The International Baccalaureate Program
The IB (International Baccalaureate) Program has been an important cornerstone of Charter Oak High School's academic face for more than 30 years.
• IBO.org: Information about IB can be found here.
• IB Program Coordinator: Mr. Long. Sign up for his emails at: IBLong-- blog
• CAS- Make sure you have your information set at Mr. Higuera's CAS website-- CAS
The more parents and students understand about IB, the better equipped the student is to navigate the rigorous waters of the classes, prepare for the internal and external assessments, and learn to communicate within its philosophies.
• IBO.org: Information about IB can be found here.
• IB Program Coordinator: Mr. Long. Sign up for his emails at: IBLong-- blog
• CAS- Make sure you have your information set at Mr. Higuera's CAS website-- CAS
The more parents and students understand about IB, the better equipped the student is to navigate the rigorous waters of the classes, prepare for the internal and external assessments, and learn to communicate within its philosophies.
Rubrics
IB Written Essay and Commentary Rubric
Below is the official IB written essay rubric. It is VASTLY different from the traditional ABCDF measuring system. A passing score on the IB rubric could equate to an F or a D- on a traditional scale. Please take the time to learn not only what each criteria means, but what the different assessments are asking of you as a writer and a thinker. This is the MOST difficult area for parents and students to understand. One can score competently/adequate on an IB rubric and this may be a C- on an ABCDF scale.
A: Understanding the text
* How well had the candidate understood the thought and feeling expressed in the text?
* How detailed and persuasive are the references to the text?
* How detailed and persuasive are the references to the text?
1: Little
* little understanding of the thought and feeling expressed in the text
* mainly irrelevant and/or inappropriate references to the text. |
2: Some
* superficial understanding of the thought and feeling expressed in text
* some relevant references to text. |
3: Adequate
* adequate understanding of the thought and feeling expressed in text
* adequate and appropriate references to text. |
4: Good
* good understanding of the thought and feeling expressed in text as well as some of the subtleties of the text
* detailed and pertinent references to text. |
5: Excellent
* perceptive understanding of the thought and feeling expressed in text as well as some of the subtleties of text
* detailed & persuasive references to text. |
B: Interpretation
* How relevant are the candidate's ideas about the text? * How well has the candidate explored those ideas?
* How well has the candidate illustrated claims? * To what extent has the candidate expressed a relevant personal response?
* How well has the candidate illustrated claims? * To what extent has the candidate expressed a relevant personal response?
1: Little
* ideas are mainly insignificant and/or irrelevant or
* commentary consists mainly of narration and/or repetition of content. |
2: Some
• ideas are sometimes irrelevant
* commentary consists mainly of unsubstantiated generalizations or * commentary is mainly paraphrase. |
3: Adequate
* ideas are generally relevant
* analysis is adequate and appropriately illustrated by some relevant examples. |
4: Good
* ideas are clearly relevant and include an appropriate personal response
* analysis is generally detailed and well illustrated by relevant examples. |
5: Excellent
* ideas are convincing and include an appropriate and considered personal response
* analysis is consistently detailed and persuasively illustrated by carefully chosen examples. |
C: Appreciation of Literary Features
* To what extent is the candidate aware of the presence of literary features in the text, such as structure, imagery, and …,
* To what extent does the candidate appreciate the effects of the literary features? * How well has the candidate supported claims about the effects of literary features?
* To what extent does the candidate appreciate the effects of the literary features? * How well has the candidate supported claims about the effects of literary features?
1: Little Lit
* little mention or consideration of the literary features
|
2: Some
* some consideration of lit features
* superficial analysis of the literary features mentioned. |
3: Adequate
* adequate appreciation of the effects of the literary features
* analysis is sometimes illustrated by relevant examples. |
4: Good
* generally detailed appreciation of the effects of the literary features
• analysis is generally detailed and illustrated by relevant examples |
5: Excellent
* detailed, persuasive appreciation of the effects of the literary features
* the analysis is detailed and illustrated by carefully chosen examples. |
D: Presentation
* How well has the candidate organized the commentary? * How effectively have the candidate's ideas been presented?
* To what extent are supporting examples integrated into the body of the commentary?
* To what extent are supporting examples integrated into the body of the commentary?
1: Little Focus
* little evidence of a structure to the commentary
* little attempt to present ideas in an ordered or logical sequence. |
2: Some
* some evidence of a structure to the commentary
* some attempt to present ideas in an ordered and logical sequence. |
3: Adequate
* adequate structure
* ideas are generally presented in an ordered or logical sequence * supporting examples are sometimes appropriately integrated into the body |
4: Good, Logical
* clear and logical structure
* supporting examples are appropriately integrated |
5: Persuasive
* purposeful and effective structure to the commentary
* supporting examples are well integrated into the body of the commentary. |
E: Formal Use of Language
* How accurate, clear and precise is the language used by the candidate? * How appropriate is the candidate's choice of register and style, for this task?
(Register refers, in this context, to the candidate's sensitivity to elements such as the vocabulary, tone, sentence structure and idiom appropriate to the task.)
(Register refers, in this context, to the candidate's sensitivity to elements such as the vocabulary, tone, sentence structure and idiom appropriate to the task.)
1: Weak
* the use of language is not readily comprehensible
* many lapses in grammar, spelling and sentence construction. Needs editing. * vocabulary is rarely accurate or appropriate. No academic register. |
2: Some
* some degree of clarity and coherence in the use of language
* some degree of accuracy in grammar, spelling and sentence construction . Needs editing. * vocabulary is sometimes appropriate to the discussion of literature. Register is missing or weak. |
3: Clear, Careful
* adequately clear and coherent use of language
* only a few significant lapses in grammar, spelling and sentence construction (needs editing) * some care shown in the choice of vocabulary, idiom and style * the register is generally appropriate for literary analysis. |
4: Precise
* clear, varied and precise use of language
* no significant lapses in grammar, spelling and sentence construction * effective and appropriately varied use of vocabulary, idiom and style * suitable choice of register. |
5: Varied, precise
* clear, varied, precise and concise use of language
* no significant lapses in grammar, spelling and sentence construction * precise use of wide vocabulary and varied idiom and style * effective choice of register. |