Published on: 03 Oct 2017

Using standardised assessment data to support IB programmes

‘Learning’ within IB programmes takes various forms, with ‘development of the whole child’, creating ‘active, caring learners’, encouraging students ‘to flourish physically, emotionally, intellectually and ethically’, and preparing students ‘to successfully navigate both higher education and employment’ all featuring as areas of focus for the programmes.
Gillian Ashworth

Gillian Ashworth, current head of school at Edubridge International School in Mumbai, India, holds two Masters degrees, including Educational Leadership and Management; along with a Certificate of International School Leadership, and a Diploma in Specific Learning Difficulties. Previous school experience across India, China, Azerbaijan, Africa, South America, Eastern Europe and her native UK has included roles as section principal and MYP/DP coordinators, while IB experience has encompassed leading online and face to face workshops, being a consultant and school visiting team leader, upskilling workshop leaders and school visitors across the globe, and MYP curriculum, assessment and workshop development work, including as a senior reviewer for the IB’s Building Quality Curriculum service. Publications include ‘Leadership for the MYP in Five Concepts’, in MYP – New Directions (2016), ‘The DP in India: context and challenges’, in Taking the DP Forward (2011), and ‘Articulating the Gap: the IB MYP and DP’, in Exploring Issues of Continuity: the IB in a wider context (2013).

Asssessment to plan and teach for all abilities

Keeping track of such diversity of learning within an IB programme – and keeping it all on track – is a challenge therefore faced by all IB schools. How can we know how well our students are really progressing in all areas? How can we monitor their progress along the way, and continually provide effective strategies which will help them do better?

 

 

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