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The IB publication Assessment Principles and Practices – Quality Assessment in the Digital Age overviews the baseline IB philosophy on assessment. It specifically addresses the nuances and logistics that online learning and teaching have brought into the world of education in the last decade and beyond. The document is especially relevant given the pandemic conditions and aftermath that propelled online delivery of education into the mainstream. Read through the entire document and respond to twenty five statements along the way. The statements are either true or false. Your task is to simply to: 1. Label each of the statements as true or false, 2. Write a one to two sentence clarification for each of the twenty five statements that reinforces those that are true and clarifies the errors of those that are false, 3. Reference a page number from Assessment Principles and Practices – Quality Assessment in the Digital Age that you based your answer on. The statements will follow the reading sequentially. Once you start reading you will find the information needed to respond to the first statement. Information needed to respond to the next statement will come next, then the third, etc. You will not need to jump around the document when working through the twenty five statements. A word document has been provided on the course site. You can open it and record your answers. Make sure to save the document before submitting.

Paul Black and Dylan Wiliam produced a groundbreaking response to the standardized testing movement in a 1998 article titled Inside the Black Box: Raising Standards through Classroom Assessment. It is duly noted that this article is now over twenty five years old. However, this article was instrumental in refocusing classroom instruction to a formative assessment driven approach. Read Inside the Black Box: Raising Standards through Classroom Assessment. Write a 1200 word (4 page) summary of Black and Wiliam's commentary. Organize your thoughts around the following: • Does improving formative assessment raise standards? • To what extent should formative assessment drive instruction? • How can formative assessment be improved? Use a minimum of three specific references (APA 7th edition) from the article in your summary.

Use the google search tag Formative Assessment Methods to survey common uses of formative assessment, read 54 Examples of Formative Assessment, and then read Chapters 5–7 (pp. 59–100) of Future-Focused Learning: Ten Essential Shifts of Everyday Practice. Analyze five of the formative assessments of your choice. Consider choosing those that align with your programme level and/or discipline. Use the following questions to guide your analysis: • What value do you see in the formative assessment? • Does the formative assessment provide information that could inform future instruction? • How feedback friendly is the formative assessment? • What types of learners might the formative assessment support? • Do you see any weaknesses with the formative assessment? Use the word document table to register your thoughts.

Explore a free online AI educational tool that can be deployed to build rubrics. You are free to use the tool of your choice. Perhaps you have one that you readily use. Magic School would be a good choice for you to navigate the world of Artificial Intelligence. Set up an account to get a free trial with the product. Once you have accessed an AI tool, use it to generate a rubric. Create an assessment and build a rubric that could be used to assess it. Submit the created document. The purpose of this assignment is to give you some familiarity using AI technology for the purpose of educational program design.

You will be designing and revising a unit of instruction over the three modules. You will also teach one lesson from your unit during module six, reflect on that experience in module seven, and consider feedback regarding your unit process in general in module seven. This unit is meant to be an original work that blends international-mindedness, inquiry, and effective feedback processes according to International Baccalaureate suggested pedagogy. You are, during this module, to submit a proposal that gets this process started. For that proposal, create a bulleted list that indicates: • The programme you are specializing in, grade level, discipline, etc. • A general content description, • Elements of the Learner Profile you will highlight in your unit, • Method of inquiry you will be guiding students through, • Types of assessments you will employ to give students authentic feedback. The unit process will be a fluid one. You will receive feedback on your proposal for your consideration before moving forward. Again, this unit is meant to be one of original design. If you will be significantly relying on existing work, please include a copy of that with this proposal.

Begin drafting a unit of instruction from your programme of emphasis: PYP, MYP, or DP. The unit of instruction should be approximately ten to fifteen hours in length and be an original design. Three different planner templates are provided and you will naturally use the one from the program level you are specializing in. Those of you specializing in either the MYP or DP will be working primarily from your academic discipline/area of licensure. However, remember that IB places high value on interdisciplinary work at the MYP and multidisciplinary work at the DP level. PYP units will be created via a transdisciplinary approach. The PYP Planner: It will be helpful to review the Learning and teaching resource before you begin planning. The key to a strong PYP unit is to have a central idea that promotes an inquiry approach. The MYP Planner: Make sure you thoroughly review MYP: Developing Units before getting started. Selecting a global context and then developing strong lines of inquiry is the key to a strong MYP unit. IB does not have a universal DP planner. They give schools three different options to use. We have selected option #2 that is MYP aligned. There is no one controlling IB document to guide the creation of DP units. It will be helpful to review the Diploma Programme: From Principles to Practice before getting started. Engaging units of study take time to develop. This module's work is an initial draft of your unit.

Schedule a one hour appointment with one of the course instructors representing your programme level. Instructors will have reviewed your Unit Planner Drafts and offer you validation and revision suggestions regarding your proposal. The aim of this session will be a discussion on a holistic International Baccalaureate learning approach that harnesses international mindedness, a strong inquiry approach, and an authentic feedback process. The appointment will also cover the design of the Learning Activity teaching assignment for Module Six. The Learning Activity will be part of the developing Unit Planner. Again, you will be offered validation and revision suggestions.

Create a work that reflects your current philosophy on the use of assessment in the educational process. Detail the extent that your personal worldview and ethical framework contributes to your position. Detail your past, present, and future use of formative and summative assessment. Also include specific assessment elements that pertain to the programme you are specializing in. This paper should be in APA format and be 1500 (5 pages) words in length.

Teach the learning activity chosen from your review session to a class or an alternative group that you and your instructor agreed on. The best scenario is for you to teach it to a classroom of your own students that you see day in and day out, that may not be possible for a number of reasons. The next best setting would be for you to teach it to a class of students you have access to such as a neighboring teacher's class. If that is not possible, other options such as teaching it to family members, colleagues, or neighbors will work. It is preferable for you to have yourself videotaped as you teach this lesson. If that is not possible make sure you take note of how your students respond to your lesson. It is also important to elicit feedback from your students. Teach your lesson through its entirety including any assignments, exit slips, assessments, etc. You will be asked to produce a written work on your experience in Module Seven.

Consider the lesson you taught in the last module and reflect on the experience. • Describe the dynamics of your teaching experience: time, place, student(s), etc. • How did your plan unfold? • What were your learning targets? • Were learning targets achieved? How do you know? • How effective was your plan? • What would you do differently next time? Summarize your thoughts in a 900 (3 page) word paper.

Write a 2400 word (8 page) paper that details your educational philosophy. Use material from IB Foundations & Frameworks and IB Pedagogy & Programme Development, International Baccalaureate documents, your own experiences, and any other sources of your choice. Include your personal worldview including the elements of belief and ethical framework, ethnicity, and socioeconomic factors. Detail your work in regards to how it would work in your school setting. Specify how you will continue your work and approach future opportunities in the field of education. This is not meant to be an International Baccalaureate endorsement work. Rather, it should describe the intersection of your own mindset and the International Baccalaureate. Use of a first person format is fine if that suits your style. Your work should use an APA format and include a minimum of eight appropriate references.

Submit a completed unit of instruction you have been working on since module three. Your submission should highlight revisions made from your review processes using red bold font for new or revised wordings and the strikethrough key for deletions. Include the activity from your mini practicum (module six) as well as the Differentiation and Inclusion activities (modules six and seven).