Upload
selvam-m-pannir
View
215
Download
0
Embed Size (px)
Citation preview
8/22/2019 Session 1 Presentation 0610
1/25
In-Service Teacher TrainingAssessment in IGCSE Biology 0610
Session 1: Introduction to the Syllabus
8/22/2019 Session 1 Presentation 0610
2/25
www.cie.org.uk
Introductions
Background Aim of training
Welcome
8/22/2019 Session 1 Presentation 0610
3/25
www.cie.org.uk
Session 1 looks at:
Syllabus aims
The structure of the syllabus
Assessment Objectives
The development of different skills
The difference between formative and
summative assessment
8/22/2019 Session 1 Presentation 0610
4/25
www.cie.org.uk
Aims of the syllabus (1):Relevance and application
Relevance of Biology to everyday life Biology and medicine
The social and ecological aspects of
Biology Developments in gene technology
8/22/2019 Session 1 Presentation 0610
5/25
www.cie.org.uk
Aims of the syllabus (2):Practical skills
Efficient and safe practice
Enquiry, initiative and inventiveness
8/22/2019 Session 1 Presentation 0610
6/25
www.cie.org.uk
Aims of the syllabus (3):Communication and objectivity
Communication skills are important ineveryday life
Objectivity is an important part of science
Science has some limitations and does notalways provide answers
8/22/2019 Session 1 Presentation 0610
7/25
www.cie.org.uk
Structure of the syllabus (1):Overall structure of curriculum content
There are four sections coveringclassification, physiology, reproduction andecology
Each section is divided into subsections
The Core curriculum is applicable to allstudents The Extended curriculum builds on the core
material and the relevant sections are
placed next to each other
8/22/2019 Session 1 Presentation 0610
8/25
www.cie.org.uk
Structure of the syllabus (2):Overview of curriculum content (1) Characteristics and classification of living
organisms Cell structure and organisation Movement in and out of cells
Enzymes Carbohydrates, fats and proteins as
nutrients and how to test for them
Photosynthesis and leaf structure
8/22/2019 Session 1 Presentation 0610
9/25
www.cie.org.uk
Structure of the syllabus (3):Overview of curriculum content (2)
Human diet and digestion
Transport in animals and plants Respiration and gaseous exchange Excretion
Coordination in plants and animals Homeostasis Drugs and health
8/22/2019 Session 1 Presentation 0610
10/25
www.cie.org.uk
Structure of the syllabus (4):Overview of curriculum content (3)
Asexual and sexual reproduction Reproduction in flowering plants
and in humans Inheritance Variation and selection Genetic engineering Food chains and nutrient cycles Populations Human influences on ecosytems
8/22/2019 Session 1 Presentation 0610
11/25
www.cie.org.uk
Structure of the syllabus (5):Core and Supplement
What extra knowledge is required for the
Supplement?
What extra skills are required for theSupplement?
Do certain topics appear in more thanone of the syllabus sections?
8/22/2019 Session 1 Presentation 0610
12/25
www.cie.org.uk
Assessment Objectives (1):General Assessment Objectives
Assessment Objective Weighting
Knowledge with understanding 50%
Handling information and 30%solving problems
Experimental skills and 20%investigations
8/22/2019 Session 1 Presentation 0610
13/25
www.cie.org.uk
Assessment Objectives (2):The scheme of assessment
Paper Weighting Discriminating Core or
grades Extension Paper 1 30% C-G C
(multiple choice)
Paper 2 (theory) 50% C-G C
OR
Paper 3 50% A-C C + E (theory)
Paper 4 or5 or6 20% * C
(practical)
8/22/2019 Session 1 Presentation 0610
14/25
www.cie.org.uk
Assessment Objectives (3):Paper 2 or Paper 3?
Paper 2 is based on the Core curriculum (80
marks)Paper 2 targets C-G candidates
Paper 3 is based on the Extended curriculum (60
marks)plus 20 marks targeted at the Core curriculumPaper 3 targets A-C candidates
Which paper should be chosen?
8/22/2019 Session 1 Presentation 0610
15/25
www.cie.org.uk
Assessment Objectives (4):Practical assessment
Paper 4 Coursework
Paper 5 Practical Test
Paper 6 Alternative to Practical
8/22/2019 Session 1 Presentation 0610
16/25
www.cie.org.uk
Assessment Objectives (5):The importance of practical work
Candidates need to be able to:
Understand how to carry out practicalprocedures
Observe specimens carefully and recordobservations as drawings Record numerical readings and construct
tables of data
8/22/2019 Session 1 Presentation 0610
17/25
www.cie.org.uk
Assessment Objectives (6):The importance of practical work
Candidates need to be able to: Display data in a suitable form Draw appropriate conclusions from results Identify sources of error
Suggest suitable techniques and apparatusfor an investigation
8/22/2019 Session 1 Presentation 0610
18/25
www.cie.org.uk
Assessment Objectives (6):Coursework (Paper 4)
There are four strands:
C1 Using and organising techniques,apparatus and materials
C2 Observing, measuring and recording
C3 Handling experimental observationsand data
C4 Planning investigations
8/22/2019 Session 1 Presentation 0610
19/25
www.cie.org.uk
Assessment Objectives (7):The role of teachers in practical work
Provide students with opportunities to developtheir practical skills Produce and assist with subjects for
investigations
Sources of information
8/22/2019 Session 1 Presentation 0610
20/25
www.cie.org.uk
Assessment Objectives (8):The role of teachers in practical work
Advise students in the practicality oftechniques they have chosen Suggest length of time and general treatment
of the problem
Exercise continuing supervision of theassessment
8/22/2019 Session 1 Presentation 0610
21/25
www.cie.org.uk
Formative assessment (1):Formative and summative assessment Summative assessment involves terminal testing
and interim testing There is no individualfeedback on summative
assessments that involve public examinations Formative assessment involves assessing
student progress on a regular basis There is always feedback to the student in
formative assessment The feedback from formative assessments helps
students improve their performance
8/22/2019 Session 1 Presentation 0610
22/25
www.cie.org.uk
Formative assessment (2):The nature of formative assessment
Formative assessment involves aninteraction between the student and
teacher
The teacher is able to assess progress, for
example by feedback on tests
8/22/2019 Session 1 Presentation 0610
23/25
www.cie.org.uk
Formative assessment (3):The nature of formative assessment
The student is helped to assess their ownprogress
True formative assessment encourages
improvement in performance
8/22/2019 Session 1 Presentation 0610
24/25
www.cie.org.uk
Formative assessment (3):Ways of assessing progress
Marking Feedback on tests
Answers given to verbal questions
Target setting
Student self evaluation
8/22/2019 Session 1 Presentation 0610
25/25
Closing comments