Feedback Letter
December 11, 2015
IB Summative Assessments
As we come to the end of our first unit of inquiry many of you have given or are in the process of giving your summative assessments. Our reflections will provide us opportunities to closely examine our assessments to see how we might improve upon them. IB has 4 additional questions for us to think about as we look at our assessments:
1. Did the summative assessment link to the central idea?
2. Did the assessment allow for individual differences?
3. Was the criteria for success in this inquiry clear for both students and teachers?
4. Did the assessment allow for feedback to students and parents?
1st Grade Art Group-Unit of Inquiry Supported in Art
Central Idea: People within a group share rights and responsibilities.
Line of Inquiry: An inquiry into different groups which humans are a part of.
2nd Grade Summative
Central Idea: Settlement is determined by many factors.
4th Grade Summative
Central Idea: The organization and purpose of government differs around the world.
(Students wrote a compare/contrast report. This is just the conclusion of one.)
IB Focus Wall Hallway Displays
At the beginning of the year we got to talk about what we wanted student displays in our hallways to look like. It was decided by the staff that a natural progression would be to move our IB Focus Walls from the classroom to the hallway at the end of the unit of inquiry. Student displays keep the learning visible and alive in our hallways! Below are examples in our hallways from 3 classrooms.
IB Focus Wall Hallway Display
In this part of the display you can see the teacher has included the trans-disciplinary theme, central idea, lines of inquiry, and samples of student learning experiences.
Power GLE's as Part of the Hallway Display
As part of that display the teacher also included student work around the reading power GLE's.
Tying it Altogether
IB Focus Wall Hallway Display
Here is another example of an IB Focus Wall that has been moved to the hallway. Again you can see that it includes required components such as the trans-disciplinary theme, the central idea, key concepts, teacher questions, lines of inquiry . learner profile attributes and trans-disciplinary skills.
Power GLE's as Part of the Hallway Display
This example also contained students learning experiences that were aligned with the reading GLE's as well as the unit of inquiry.
IB Focus Wall Hallway Display
A final example that show student learning experiences captured in the anchor charts.
I look forward to seeing everyone's Focus Walls displayed in our hallways and visiting with students about their learning. Have a great week,
Doreen