• melissa.roth@ectorcountyisd.org

    432-456-2058

     IB Learner Profile, Expectations, and Assessment

    IB Learner Profile

     

    The aim of all IB programmes is to develop internationally minded people who, recognizing their common humanity and shared guardianship of the planet, help to create a better and more peaceful world.

     

    As IB learners, OHS students will strive to be:

    Inquirers

    We develop their natural curiosity. We acquire the skills necessary to conduct inquiry and research and show independence in learning. We actively enjoy learning and this love of learning will be sustained throughout our lives.

    Knowledgeable

    We explore concepts, ideas and issues that have local and global significance. In so doing, we acquire in-depth knowledge and develop understanding across a broad and balanced range of disciplines.

    Thinkers

    We exercise initiative in applying thinking skills critically and creatively to recognize and approach complex problems, and make reasoned, ethical decisions.

    Communicators

    We understand and express ideas and information confidently and creatively in more than one language and in a variety of modes of communication. We work effectively and willingly in collaboration with others.

    Principled

    We act with integrity and honesty, with a strong sense of fairness, justice and respect for the dignity of the individual, groups and communities. We take responsibility for our own actions and the consequences that accompany them.

    Open-minded

    We understand and appreciate our own cultures and personal histories, and are open to the perspectives, values and traditions of other individuals and communities. We are accustomed to seeking and evaluating a range of points of view, and are willing to grow from the experience.

     Caring

    We show empathy, compassion and respect towards the needs and feelings of others. We have a personal commitment to service, and act to make a positive difference to the lives of others and to the environment.

    Risk-takers

    We approach unfamiliar situations and uncertainty with courage and forethought, and have the independence of spirit to explore new roles, ideas and strategies. We are brave and articulate in defending our beliefs.

    Balanced

    We understand the importance of intellectual, physical and emotional balance to achieve personal well-being for ourselves and others.

    Reflective

    We give thoughtful consideration to our own learning and experience. We are able to assess and understand their strengths and limitations in order to support our learning and personal development.

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    With the above in mind, we will:

    • Always do our best (Inquirers, Knowledgeable, Thinkers, Reflective)
    • Set challenging but reasonable expectations for ourselves (Balanced)
    • “Take the road less travelled by” (Inquirers, Risk-takers, Open-minded)
    • Attend class regularly (Principled)
    • Report to class on time (Principled)
    • Be courteous and considerate of one another and the teacher (Caring)
    • Be prepared for class with all materials needed: text, notebook, handouts, writing implements (Principled)
    • Submit work according to specified due dates (Principled)
    • Ask for clarification or assistance immediately, by email or in person, and make appointments for need further assistance (Communicators)
    • Practice academic integrity (Principled)
    • Pull our own weight in group situations (Communicators)
    • Understand that, short of a serious natural disaster, “technology problems” are NOT an excuse for late work (Principled)
    • Abide by OHS’s internal deadlines for submission of work to the IBO (Principled)

        

    Internet Access

    Internet access will benefit the IB Diploma student immensely. Outside research and class presentations are significant components of the IB Literature curriculum. Several helpful documents and resources are or will be located on the class homepage. In addition, this year students will use Turnitin.com for submitting work, peer editing, and online class discussions. Students who do not have internet access at home are welcome to visit any of their teachers during tutoring to work on a computer. The OHS and Ector County libraries also provide internet computer access, although the hours are sometimes limited. Students will need to plan carefully and arrange computer use in plenty of time to complete AND PRINT assignments.

    Communication with Parents

    Communication by phone or email is always welcome. Parents may schedule a conference with me by contacting me first. My conference period is from 10:25 – 11:15.

     

    Assessment, General Rubric, and Deadline Policy
     
    ASSESSMENT 

    Students will be evaluated on the quality and frequency of their contributions to class discussions, the seriousness and skill with which they approach their writing, the sophistication of their thinking, their willingness to debate and discuss important issues (backed by evidence) and to apply this rigorous thinking to their papers and oral work. 

    Formative work (quizzes, journal assignments, short papers) will be evaluated on the 7-point modified IB scale (see below), and converted to a traditional grade scale.

    IB DP practice papers and exams will be assessed according to the IB rubrics and mark schemes (Roughly, this translates as 7= excellent, 6=good, 5= competent, 4= at standard, 3= barely meets standard, 2-1= does not meet standard)

    GENERAL RUBRIC FOR PAPERS (adapted from IB rubrics)

    7 excellent

    • CONTENT: Demonstrates excellent knowledge and understanding of works and tasks; very strong and detailed (SL: sound) appreciation of the effects of technique and style; very strong evidence of independent and/or original perspectives on the works studied, where appropriate.
    • STRUCTURE and GUM: consistently focused, carefully developed and persuasive presentation of ideas or argument; use of language that is varied, clear, concise, precise and convincingly adapted to tasks.

    6 very good

    • CONTENT: Demonstrates very good knowledge and understanding of works and tasks; strong and detailed (SL: adequate) appreciation of the effects of technique and style; strong evidence of a personal engagement with the works studied, where appropriate.
    • STRUCTURE and GUM: clearly focused, well-developed and purposeful presentation of ideas or argument; use of language that is varied, clear, concise, precise and effectively adapted to tasks.

    5 good

    • CONTENT: Demonstrates sound knowledge and understanding of works and tasks; good (SL: some) appreciation of the effects of technique and style; good evidence of a personal engagement with the works studied, where appropriate.
    • STRUCTURE and GUM: clearly focused and effective presentation of ideas or argument; use of language that is clear, concise and appropriately adapted to tasks.

    4 satisfactory

    • CONTENT: Demonstrates adequate knowledge and understanding of works and tasks; adequate awareness of the effects of technique and style; adequate evidence of a personal engagement with the works studied, where appropriate.
    • STRUCTURE and GUM: generally focused and satisfactory development/presentation of ideas or argument; use of language that is generally clear, accurate, fluent and appropriate to tasks.

    3 mediocre

    • CONTENT: Demonstrates some knowledge but superficial understanding of works and tasks; some awareness of the effects of technique and style; some evidence of a relevant personal response to the works studied, where appropriate.
    • STRUCTURE and GUM: some evidence of a focus but ideas are neither appropriately developed nor presented; use of language that is limited in clarity, accuracy, fluency and appropriateness to tasks.

    2 poor

    • CONTENT: Demonstrates basic knowledge and/or understanding of works and tasks; basic awareness of the effects of technique and style.
    • STRUCTURE and GUM: basic structure to the presentation of ideas; use of language that is lacking in clarity, accuracy and coherence.

    1 very poor

    • CONTENT: Demonstrates rudimentary knowledge and/or understanding of works and tasks;
    • STRUCTURE and GUM: presentation without clarity or relevance; language that is barely intelligible

     

    DEADLINE POLICY

    Assignments are due at the beginning of class on the date specified. I do not accept late work, except in the case of verified extenuating circumstances, and only for major assignments. As per the ECISD policy regarding make-up work, a student who misses class has the number of days absent plus one to make up any missed assignments. Given the demands of the IB workload, I encourage students to maintain a planner or other system of organization. I will be happy to teach students how to do this, during tutoring. Students may and should contact me when they are absent so they do not fall behind. It is the responsibility of the student to ask for make-up work and complete it within the allowable time.

Last Modified on July 4, 2019