknown and multiple-meaning words
and phrases based on grade 2 reading and content, choosing flexibly from an array of
strategies.
Type of Learning Target Deconstructed Learning Objective Knowledge/Understanding represent the factual information in the
learning, some learned outright and
others retrieved using reference materials
often stated in verbs such as knows, lists,
names, identifies, and recalls
I know what culture is.
I know what a holiday is.
I know that there are many different cultures around the world.
Reasoning developing skillful use or application of
knowledge; represents mental thinking
processes
often stated in verbs such as predicts,
infers, classifies, hypothesizes, compares,
concludes, summarizes, analyzes,
evaluates, and generalizes
I can compare and contrast my culture and traditions with my
classmates’ culture and traditions.
I can infer why the United States is referred to as a “melting
pot.”
I can summarize an informational text, determining the main
idea and supporting details.
I can evaluate at least 2 different ethnic groups that have
affected how American culture became what it is today.
Skills behavioral demonstrations where the
doing is what is important; using
knowledge and reasoning to perform
skillfully
often stated in verbs such as perform, do,
conduct, operate, demonstrate, and
model
I can match traditional American and Islamic holidays with the
correct culture (American or Islamic)
Products where the characteristics of the final
product are important; using knowledge,
reasoning, and skills to produce a final
product
often stated in verbs such as design,
produce, create, write, and construct
I can write a report about my own family’s culture.
Reflection- PYP Learning Targets
I chose the learning targets because this was really the first time that I thought an entire
lesson through using the backwards design and a trans disciplinary approach. As a young
teacher, I am constantly striving to integrate subjects as much as possible and this exercise
really helped me to see how IB teachers pull their lessons together. This assignment forced me
to really think through my entire lesson and plan ahead of time, instead of just planning a day
or two in advance. By doing so much planning, I was able to really integrate multiple subject
areas into one lesson.
I had the most difficulty with the table at the end of the assignment. This table was used
to place our learning targets into categories. While I had to write learning targets (or learning
objectives as we called them) during my classes in an Educator Preparation Institute, I do not
remember having to categorize them. As much as I struggled to categorize the learning targets,
I feel that this actually made my lesson better. Not only did I have my desired learning targets
but I knew exactly what the students were going to be using them for (they were gaining
knowledge, they were using reasoning, they were developing new skills, etc.).
EDUC 772
CIG201312
What Is Assessment?
“Assessment is an integral part of instruction, as it determines whether or not the goals of
education are being met.” (Edutopia.com) Without assessment, how would educators
determine what their students already know from prior instruction or what educational gains
have been made during current instruction? On what basis would teachers give grades or allow
students to the next level of education? “Assessment affects decisions about grades,
placement, advancement, instructional needs, curriculum, and, in some cases, funding.”
(Edutopia.com, 2008) The following pages will discuss the difference between formative and
summative assessment, the importance of both norm-referenced and criterion referenced
assessments, how educators use assessments to gather information, and how the IB uses
assessments within their programmes. In order to have a better understanding of assessments
and their purpose, first, one must understand what the two types of assessment are.
Formative and Summative Assessments
There are two main types of assessments: formative and summative. According to Garrison and
Ehringhaus in their article Formative and Summative Assessments in the Classroom, “Formative
assessment is part of the instructional process. When incorporated into classroom practice, it
provides the information needed to adjust teaching and learning while they are happening.”
(Garrison p1) In her book Seven Strategies of Assessment for Learning, Jan Chappius explains
that formative assessments can be “Formal or informal processes teachers and students use to
gather evidence for the purpose of improving learning” (Chappius, 2009, p. 5) The most
important part of formative assessment is not how the assessment is carried out, but how that
assessment feedback is used to determine the course of instruction. (Chappius, 2009, p4-5)
Examples of Formative Assessment
In order to gauge understanding at the end of a lesson, teachers can conduct a “Minute
Paper: Set aside two-to-five minutes of class time to ask students to respond to two questions:
‘What is the most important thing you learned? And ‘What important question(s) remain
unanswered’” (CELT, p. 4)
Self-assessments are a good way to get students involved in their own learning and
allow them to be held accountable for their progress. One way to help students assess their
own learning is through the use of a check-list. Students will have a list of the learning targets
(written in student-friendly language) and students can rank each target with a scale like
Chappius provides on page 105:
“1 = I don’t know this very well yet.
2= I need a little review on this.
3= I know this well.”
Teacher observations are another tool to use when looking to see how students are
understand the material. According to the IB in their article Making the PYP Happen on page 47,
teachers should observe students in a variety of different situations, writing down specific
things that the children say. This will allow the teacher to gauge understanding of curriculum as
well as allow the teacher to provide concrete feedback to both the students and their parents.
Summative assessments are the other side of the assessment coin. While formative
assessments help gauge what students already knew going into a lesson and how the students
are progressing through the lesson; summative assessments are “used solely to make
judgements about level of competence or achievement”. (Chappius, 2009, p. 5) Due to the fact
that summative assessments are only given periodically, they can only evaluate small parts of
the learning process. (Garrison, 2008, p. 1) The information obtained by summative
assessments helps to evaluate teacher, curriculum and program effectiveness.
Examples of Summative Assessments
End of chapter tests are used to gauge student understanding of the concepts, skills,
and terms within a particular chapter. This gives the teacher concrete evidence of whether
learning targets were met as anticipated. Chapter tests also give feedback to the students and
parents as to the progression of the student’s learning throughout the course.
Group projects can be used as summative assessments as well as give students the
opportunity to work cooperatively. The content of the project can be a reflection of specific
learning target achievements and is an easy way to integrate learning targets from various
subject areas into one cohesive assessment.
Criterion and Norm Referenced Assessments
Criterion referenced and norm referenced assessments are another way to categorize
assessments. Criterion referenced assessments measure achievement against set learning
outcomes. Criterion referenced assessments determine whether a student has met the desired
learning target and students are measured against only those learning targets. While criterion
referenced tests can determine if a student has met a particular goal, they do not allow
teachers to see how their students compare to students from different schools/cities/states
within the same grade-level. Norm referenced tests take the assessment outcome and
measure one students score against a larger sample of students to determine where that
particular student falls within a spectrum of their own peers. Norm referenced tests are a good
way to determine students whom are high achievers and who are the low achievers. Norm
referenced tests are often times the standardized tests that are so integral to the American
education system. While norm referenced test results can be used in a variety of ways to track
student achievement and compare it across schools/states/gender/etc; their results can be
skewed due to the high-stakes nature and accommodating pressure that brings upon students.
Gathering Information Using Assessments
Assessments are possibly the most valuable tool a teacher can have. Both formative and
summative assessments are equally as important and the feedback they provide each serve
their own unique purpose
Formative Assessment:
Teachers can use formative assessments, like observations, to get to know their students’
personalities, likes, dislikes and interests. The IB suggests on page 47 of Making PYP Happen
that by using observations during dramatic play, “teachers can learn about <the student’s>
current interests, knowledge base, level of involvement, and social skills.” By teaching students
to self-assess, educators are engaging students in their own learning process. “When students
self-assess and set goals they develop an internal sense of control over the conditions of their
success and greater ownership of the responsibility for improving.” (Chappius, 2009, p 95)
Giving homework and quizzes and having small group and class discussions are all great ways
for teachers to see if what and how they are teaching is effective. By looking at the feedback
provided through these things, teachers can see whether they need to slow down, speed up, or
change directions completely to assure all learning targets are met.
Summative Assessment:
Summative assessments are a good way to integrate multiple curriculum areas into one,
gradable, product. Teachers may wish for their students to write a paper on the effects the Civil
War had on slavery after studying a unit on the Civil War in History class. By asking the students
to write a paper, the teacher is not only assessing student understanding from the History
chapter, but also, assessing the specific writing and language standards that the students are
expected to meet. Summative assessments can also be used to determine whether a student
has met all learning targets desired to move onto the next level of education. This can be done
using end of the year (or for upper level education: end of course) assessments. These end of
year assessments assure educators that the student has all the necessary skills that will be
needed in the next step of his/her education. The feedback from summative assessments not
only helps assure the teacher that all learning targets were met, but allows school and program
administrators track and measure the effectiveness of a single teacher, the chosen curriculum
or the entire program. This feedback can be shared with all community stakeholders and is
important because, “It also provides information used to inform members of the school
community and others of the success of the programme.” (Making PYP Happen, 2009, p. 44)
Assessments and IB
“Assessment in all three (IB) programmes must support and encourage effective teaching and
learning in the classroom.” (Toward a Continuum of Education, 2008, p. 18) Although each
programme has its own distinct assessment characteristics there are similarities between all
three programmes. According to Toward a Continuum of Education on page 18, some of the
principles of assessment that run through all three IB programmes are:
“Assessment is integral to planning, teaching, and learning. The assessment system and
assessment practices are made clear to students and parents. There is a balance
between formative and summative assessment. Opportunities for students to reflect on
their own learning are planned for.”
Assessments play a very clear and important role in each level of the IB programme.
The PYP
Starting in the PYP, “The prime objective of assessment in the PYP is to provide feedback on
the learning process.” (Making PYP Happen, 2009, p. 13) The PYP stresses student self-
assessment by employing techniques such as student-led conferences which, “provide the
opportunity for students to guide their parents or guardians through their recent ‘journey of
learning’.” (Making PYP Happen, 2009, p. 14) By teaching students to self-assess, the PYP
engages students and allows students to become actively involved in their own learning
process. The PYP utilizes formative assessments more than summative assessments. Each PYP is
responsible for their own assessments with all assessments overseen and completed by PYP
teachers. While the IB does provide certain expectations it does not control assessments as it
does in the DP. In their 5th
year of the PYP, students participate in the PYP exhibition, “it is both
a transdisciplinary inquiry conducted in a spirit of personal and shared responsibility, as well as
summative assessment activity.” (Toward a Continuum of Education, 2008, p. 19) The PYP
serves as a rite of passage and celebration as students move from the PYP into the MYP.
The MYP
“Assessment in the MYP is an integral part of learning, involcing students in self-assessment
and providing feedback on the thinking strategies and processes as well as the outcome.” (MYP
Basis for Practice, 2009, p. 12) Just like the PYP, the MYP requires that the teachers themselves
develop their own assessments by using learning objectives set by the IB. The teachers are to
use multiple forms of assessment with special attention paid to formative assessments. Within
the MYP there is emphasis on both self- and peer-assessment, engaging students in their own
learning process, as well as the learning process of their peers. It is important for teachers, “to
structure both the curriculum and assessment procedures according to the needs of their
students and their local context.” (Toward a Continuum of Education, 2008, p. 19) MYP also
does not have exams or assessments, set down through the IB. The culminating assessment of
the MYP is the personal project,
“a significant body of work produced by the student over an extended period…It is the
product of the student’s own initiative and creativity, which must reflect personal
appreciation of the areas of interaction and application of skills acquired through
approaches to learning.” (Toward a Continuum of Education, 2008, p. 19)
The personal project is considered a rite of passage from the MYP to the DP and helps prepare
students for the upcoming assessments during their 2 years in the DP.
The DP
“Formal assessment in the DP is summative assessment, designed to record student
achievement at, or towards, the end of the course of study and used to contribute to the final
qualification.” (Toward a Continuum of Education, 2008, p. 20) Unlike the PYP and MYP, all
formal assessments in the DP are externally moderated by the IB. Some assessments in the DP
are graded by the classroom teacher as well as by the external examiner. Although there are
major differences between the DP, PYP and MYP, assessments in the DP are also used as part of
the learning process, just like in the earlier programmes. External exams are given twice a year
during the DP for each subject area. At the end of the DP students are required to complete an
extended essay. “The extended essay is an in-depth inquiry into a focused topic intended to
promote high-level research and writing skills, intellectual discovery and creativity.” (Toward a
Continuum of Education, 2008, p. 20) The topic for the extended essay is the personal choice of
the student and helps prepare students for expectations of college courses.
Works Cited
Chappuis, J. (2009). Seven strategies of assessment for learning. Boston: Allyn & Bacon
Educational Psychology Interactive: Criterion- vs. Norm-Referenced Tests. (n.d.). Educational
Psychology Interactive. Retrieved December 19, 2012, from
http://www.edpsycinteractive.org/topics/measeval/crnmref.html
Garrison, C., & Ehringhaus, M. (n.d.). Formative and Summative Assessment in the Classroom.
Association for Middle Level Education - AMLE. Retrieved December 17, 2012, from
http://www.amle.org/publications/webexclusive/assessment/tabid/1120/default.aspx
Making the PYP happen: A curriculum framework for international primary education. (2007).
Cardiff, Wales: International Baccalaureate.
Summative & Formative Assessment. (2010). Somerville, MA 02143: Center for the
Enhancement of Learning and Teaching (CELT).
The Diploma Programme: A Basis for Practice. (2009). Cardiff, Wales: International
Baccalaureate.
The Middle Years Programme: A basis for practice. (2009). Cardiff, Wales: International
Baccalaureate.
The Primary Years Programme: A basis for practice. (2009). Cardiff, Wales: International
Baccalaureate.
Toward a Continuum of Education. (2008). Cardiff, Wales: International Baccalaureate.
Why Is Assessment Important? | Edutopia. (n.d.). K-12 Education & Learning Innovations with
Proven Strategies that Work | Edutopia. Retrieved December 18, 2012, from
http://www.edutopia.org/assessment-guide-importance
Reflection - What Is Assessment?
I chose this artifact because this is a piece I am really proud of. I put a lot of effort into
this assignment and I hope that it shows. When I began the 772 class, I was extremely nervous
because this course was all about IB and assessment. As a young teacher who took the
alternative certification route to obtaining her teaching license, assessment has been
something I have struggled with. I understand the concept of formative and summative
assessments, but when it comes to implementing assessments, I am a total mess.
I actually enjoyed this assignment and I believe that writing a paper on assessment
helped me better understand the different types of assessment. This assignment not only
forced me to research the different types of assessment, but also made me explore just how
the various IB programmes use assessment. After completing this exercise, I feel that I have a
better understanding of assessment. Unfortunately, this assignment did not help me with
actually implementing different forms of assessment into my own teaching but I think that
comfort can only come from years of experience.
773 Artifacts and Reflection
EDUC 773 Teaching and Learning
Self-assessment for Assignment 3: Inquiry Journal
Name ___Tara Trenkamp________ Date __________________
** Keep track of weekly score; post final self-assessment by end of course **
Criteria:
3-5 entries per week
1 entry posted per week along with reflection about that entry
Authentic and thoughtful responses, questions, wonderings and discoveries
You choose your topics, but you may want to compare, contrast and question course reading and
experiences to your current beliefs
15 points per week:
Week 1_10_ Week 2_12_ Week 3__14_ Week 4__14_ Week 5_14__ Week 6_13__
90 points total
My total score: __77/90____
Because:
Week 1 I gave myself a 10 because I did not actively write any real inquiries. At first I did not 100%
understand what we were expected to do but I was more aware of questions that I have and I thought
long and hard about my own definition of inquiry.
Week 2 I gave myself a 12 because I was definitely more cognizant of my inquiries this week and even
wrote some down but not at the point of inquiry, I sat down and actually wrote them on Saturday
morning.
Week 3 I gave myself a 14 because I was definitely more cognizant of my inquiries this week and even
wrote some down but not at the point of inquiry, I sat down and actually wrote them on Saturday
morning.
Week 4 I gave myself a 14 because I feel I am really starting to get the hang of the inquiries. Keeping the
inquiry journal has shown me that a lot of my inquiries seem to stem from my lack of self-confidence as
a teacher.
Week 5 I gave myself a 14 because I had a lot of inquiries this week. Majority of them were not related
to me as a teacher but having all these questions made for a lot more time spent searching the internet
for answers!
Week 6 I gave myself a 13 because I was more focused on my Implementation paper and not my inquiry
journal. I only wrote down two inquiries.
Reflection – Inquiry Journal Self-Assessment
I chose this artifact because this is the first experience I have really had with self-
assessment; at least the first experience where my self-assessment scores have impacted my
grades so much. This exercise in self-assessment was an eye-opening experience for me. I
learned a lot about myself and realized that I am very self-deprecating. It is very hard for me to
assess myself and give myself high scores because I always feel there I could have done better,
even in times where I really did try my hardest. I don't feel comfortable giving myself a 100%
score on anything because I feel there is always room for improvement (even if I don’t know
what those improvements might be). I started out giving myself what I believed were my
deserved grades for my inquiry journal each week but then I realized that I needed to bump up
my scores if I wanted to pass the class. The last couple weeks I gave myself higher scores but I
did so reluctantly.
I am not sure that I will ever be comfortable self-assessing. I know that I self-assess daily
in a very informal manner and even then I struggle with feelings of ineptitude. As for using self-
assessment with my students, I think it is something I would like to try with my 5th
graders. I
understand the importance of self-assessment but sometimes I worry that students will just
give themselves a good grade without understanding the importance of the reflective aspects
of self-assessment.
Name ____________Tara Trenkamp_____________________ Programme___________PYP_______
GOAL
(written outcome:
What do we want
to learn?)
EVIDENCE
(assessed: How
will we know what
we have learned?)
STEPS TO
ACHIEVE
(taught: How best
will we learn?)
RESOURCES
(What resources
will support our
process?)
REFLECTION
(completed after
Week 6)
I will increase the
frequency and
improve the
quality of
formative
assessments and
differentiation in
day-to-day
classroom
operations.
By the end of the
6 week course, I
should be able to
take one lesson or
theme and use
differentiation in
order to best
reach all levels of
students in my
class. I will use
formative
assessments at
least one time a
week per subject
in my class to
determine student
understanding.
I will use class
texts as well as
additional outside
resources to aid in
learning steps to
differentiation
and creating
formative
assessments. Each
week, I will
choose one
subject in which I
will create a
formative
assessment and a
different subject
to attempt
differentiation.
Tomilson and
Cunningham;
Differentiation in
Practice: A
Resource Guide
for Differentiating
Curriculum;
Grades K-5
Scholastic
Teaching
Resources; 25
Quick Formative
Assessments for a
Differentiated
Classroom
I am getting better at
formative
assessments and
differentiation. Over
the last six weeks I
have become more
comfortable with
formative
assessments
(especially in
Language Arts and
Science). I have not
yet reached my goal
of using them at least
one time a week per
subject but I am
making progress. As
for differentiation, I
have found and tried
different ways to
better involve
kinesthetic learners. I
still have a lot of
improvements to
make but I feel that I
have made significant
progress towards
becoming a better
teacher.
Reflection – Professional Goal
I chose this assignment as my final piece to my IB portfolio because I believe that setting
a professional goal, and actually achieving said goal, did a lot for my self-confidence as a
teacher. I am not one to set goals. I am easily discouraged and do not like to take on new things
unless I know that I am naturally good at them. For me, especially in recent memory, setting
goals has not been a positive experience. I am easily discouraged and often end up failing at my
goals quite shortly after beginning the pursuit. In 773 I was forced to set a goal and because this
is tied with my school work, I was determined to achieve my goal.
When it comes to my higher education, I am very driven. I know that my education is
one of the major components in achieving my dream of moving overseas and I take it very
seriously. My biggest struggle as a new teacher has been the notion of formative assessment
and differentiation. I came from teaching pre-k where differentiation was easy for me but when
I made the move to 2nd
grade, my knack for differentiation seems to have disappeared. By
writing my professional goals and giving myself a definitive timeline that was attached to my
school work, I was able to better focus on the steps needed to achieve my goal.
Summarizing Statement
I believe that this portfolio is an accurate representation of the learning I experienced
over the past three courses. When I entered into the IB Certificate program, I didn’t know one
thing about IB. I chose to obtain my certificate in IB because I want to teach in Germany and
one of the easiest ways for a native English speaker to do so is to get a job at one of the
international schools. During the 771 course, I was introduced to IB and began my
understanding of the three IB programmes. During the 772 course, I explored the importance of
assessments in the IB programmes and expanded my understanding of assessment as a whole.
During the 773 course, I learned about the importance of inquiry and self-assessment in the IB
programmes. Although 771, 772, and 773 were overwhelming at times, I feel that I have a much
better understanding of what International Baccalaureate means and I am even more
determined to obtain a job teaching at one of their schools.