The IB Diploma: of achievement and curriculum mastery AACRAO PDF Free Download

The IB Diploma: Criterion-referenced referenced assessment of achievement and curriculum mastery AACRAO 2010

Education fit for purpose for the 21 st century 21 st century life and work, in an interconnected, globalized world will require active use of critical thinking skills and a sense of international-mindedness, skills and habits of mind learned and understood by International Baccalaureate (IB) Diploma students

THE IBO Mission Statement The International Baccalaureate Organization aims to develop inquiring, knowledgeable and caring young people who help to create a better and more peaceful world through intercultural understanding and respect. To this end the IBO works with schools, governments and international organizations to develop challenging programmes of international education and rigorous assessment. These programmes encourage students across the world to become active, compassionate and lifelong learners who understand that other people, with their differences, can also be right.

The IB Learner Profile Inquirers Knowledgeable Thinkers Communicators Principled Open-minded Caring Risk-takers Balanced Reflective

A Global IB: Americas, Africa, Europe, Middle East, Asia Pacific 5

Countries with IB World Schools 2,878 IB Schools 138 countries. 56% schools are public PYP 17% 56% 44% 14% DP 61% MYP 22% 27% 59% Private Public Americas Africa Europe Middle East Asia Pacific 75% of the IB World Schools in 15 countries with more than 30 IB World Schools 14% of the IB World Schools in 19 countries with more than 10 and less than 30 IB World Schools 11% of the IB World Schools in 96 countries with 10 or fewer IB World Schools

IB Americas 1598 IBWS in 30 countries and territories 329 Primary Year Programmes 532 Middle Years Programmes 1091 Diploma Programmes

Global IB diploma recipients 40,000 35,000 30,000 25,000 20,000 15,000 10,000 5,000 0 21,511 19,391 17,049 15,452 13,887 12,261 10,483 9,474 8,446 7,439 6,133 1,025 1,044 1,440 1,819 1,961 2,244 2,817 3,625 4,070 4,510 4,999 5,433 6,058 6,960 7,663 8,429 9,470 10,087 2,212 2,558 3,220 3,817 4,384 5,211 5,576 24,016 11,392 1990 1991 1992 1993 1994 1995 1996 1997 1998 Bilingual 1999 2000 Standard 2001 2002 2003 2004 2005 2006 2007 2008

100.00% 90.00% 80.00% 70.00% 60.00% 50.00% 40.00% 30.00% 20.00% 10.00% 0.00% Global pass rate WORLD Linear (WORLD) 1990 1991 1992 1993 1994 1995 1996 1997 1998 1999 2000 2001 2002 2003 2004 2005 2006 2007 2008

Average global diploma score 45.00 40.00 35.00 30.00 25.00 20.00 15.00 10.00 5.00 0.00

3000 2008 Global DP score Num mber of candidates 2500 2000 1500 1000 distribution n= 45,000 Pass rate: 79.15% Average (passing) score: 31.85 7.8% of passes earned 40+ 500 0 0 1 2 3 4 5 6 7 8 9 10 11 12 13 14 15 16 17 18 19 20 21 22 23 24 25 26 27 28 29 30 31 32 33 34 35 36 37 38 39 40 41 42 43 44 45 Pass 0 0 0 0 0 0 0 0 0 0 0 0 0 0 0 0 0 0 0 0 0 0 0 0 124 161 211 234 276 277 281 267 251 229 206 186 167 146 130 112 913 685 481 367 211 113 Fail 0 1 4 15 17 12 22 14 21 20 37 47 57 85 101 136 211 296 414 617 800 102 131 172 836 633 451 323 36 17 15 15 2 5 4 1 2 1 1 1 2 0 0 0 0 0 Global University Recognition Forum 2009 11

University Policies by Country Country Policy 2008 Candidates US Varies but may include up to 1 year of credit 49,000 Canada Varies by institution but generally admission based on 8,300 predicted grades, placement, credit UK Accreditation, favorable UCAS Tariff, but many 3,200 selective universities disregard the tariff Mexico Equivalency for international students only 2,100 Netherlands Subject requirements for the DP, No recognition for 2,000 certificates Australia Conversion of IB scores to league tables by state 1,900 Spain Waiver of Selectividad 1,400 India Conversion scale (unofficial), Subject requirements 1,400 Argentina Recognition for international students only 1,200 Page 12

IB University Policies in Countries with the Largest Number of Candidates Number of Institutions with IB Policy Number of Institutions Receiving Transcripts COUNTRY Number of Higher Ed Institutions % with an IB Policy United States 3,844 1,200 31% 1,566 Japan 1,239 250 20% 108 Canada 427 100 23% 187 Sweden 59 44 Australia 228 44 19% 49 United Kingdom 752 18 2% 205 Switzerland 45 17 38% 39 India 448 16 4% 128 Mexico 1,829 7 0% 11 Norway 76 6 8% 38 Germany 355 153 Page 13

Universities Core goal To provide guidance and support to colleges and universities p g pp g in North America and the Caribbean that encourages development of advantageous IB Diploma recognition related polices and practices reflecting an ideal that includes reference to:

Transition to University Goal Students completing the DP will have multiple options for further advanced study, and their IB experience and the strength of preparation it offers will be recognized by universities. Priorities Recruitment, admissions and placement processes Favorable higher education policies by governments Scholarships, credit, advanced standing.

CURT College and university task force Core goal Develop strategies, projects, and other initiatives that further research and recognition goals of the IB

Admissions Assumptions about the IB graduate Accepts challenges Strong academic preparation Valid GPA Top student Consistent performance International standing Excellent research and writing skills Critical thinking skills Awareness of holistic nature of learning Strong oral presentation skills Community engagement Reliable recommendations Maturity & responsibility

The International Baccalaureate Diploma Pre-university Diploma Based on an integrated curriculum International admissions credential Utilizes international standards Infused with globalism to prepare students to live in, to compete in, and to lead in an increasingly interdependent world IBO

What does the Diploma Programme curriculum contain? The curriculum contains six subject groups and a core of three parts. Page 19 Students study concurrently: three subjects at higher level (240 hours each). three subjects at standard level (150 hours each). all three parts of the core. The IB Learner Profile and the core are central to the philosophy of the Diploma Programme.

What subjects are offered within the six groups? The Diploma Programme has a large range of subjects and many more options Group 1-46 languages are regularly available. Group 2 25 or more modern and classical languages for all abilities from complete beginner (ab initio), iti with some experience (language B) and competent (language A2). Group 3 - business and management, economics, geography, history, information technology in a global society, philosophy, psychology, social and cultural anthropology, environmental systems & societies. Group 4 - biology, chemistry, design technology, environmental systems & societies, physics. Group 5 - mathematical studies SL, mathematics, further mathematics SL, computer science. Group 6 - music, theatre, visual arts, film. Page 20

THE CENTER OF THE HEXAGON IBO Theory of Knowledge (TOK) Critical reflection on knowledge & experience» Be aware of subjective & ideological biases» Analysis of evidence expressed in rational argument Connection & consilience between disciplines Creativity, Action and Service (CAS) Through experiential learning Work collaboratively with others Share energy and special talents with others Develop awareness of self and concern for others Extended Essay (EE) 4000 words 1 st opportunity for independent research Standard: university research & writing expectations

How does one earn the IB Diploma? Take six courses, one from each group (or substitute Groups 2-5 for Group 6) Take the six exams Complete TOK, CAS and EE Complete all IB assessments Accumulate at least 24 points on the exams (Additional points possible through TOK & EE) IBO

Assessment in the IB Diploma Programme Underlying philosophy To give students an opportunity to demonstrate what they know, rather than find out what they don t know How is this accomplished? Both Internal and External assessment using established grading criteria Assessment is criterion referenced Assessment varies across the disciplines Multiple methods of assessment used for each course Various skills tested across disciplines Balance between independent and teacher supervised work IBO

IB Assessment and Scoring Exams are scored and moderated multiple times to insure accuracy and monitor work of examiners. All 5,000 examiners are quality checked through a process of moderation. Exams are remarked if there are unexpected deviations. Page 24

Research support: what we know about Student engagement College readiness Post secondary performance

Student engagement Page 26

IB Students and Engagement in Learning Data from the 2008 High School Survey of Student Engagement (HSSSE) by Indiana University s School of Education Numbers below represent the mean score for student responses to a series of questions relating to the dimension of Academic/Intellectual/Cognitive Engagement on a scale of 0 to 65. Level of Academic Engagement All Students Overall 12th 11th 10th Grade 9th Grade IB Non-IB Source: Data from 2008 HSSSE Survey, Indiana University School of Education 35 35 34 36 36 39 38 40 42 43 Types of Questions Asked in This Dimension Hours spent in a typical week: Reading and studying for class Teachers try to engage me in classroom discussions How often have you: Worked on a paper or project that required you to do research outside of assigned texts? How often have you: Connected ideas or concepts from one class (or subject area) to another? Page 27

Academic Engagement of IB Students Comparison within a school Level of Academic Engagement within an IB School IB Overall Non-IB 37 30 School used in this comparison is nonselective IB program, approximately 200 candidates sit for IB exams. 400 students indicated that they take IB classes. 12th 34 41 School offers both AP and IB. 11th 10th Grade 9th Grade Source: Data from 2008 HSSSE Survey, Indiana University School of Education 28 28 33 34 37 40 Approximately 85% of the students are proficient in math and reading. 56% of the school population is African-American or Hispanic. 20% of the students are low-income. Page 28

Academic Engagement of IB Students Percentage of Students indicating their classes are Academically Challenging Within School Comparison Percentage of Students Indicating They are Engaged in Classroom Discussion Within School Comparison Strongly agree 8 28 Strongly agree 9 14 Agree 55 61 Agree 56 67 Disagree 13 23 Disagree 16 25 Strongly disagree 4 9 IB Non-IB Strongly disagree 3 11 IB % Non-IB % Source: Data from 2008 HSSSE Survey, Indiana University School of Education Page 29

College Readiness Page 30

IB Standards and College Readiness Alignment Study Develop and define academic content standards for the IB Diploma Program Align IB s academic content standards with the Knowledge and Skills for University Success (KSUS) Align the IB standards with several states Copyright 2010. All rights reserved. For use within the IB school community. No material from this slide may be used for any commercial gain.

Knowledge and Skills for University Success (KSUS) Standards Three-year national study sponsored by the Association of American Universities (AAU) Conducted by Center for Educational Policy Research, University of Oregon First such undertaking sponsored by a consortium of American universities Sponsored and funded by the AAU,17 member institutions, and The Pew Charitable Trusts Endorsed by an additional 11 AAU institutions

Goal of the Project To determine what it takes to succeed in entry-level college courses by asking the university faculty who teach them Copyright 2010. All rights reserved. For use within the IB school community. No material from this slide may be used for any commercial gain.

Conclusions The conclusion of the studies undertaken for this project is that students who are exposed to the IB curriculum are learning material that is highly aligned with the expectations of university faculty and that in many cases IB standards exceed those expectations. Source: International Baccalaureate Standards Development and Alignment Project: Final Report, 2009

Post secondary outcomes Page 35

IB Students in Postsecondary Education Percentage of Students Graduating from a 4-Year University* Within 6 Years 76% 80% 58% 64% 29% US population 25+ years old All Students (IB and non-ib) IB Certificate Candidates IB Diploma Candidates IB Diploma Recipients *Source: US Census, the Integrated Postsecondary Education Data System (IPEDS) of NCES, and the National Student Clearinghouse Page 36

IB Students in Postsecondary Education Graduation Rates for IB students from 4-Year Universities by Number of Exams Scoring 4 or above* 63% 49% 71% 74% 0 1 2 3+ *Source: National Student Clearinghouse data, IB Analysis Page 37

Postsecondary Graduation Rates 100% 90% 80% 70% 60% 50% 40% 30% 20% 10% 0% Graduation Rate from 4-Year Universities for all IB Candidates According to the Poverty Level of the School* 65% 62% Less than 35% of the Students Qualifying for FRL At least 35% of the Students Qualifying for FRL 100% 90% 80% 70% 60% 50% 40% 30% 20% 10% 0% Graduation Rate from 4-Year Universities for all IB Diploma Recipients According to the Poverty Level of the School* 81% Less than 35% of the Students Qualifying for FRL 76% At least 35% of the Students Qualifying for FRL *Source: National Student Clearinghouse data, IB Analysis Page 38

70% 60% Data on IB students at the U of Florida IB Scores and University Course Grades for Math (SL & HL Math combined) 65% 50% 43% 40% 30% 20% 10% 0% 25% 30% 30% 29% 27% 24% 22% 20% 9% 14% 12% 27% 11% 11% 9% 28% 32% 31% 32% 32% 25% 23% 17% 9% 8% 1 2 3 4 5 6 7 6% 5% 5% 2% 23% 8% 2% 1% A B C D F Data represents more than 20,000 IB candidates in the UF system from 1995 to 2007. Page 39

Data on IB students at the U of Florida 70% 60% IB Scores and University Course Grades for Math SL 62% 50% 40% 30% 20% 10% 0% 41% 32% 33% 33% 30% 31% 29% 29% 27% 27% 25% 26% 26% 24% 24% 25% 21% 17% 19% 15% 11% 13% 11% 10% 10% 9% 9% 6% 7% 5% 6% 2% 2% 1% 1 2 3 4 5 6 7 A B C D F Data represents more than 20,000 IB candidates in the UF system from 1995 to 2007. Page 40

Data on IB students at the U of Florida 100% IB Scores and University Course Grades for Math HL 90% 80% 70% 60% 50% 40% 30% 20% 10% 0% 70% 62% 48% 36% 37% 37% 30% 32% 34% 27% 14% 21% 23% 23% 21% 14% 14% 15% 9% 8% 4% 5% 2% 3% 5% 2% 4% 1% 0% 1% 1% 2% 0% 0% 1 2 3 4 5 6 7 A B C D F 93%

IB students in the UC system An analysis of 1,547 IB students in the system between 2000 and 2002 and a matched comparison group of 5,253 non-ib students IB students have higher GPAs than both the comparison group and the UC student population overall IB students consistently have higher graduation rates at both 4 and 6 years The strongest predictor of performance in university is the performance on the Diploma

Data on U of California Students 4 Year and 6 Year Graduation Rates of IB and non-ib Students in the UC System 100% 88% 90% 80% 89% 81% 82% 81% 82% 70% 60% 50% 56% 51% 52% 54% 60% 56% 40% 30% 20% 10% 0% 2000 2001 2002 2000 2001 2002 4 year graduation rate 6 year graduation rate IB students UC students *Data obtained from UCOP on approximately 1,500 students entering the UC system in 2001 and 2002. Page 43

Data on U of California Students * UC GPA: IB students vs UC students overall 3.50 3.00 3.11 2.91 3.12 2.94 IB students UC students 3.16 3.10 3.17 3.17 2.94 3.00 3.02 3.02 3.30 3.26 3.16 3.17 3.28 2.50 2.00 1.50 1.00 0.50 0.00 2000 2001 2002 2000 2001 2002 2000 2001 2002 N/A After 1 year After 2 years At graduation *Data obtained from UCOP on approximately 1,500 students entering the UC system in 2001 and 2002. Page 44

UC Data on IB Students 100% 90% 80% 86% 79% UC 6-Year Graduation Rate by Family Income: IB students vs UC students overall 93% 80% 87% 86% 79% 81% 80% 78% 80% 81% 84% 84% 90% 91% 87% 86% 84% 85% 85% 80% 86% 86% 70% 60% 50% 40% 30% 20% 10% 0% 2000 2001 2002 2000 2001 2002 2000 2001 2002 2000 2001 2002 Less than $40,000 $40,000 to 79,000 $80,000 to 119,999 $120,000 and above IB students UC students Page 45

Oregon State 5-year IB and non-ib graduation rate New FR Cohorts Fall Graduation Rate within 5 Years Terms 1998-2003 IB Certificate IB Diploma Non-IB Students High School GPA Enrolled Count Percent Graduated Enrolled Count Percent Graduated Enrolled Count Percent Graduated 0-3.00 0 0 1152 64% 3.01-4.00+ 17 88% 18 89% 10531 76% TOTAL 17 88% 18 89% 11683 75%

Oregon State final cum GPA New FR Cohorts Fall OSU Cumulative GPA Terms 1998-2008 IB Certificate IB Diploma Non-IB Students High School GPA Enrolled Count Avg. GPA Enrolled Count Avg GPA Enrolled Count Avg. GPA 0-3.00 3 2.20 0 4030 2.35 3.01-4.00+ 163 3.07 121 3.69 27547 2.94 TOTAL 166 3.06 121 3.69 31577 2.87

University of Oregon 5 year IB / non IB Graduation Rate New FR cohorts Graduation Rate within 5 Years Fall terms 1998-2003 IB Students Non-IB Students High School GPA Enrolled Count Percent Graduated Enrolled Count Percent Graduated 0-2.79 4 75 % 720 43 % 2.80-2.99 7 86 % 915 49 % 3.00-3.19 6 33 % 1,719 53 % 3.20-3.39 17 76 % 1,979 57 % 3.40-3.59 14 86 % 1,965 65 % 3.60-3.79 35 86 % 2,228 72 % 3.80-3.99 44 89 % 2,030 80 % 4.00 + 20 90 % 705 84 % TOTAL 147 84 % 12,261 64 %

University of Oregon Final cum GPA New FR cohorts Fall terms 1998-2008 IB Students UO Cumulative GPA Non-IB Students High School GPA Enrolled Count Weighted Mean Enrolled Count Weighted Mean 0-2.79 4 293 2.93 1,218 262 2.62 2.80-2.99 14 3.01 1,885 2.70 3.00-3.19 28 2.94 3,779 2.77 3.20-3.39 48 3.11 4,606 2.88 3.40-3.59 70 3.14 4,694 2.99 3.60-3.79 113 3.42 5,152 3.19 3.80-3.99 178 3.58 4,692 3.42 4.00 + 105 3.71 1,959 3.61 TOTAL 560 3.43 27,985 3.07

A look at where IB A look at where IB students attend university and some IB policies

University Attendance Patterns Approximately 1,600 universities currently have policies to recognize IB. Majority of these universities are in the US and Canada. Percentage of Transcript Requests by Country May 2007 CANADA, 18.7% U.K., 8.6% AUSTRALIA, 3.4% Other, 14.3% UNITED STATES, 55.1%

Top Universities by Transcript Requests

Where Diploma candidates are going University of British Columbia 1321 University of Florida 1229 University of Toronto 1094 University of Alberta 943 McGill University 934 Queen s University 497 University of Waterloo 424 Florida State University 409 University of Washington 398 University of Central Florida 409 Virginia Polytechnic Institute 379 University of Virginia 366 University of Western Ontario 364 Univ. of California Berkeley 362 University of North Carolina 339 Simon Fraser University 316 University of Colorado 300 University of South Florida 279 George Mason University 266 New York University 256 University of Texas Austin 256 Boston University 244 University of California LA 241 Virginia Commonwealth U 241 University of Michigan 229 University of Calgary 228 McMaster University 224 Univ. of Southern California 219 Univ. of California San Diego 208 James Madison University 203 UC Irvine 192 University of Wisconsin 192 University of Pennsylvania 190 Cornell University 184 University of Georgia 183 University of South Carolina 182 York University 182 University of California Davis 178 University of Miami 172 University of Ottawa 170

Targeted Recruitment of IB Students

Honors Colleges and the IB Innovative Challenging Intellectually rigorous *from Dale Mullens, What is honors? JNCHC, W 05 Curiosity Broad focus learning for living Patience Appreciates diversity Academic purpose *according to Jay Freyman

Seek innovative programs Interdisciplinary Include year abroad as part of degree program Double majors Strong undergraduate research component

Current Recognition Status Number of Institutions with Policies posted on IB website: 1153 Canada 104 Caribbean 2 USA 1047

Current Status Number of AAU the 62 research institutions with policies with Diploma policy Canada 2 2 USA 60 41 Of the 60 US AAU members 36 are Public institutions 24 are Private institutions

Current Status Institutions in US states with system-wide or state-wide policies i generally have the large public universities with strong IB policies. Linking the IB with Higher Education systems is important.

Linking the IB with Higher Ed systems 19 US States currently have state IB programme policies: California Oklahoma Colorado Oregon Florida South Carolina Georgia South Dakota Kentucky Tennessee Minnesota Texas Montana Utah North Carolina Virginia North Dakota Wisconsin Wyoming Each awards system-wide admission recognition/college course credit for IB. Most (11) provide scholarship/tuition waivers for IB students/weighted GPA for IB Courses, and (9) IB diploma/courses recognized as option for high school core curriculum requirements. Page 62

Linking the IB with Higher Ed systems 5 US states are currently developing state policies: Alabama Arizona Indiana Kentucky Tennessee Page 63

WHY CONSIDER The International Baccalaureate Diploma in RECRUITMENT? To attract students of the highest academic preparation, who know how to think and to learn To put behind you, concerns about grade inflation To know that state standards are being met and exceeded through effective teaching and learning To experience the richness of experience and perspective that IB Diploma students will bring to your campus

How to Recognize IB Students Recruitment Admission Credit: general or specific Placement Scholarship Copyright 2010. All rights reserved. For use within the IB school community. No material from this slide may be used for any commercial gain.

Qualities of IB Diploma Students Fluency in 2 languages Self confidence with university texts & materials Capacity for independent & group research & study Cultivated critical & creative thinking abilities with well developed communication skills Ability to complete a challenging & rigorous course of studies Compassionate concern for others The IB program connects schools with a unity of purpose, not a uniformity of practice

Policy Development Questions Admission Considerations Is the Diploma accepted for admission? Is early admission offered to Diploma candidates/holders in advance of the general applicant pool? Is 2 nd year/sophomore status possible upon admission for Diploma holders? Are TOK/EE additional points considered in admissions decisions? Are anticipated and or predicted grades accepted or considered?

Policy Development Questions Diploma Placement and Credit Are students accepted and/or placed at 2 nd year/sophomore status with Diploma? Are students placed out of introductory courses into second year courses? Is credit worked out in conjunction with a placement policy? Is there assigned credit for both SL and HL courses with minimum scores based on faculty review of subject detailed syllabus and assessment criteria? Is there credit, assigned or unassigned, for Hexagon Core Theory of Knowledge (TOK) and Extended Essay (EE)?

Policy Development Questions Certificates Is credit and/or placement awarded to IB certificate holders? Scholarships/Awards Are there awards designated specifically for IB Diploma students?

Policy Development Questions Out of the box considerations Access to the honors o program Early course registration offered to IB Diploma holders Dedicated advisors for IB Diploma holders Enhanced access to student housing for Diploma holders Parking space Other, creative, non-cost incentives

IB Recognition Policy ranges Typical Higher Level courses only No special recognition for Diploma Admissions reps unaware of IB Exemplary Statement of institutional support for Diploma Guaranteed admission to the institution Sophomore standing Award of a designated, renewable scholarship & consideration for others Admission to an honors program Admission to special, interdisciplinary first year programs Designated IB advisor Access to research opportunities Priority placement in residence halls Advisement on study abroad and international internships Mentored support with application for awards such as the Fulbright and the Rhodes Scholarship

Summary policies: Canada, 21 US states

How to find an institution s policy From the IBO main page The IB in http://www.ibo.org/country/us/index.cfm http://www.ibo.org/country/ca/index.cfm

Contact Details Sandra Wade Pauly University & Government Liaison IB Vancouver 202-1661 West 2 nd Avenue Vancouver, BC V6J 1H3 Canada Phone: 1.604.733.8980 1.866.826.4262 (toll free) Email: sandra.wadepauly@ibo.org Thank You!

The IB Diploma: of achievement and curriculum mastery AACRAO 2010