If the word limit is exceeded, 1 mark will be deducted. Level descriptor. The work does not reach a standard described by the descriptors below. If not, the maximum mark for this criterion will be reduced to 3. The essay shows some knowledge but little understanding of the work used for the assignment.

The essay shows knowledge and understanding of, and some insight into, the work used for the assignment. The essay shows detailed knowledge and understanding of, and perceptive insight into, the work used for the assignment.

There is some mention, but little appreciation, of the ways in which language, structure, technique and style shape meaning.

ib interactive oral rubric

There is adequate appreciation of the ways in which language, structure, technique and style shape meaning. There is excellent appreciation of the ways in which language, structure, technique and style shape meaning. If the word limit is exceeded, 2 marks will be deducted. There is some attempt to organize ideas, but little use of examples from the works used. Ideas are superficially organized and developed, with some integrated examples from the works used.

Ideas are adequately organized and developed, with appropriately integrated examples from the works used. Ideas are effectively organized and developed, with well-integrated examples from the works used. Ideas are persuasively organized and developed, with effectively integrated examples from the works used.

Language is rarely clear and appropriate; there are many errors in grammar, vocabulary and sentence construction, and little sense of register and style. Language is sometimes clear and carefully chosen; grammar, vocabulary and sentence construction are fairly accurate, although errors and inconsistencies are apparent; the register and style are to some extent appropriate to the task.

Language is clear and carefully chosen, with an adequate degree of accuracy in grammar, vocabulary and sentence construction despite some lapses; register and style are mostly appropriate to the task.

Language is clear and carefully chosen, with a good degree of accuracy in grammar, vocabulary and sentence construction; register and style are consistently appropriate to the task. Language is very clear, effective, carefully chosen and precise, with a high degree of accuracy in grammar, vocabulary and sentence construction; register and style are effective and appropriate to the task.

IB on the Wall. Search this site. Navigation Top of the Wall. Announcements - HL1.Stage 1: The interactive oral The interactive oral is a focused class discussion in which all students and the teacher participate. Each student should be responsible for initiating some part of the discussion in at least one of the interactive orals for one work.

Students may participate as a group or individually, and teachers may organize the discussion in a variety of different ways. The discussions should address the following cultural and contextual considerations.

The suggested minimum time for discussion of each work is 30 minutes. You are commenting using your WordPress. You are commenting using your Google account. You are commenting using your Twitter account. You are commenting using your Facebook account. Notify me of new comments via email. Notify me of new posts via email. Share this: Twitter Facebook.

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Saludos, Luna. HOLA Antonio, le agradezco mucho sus esfuerzos. Text Types All texts. Culture Spanish-speaking countries. Songs Songs to learn Spanish. Sub-plans Mr Luna is absent Flexible tasks.

Appetizers Bellwork Criptogramas Sudokus Fotolabras. Luna profe. AD x Today I want to analyze a bit more this assessment from the teacher perspective b ased on the structure provided in the Subject Guide below. One of the most important things experience has taught me is that you have to practice this type of exam.

Don't use always the same questions but you can try using same topics, similar kind of questions Supervised preparation time. The students receives two previously unseen stimulieach relating to a different theme from the course and selects one for the presentation. Each visual stimulus must be labelled with the theme to which it relates in Spanish. Part 1: Presentation. The student describes the visual stimulus and relates it to the theme and the target culture s.

Part 2: Follow-up discussion. Part 3: General discussion. General conversation on at least one additional theme taken from the five themes. Presentation approx.

IB English B Interactive Oral: Presentation

The students must not see these stimuli prior to the examination. The same five stimuli can be used for up to ten students sitting the examination. If there are more than ten students sitting the examination, two visual stimuli from each theme must be prepared. The following table provides an example of how the teacher may choose to distribute the visual stimuli to ensure that each student receives two stimuli, each relating to a different theme.

Follow-up discussion. A general discussion approximately 3—4 minutes. What we learn with pleasure we never forget. Alfred Mercier. Suscribirse a: Enviar comentarios Atom. IB Spanish text types: Blog. Changing our perspective on what we have known is essential to approach this type of text: the blog. What is it? It can be said it is a dig Spanish ab Initio Internal Assessment.Teachers Pay Teachers is an online marketplace where teachers buy and sell original educational materials.

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ib interactive oral rubric

English Language Arts. Foreign Language. Social Studies - History. History World History.

ib interactive oral rubric

For All Subject Areas. See All Resource Types. IB Rubric for Sketchbook Prompts. ActivitiesRubrics. Add to cart. Wish List. OK Boomer includes a set of 5 activities that explore age, generation, and how to understand different people. These activities are perfect for middle school and young high school students who want to make a positive impact on the world around them. ResearchActivitiesPrintables. I came up with a writing activity that uses reading skills and cultural knowledge, as well.

Foreign LanguageSpanishInternational Baccalaureate. AssessmentCooperative LearningCultural Activities. Writing Rubric for Language Classes. It was clear for students and hit on the major areas of written language.

IB: Texts in Translation: Writing A Reflective Statement

Foreign LanguageFrenchSpanish. Not Grade Specific. This project is a French music video presentation where students do research in French using google.Written assignment Rubric SL and HL Criterion A: Fulfilling the requirements of the reflective statement To what extent does the student show how their understanding of cultural and contextual elements was developed through the interactive oral?

NOTE: The word limit for the reflective statement is words. If the word limit is exceeded, 1 mark will be deducted. Marks Level descriptor 0 The work does not reach a standard described by the descriptors below.

Criterion B: Knowledge and understanding How effectively has the student used the topic and the essay to show knowledge and understanding of the chosen work? Criterion D: Organization and development How effectively have the ideas been organized, and how well are references to the works integrated into the development of ideas? NOTE: The word limit for the essay is 1, words. If the word limit is exceeded, 2 marks will be deducted.

Criterion E: Language How clear, varied and accurate is the language? How appropriate is the choice of register, style and terminology? The work does not reach a standard described by the descriptors.

There is limited knowledge and little or no understanding, with poor interpretation and virtually no relevant references to the poem.

ib interactive oral rubric

There is superficial knowledge and some understanding, with limited interpretation occasionally supported by references to the poem. There is adequate knowledge and understanding, demonstrated by interpretation supported by appropriate references to the poem. There is very good knowledge and understanding, demonstrated by careful interpretation supported by well-chosen references to the poem.

There is excellent knowledge and understanding, demonstrated by individual interpretation effectively supported by precise and wellchosen references to the poem. There are few references to, and no appreciation, of the ways in which language, structure, technique and style shape meaning in the poem. There is some mention, but little appreciation, of the ways in which language, structure, technique and style shape meaning in the poem.

There is adequate appreciation of the ways in which language, structure, technique and style shape meaning in the poem. There is very good appreciation of the ways in which language, structure, technique and style shape meaning in the poem. There is excellent appreciation of the ways in which language, structure, technique and style shape meaning in the poem.

Criterion C: Organization and presentation of the commentary To what extent does the student deliver a structured, well-focused commentary? The commentary shows some structure and focus. The commentary shows evidence of a planned structure and is generally focused. The commentary is clearly structured and the focus is sustained.

The commentary is effectively structured, with a clear, purposeful and sustained focus. Criterion D: Knowledge and understanding of the work used in the discussion How much knowledge and understanding has the student shown of the work used in the discussion?

There is little knowledge or understanding of the content of the work discussed. There is some knowledge and superficial understanding of the content of the work discussed. There is adequate knowledge and understanding of the content and some of the implications of the work discussed. There is very good knowledge and understanding of the content and most of the implications of the work discussed.

There is excellent knowledge and understanding of the content and the implications of the work discussed.Marks available: 3. Read the details below to give you a clearer understanding of what is required:. How was your understanding of cultural and contextual considerations of the work developed through the interactive oral? Note the specific version of this question used for your current IO and text i. It is intended to embrace the cultural underpinnings of the works by looking at specifics such as:.

The Interactive Oral Guidelines

It is a personal statement that is most likely to be written in the first person, and should be an honest account of the evolution of understanding.

The criterion by which students are assessed uses the same words as the question on which the reflective statement is based. If they answer this honestly and fully, then they should be able to achieve the three points. It is advisable for students to take notes during the interactive oral discussion to assist them in writing the reflective statement. Think about how some of the TOK questions you have explored relate to the subject of context:.

Discuss the flow of the discussion and how, specifically, it developed your understanding of the play and of how your contextual area relates to other contextual areas mentioned by your peers. Key words and phrases to use in your Reflective Statement:. Please avoid sweeping generalisations e. Women were inferior to men in Ancient Greece.

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Question: How was your understanding of cultural and contextual considerations of the work developed through the interactive oral? During the discussion, several articles were presented to the class. The subjects brought to light were the Russian economy during the s, serfdom, and the question of whether Turgenev was obsolete or not. The articles on the Russian economy explained the state of transition the Russian economy was in during the mids.

Prior to this period, there were members of the society called serfs. These were essentially slaves who worked on the fields of rich peasants, or the upper class. However, at this time Russia began to move away from serfdom. After this discussion, it would appear Turgenev places great importance on the time, place, and culture of his novel, as serfdom and the existence of social classes are a predominant feature in Fathers and Sons.

I found this discussion interesting, as it clarified some aspects of the novel. However, as the system begins to evolve, the serfs and their owners have some trouble adjusting to the new system of land ownership. The serfs are misbehaved and irresponsible, and these aspects of the culture and context form the setting of the novel.

According to the article, the art of Turgenev is in understatement: he manages to capture large philosophical, social, and historical movements as manifested in everyday life.

This can indeed be seen in Fathers and Sons. Turgenev paints a picture of commonplace Russian life with characters like Nikolai Arkady, Pavel, Bazarov and Fenichka, using barely any overly dramatic devices. Furthermore, he portrays other aspects of Russian life, including the wide gap between social classes and the idea of young people rejecting all authorities.

Back to Article List. Close To keep up to date with all the latest news and events, sign up below.Teachers Pay Teachers is an online marketplace where teachers buy and sell original educational materials. Are you getting the free resources, updates, and special offers we send out every week in our teacher newsletter? All Categories. Grade Level. Resource Type. Log In Join Us. View Wish List View Cart. Results for pyp rubric Sort by: Relevance.

You Selected: Keyword pyp rubric. Grades PreK. Other Not Grade Specific. Higher Education. Adult Education. Digital Resources for Students Google Apps. Internet Activities. English Language Arts. Foreign Language. Social Studies - History. History World History. For All Subject Areas.

See All Resource Types. The big event that is truly a journey of discovery for the children as they work their way through this valuable process, culminating in a final Exhibition; presenting their work over the past few months as well as show casing their growth and knowledge over the course of thei.

SpecialtyCritical ThinkingInternational Baccalaureate. ResearchScaffolded NotesCooperative Learning. Add to cart. Wish List. Fairy tales. An inherent part of childhood that take us on adventures of fantasy and culture. This complete IB PYP unit of inquiry delves into the imaginative world of classic fairy tales from around the world as we explore the central idea of: People around the world create stories to express emot. This is a unit I created to start off our 2nd grade year well!

I discovered that in grades 1st-3rd, students are really struggling to solve problems on their own. So often they need a teacher or adult to solve the problem for them.