ASSESSMENT

After identifying standards for an IBE curriculum, educators must arrange a system wherein the learning of their students is regulated. Thus, assessment is essential to ensure that students are adequately meeting the demands of the standards and objectives within the IBE curriculum.

Formative Assessment

Summative Assessment

  • Every Instructional Period

  • Formal (Written)

  • Informal (Verbal)

  • Smaller Chunks

  • Summary of Learning Over Time

  • Incorporates Learning From Formative Assessements

  • Larger Chunks

As formative assessments (done regularly to assess progression of learning), and IBE curriculum model uses reflection based inquiry questions. Through these, students are asked reflection questions derived from the variety of standards chosen for instruction. Students are asked these reflection questions during the beginning, middle, and end of the unit to track the progression and development of the student’s experience, growth, and learning. This way, students are not only illustrating their content knowledge per CAS standards, but they are also allowed the opportunity to self-regulate their SEL learning and Social Justice Learning. these reflection based inquiries also allow students to directly interact with their own learning, as they easily coincide with essential questions that inform what will be in instruction. 

 

 As a summative assessment (done at the end as a summary of learning), students can complete any type of comprehensive assessment, anything from a portfolio to an essay. Ultimately, this form of assessment should take the concepts and skills that inform previous components of IBE curriculum and asks students to create something from their new knowledge. Thus, this system creates relevant, self-regulated, and extended-abstract learning.

Therefore, if we are to add assessment into the example composed of Global Learning objectives such as diversity, self-awareness, and empathy, we take our essential questions that will assist students in self-regulation and they become our Formative assessments. Questions on this list are also informed by the standards chosen from Teaching Tolerance's Social Justice Standards. So, we can see how this system begins to assist in building the curriculum. Once we have our Learning objectives, we can identify standards, and from these standards, we can find ways to regulate this learning. 

The summative assessment in this example is an original narrative piece, which is based upon the ideas of instruction for this example. Simply, at the ned of this example curriculum outline, students should be walking away with their own learning. In other words, the Global Learning objectives are designed for the world them, not just for the classroom. So, composing an original narrative piece is an effective way to make learning relevant and comprehensive. To find out how we build to this comprehensive learning, check out Instruction.