Assessment & Reporting.- Lucía Conde UCJC
1
Analysis and comparison of the LOMCE and IB.
Mission & Vision
LOMCE IB
People ...
Assessment & Reporting.- Lucía Conde UCJC
2
Learner Profile
LOMCE IB
LOMCE advocates an education of active people with se...
Assessment & Reporting.- Lucía Conde UCJC
3
the teaching practices and the organization of work of teachers.
e) The standa...
Assessment & Reporting.- Lucía Conde UCJC
4
- First Foreign Language.
- Physical Education.
- Religion and Social Values a...
Assessment & Reporting.- Lucía Conde UCJC
5
The students must take the following general subjects block core
subjects in t...
Assessment & Reporting.- Lucía Conde UCJC
6
the following core subjects :
- Geography and History.
- Spanish Language and ...
Assessment & Reporting.- Lucía Conde UCJC
7
The students must take the subject Co-official Language Arts block
free choice...
Assessment & Reporting.- Lucía Conde UCJC
8
Option block core subjects: Economy, Greek I,
Contemporary World History or Wo...
Assessment & Reporting.- Lucía Conde UCJC
9
- Mathematics II.
- First Foreign Language II.
- Choose at least two subjects ...
Assessment & Reporting.- Lucía Conde UCJC
10
Culture II .
- The students will attend a minimum of two and maximum of
three...
Assessment & Reporting.- Lucía Conde UCJC
11
Main Features of Assessment
LOMCE IB
External evaluations of end stage are on...
Assessment & Reporting.- Lucía Conde UCJC
12
Main Features of Assessment
ED. PRIMARIA PYP
Formative and summative assessme...
Assessment & Reporting.- Lucía Conde UCJC
13
Mathematics), they can promote to the next course. In ESO, they can
repeat co...
Assessment & Reporting.- Lucía Conde UCJC
14
Formative Assessment
ESO MYP
Formative assessment of the learning process of ...
Assessment & Reporting.- Lucía Conde UCJC
15
Summative Assessment
ED. PRIMARIA PYP
At the end of the sixth year of Primary...
Assessment & Reporting.- Lucía Conde UCJC
16
Summative Assessment
BACHILLERATO DIPLOMA
The students conduct an individuali...
Assessment & Reporting.- Lucía Conde UCJC
17
This assessment may be submitted to those students who have obtained
positive...
Assessment & Reporting.- Lucía Conde UCJC
18
the outcomes of their work elsewhere (for example, in the Journal of
Research...
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Analysis of the international and national perspective on education

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Analysis of the international and national perspective on education

  1. 1. Assessment & Reporting.- Lucía Conde UCJC 1 Analysis and comparison of the LOMCE and IB. Mission & Vision LOMCE IB People and their talents are the most valuable thing Spain have as a country. Therefore, each and every one of the students will be an essential part in the searching for talent development that makes education be the main instrument of social mobility, helps overcome economic and social barriers and creates aspirations and ambitions achievable for all. Consequently, the education system must have the mechanisms to recognize and encourage it. The educational level of citizens determines its ability to compete successfully in the field of international panorama and face the challenges arising in the future. Improving the level of citizens in education means opening doors to jobs for highly skilled, representing a commitment to economic growth and a better future. Education is the key to the transformation this country needs, through the formation of active people with self-confidence, curious, enterprising and innovative, willing to participate in society to which they belong, to create individual and collective value, able to take ownership of the value of balance between effort and reward. The International Baccalaureate aims to develop inquiring, knowledgeable and caring young people who help to create a better and more peaceful world through intercultural understanding and respect. IB programmes engage students in an international education that provokes a greater acceptance and understanding of the world around them. To this end the organization works with schools, governments and international organizations to develop challenging programmes of international education and rigorous assessment. These programmes encourage students across the world to become active, compassionate and lifelong learners who understand that other people, with their differences, can also be right.
  2. 2. Assessment & Reporting.- Lucía Conde UCJC 2 Learner Profile LOMCE IB LOMCE advocates an education of active people with self-confidence, curious, enterprising and innovative, willing to participate in society to which they belong, to create individual and collective value, able to take ownership of the value of balance between effort and reward. Because of that, public schools in Spain should facilitate both learning and teaching different things differently, to meet some students who have been changing society. 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. IB learners strive to be: inquirers, knowledgeable, thinkers, communicators, principled, open-minded, caring, risk-takers, balanced and reflective. Written Curriculum LOMCE IB The curriculum shall consist on the following elements: a) The objectives of each stage of education and teaching. b) The competences or capacities to achieve proper implementation of activities and the efficient resolution of complex problems. c) The contents, or sets of knowledge, skills and attitudes, those contribute to achieving the objectives of each stage of education and the acquisition of skills. The contents are arranged in subjects, which are classified as materials, areas, areas and modules based on the teachings, educational levels or programs involving pupils. d) The teaching methodology, which includes both a description of The IB curriculum is focused on academic experiences that encourage students to think broadly, beyond the boundaries of their communities, and to consider themselves members of a global society. It pays huge attention to: inquiry, action and reflection. The IB Education consist of four main programmes: - PYP (Primary Years Program): from 3 to 12 years old. - MYP (Middle Years Program): from 12 to 16 years old. - DP (Diploma Program): from 16 to 18 years old. - IB Career- related Certificate: from 16 to 19 years old. In all four programmes, the education of the whole person is manifested through all domains of knowledge, involving the major
  3. 3. Assessment & Reporting.- Lucía Conde UCJC 3 the teaching practices and the organization of work of teachers. e) The standards and measurable learning outcomes. f) The assessment criteria for assessing the degree of acquisition of skills and the achievement of the objectives of each stage of education and teaching. All of these elements will be specified in each stage that conform the Spanish Education. The three main stages are: - EP. (Primary Education). - ESO. (Secondary Education). - BACH. (Baccalaureate). Primary and Secondary Education and Baccalaureate subjects are grouped into three blocks: core subjects, specific subjects and free choice subjects. traditions of learning in languages, humanities, sciences, mathematics and the arts. Furthermore, all four programmes: Require study across a broad range of subjects drawing on content from educational cultures across the world. Give special emphasis to language acquisition and development. Encourage learning across disciplines. Focus on developing the skills of learning. Include, to a varying extent, the study of individual subjects and of transdisciplinary areas. Provide students with opportunities for individual and collaborative planning and research. Include a community service component requiring action and reflection. It is important to mention that all the IB programmes are centered on global contexts and advocates for multilingualism and intercultural understanding and global engagement. Subjects / Areas ED. PRIMARIA PYP The Primary Education comprises six courses and organized into areas that will have a global and inclusive. These are: - Natural Sciences. - Social Sciences. - Spanish Language and Literature. - Math. IBPYP comprises, as Primary Education in LOMCE, six courses. However its main aim is to get a balance between the acquisition of the knowledge and skills, development of conceptual understanding, demonstration of positive attitudes, and taking of responsible action. One of the most significant and distinctive features of the PYP is the six transdisciplinary themes. These themes provide IB World
  4. 4. Assessment & Reporting.- Lucía Conde UCJC 4 - First Foreign Language. - Physical Education. - Religion and Social Values and Civic (choice of parents or legal guardians). In addition, students must choose at least one of the following subjects: - Art Education. - Second Foreign Language. - Religion. - Social and Civic Values. - Co-official Language and Literature (if any). Finally, it is important to mention that reading comprehension, oral and written expression, audiovisual communication, Information Technology and Communication, entrepreneurship and civics and constitutional work in all areas. Schools with the opportunity to incorporate local and global issues into the curriculum and effectively allow students to “step up” beyond the confines of learning within subject areas. In the following lines we can see these six transdisciplinary themes: - Who we are. - Where we are in place and time. - How we express ourselves. - How the world works. - How we organize ourselves. - Sharing the planet. Students inquire into, and learn about, these globally significant issues in the context of units of inquiry, each of which addresses a central idea relevant to a particular transdisciplinary theme. Lines of inquiry are identified in order to explore the scope of the central idea for each unit. Subjects / Areas ESO MYP The students must take the following general subjects block core subjects in the first and second courses: - Biology and Geology in the first year. - Physics and Chemistry in second year. - Geography and History in both courses. - Spanish Language and Literature in both courses. - Mathematics in both courses. - First Foreign Language in both courses. The IB Middle Years Programme consists of eight subject groups: - Language acquisition. - Language and literatura. - Individuals and societies. - Sciences. - Mathematics. - Arts. - Physical and health education.
  5. 5. Assessment & Reporting.- Lucía Conde UCJC 5 The students must take the following general subjects block core subjects in the third year: - Biology and Geology. - Physics and Chemistry. - Geography and History. - Spanish Language and Literature. - First Foreign Language. As a matter of choice, in the block of core subjects must take either Mathematics Teaching Oriented Academic or Applied Mathematics Oriented Teachings. The students must take the following subjects specific block in each course exams: - Physical Education. - Religion, Ethics and Values, at the option of the parents or legal or, where appropriate, the pupil tutors. - At least one of the following materials block specific subjects, which may be different in each of the courses: Classical Culture, Visual Arts Education, Visual and Media, Introduction to Entrepreneurship and Entrepreneurial Activity, Music, Second Foreign Language, Technology Religion and Ethical Values. The students must take the subject Co-official Language Arts block free choice subjects in those Autonomous Communities autonomic having such official language. For the fourth year of ESO, students must choose one of the following options: a) Option academic lessons for beginners School. Students must take - Design. Student study is supported by a minimum of 50 hours of instruction per subject group in each academic year. In years 4 and 5, students have the option to take courses from six of the eight subject groups, which provides greater flexibility. MYP teachers organize the curriculum with appropriate attention to: - Teaching and learning in context. - Conceptual understanding. - Approaches to learning (ATL). - Service as action (community service). - Language and identity.
  6. 6. Assessment & Reporting.- Lucía Conde UCJC 6 the following core subjects : - Geography and History. - Spanish Language and Literature. - Academic Oriented Mathematics Teaching. - First Foreign Language. Moreover, at least two courses from the following materials Option block core subjects: Biology and Geology , Economics, Physics and Chemistry or Latin. b) Option for initiation teachings applied to vocational training. The students must take the following general subjects block core subjects : - Geography and History. - Spanish Language and Literature. - Applied Math Oriented Teachings. - First Foreign Language. The students must complete at least two courses from the following materials Option block core subjects: Applied Science in Professional Practice , Introduction to Entrepreneurship and Business Activity or Technology . The students must take the following subjects block specific subjects: - Physical Education. - Religious or Ethical Values . - At least one of the following specific subjects : Performing and Dance, Scientific Culture, Classical Culture, Visual Arts Education, Visual and Media, Philosophy, Music, Second Language, Information Technology and Communication Arts Religion and Ethical Values .
  7. 7. Assessment & Reporting.- Lucía Conde UCJC 7 The students must take the subject Co-official Language Arts block free choice subjects in those Autonomous Communities autonomic having such official language. Subjects / Areas BACHILLERATO DIPLOMA 1ST BACHILLERATO: In the modality of Sciences, students must take the following general subjects block core subjects : - Philosophy. - Spanish Language and Literature I. - Mathematics I. - First Foreign Language I. - Choose at least two of the following subjects block core subjects: Biology and Geology , Technical Physics and Chemistry I or Drawing . In the Humanities and Social Sciences, the students must take the following general subjects block core subjects : - Philosophy. - Spanish Language and Literature I. - First Foreign Language I. - For the itinerary of Humanities: Latin I. - For the itinerary of Social Sciences: Mathematics Applied to the Social Sciences I. - In addition, choose at least two of the following subjects IB Diploma Programme students must choose one subject from each of five groups: Group 1: First Language (English) Group 2: Second Language (French, German ab initio, Hindi, etc) Group 3: Individuals and Societies (History, Economics, Business and Management, etc) Group 4: Sciences (Biology, Chemistry, Physics and Environmental Systems) Group 5: Mathematics and Computer Science. Students may choose either an arts subject, or a second subject from groups 1 to 5. At least three and not more than four subjects are taken at higher level (240 teaching hours), while the other subjects are taken at standard level (150 teaching hours). Students can study and take examinations, in English, French or Spanish. In addition to disciplinary and interdisciplinary study, the Diploma Programme features three core elements that broaden students’ educational experience and challenge them to apply their knowledge and skills. In addition, all DP students must study a two-year course called Theory
  8. 8. Assessment & Reporting.- Lucía Conde UCJC 8 Option block core subjects: Economy, Greek I, Contemporary World History or World Literature . In the modality of Arts, the students must take the following general subjects block core subjects : - Philosophy. - Fundamentals of Art I. - Spanish Language and Literature I. - First Foreign Language I. - In addition, select at least two courses of block core subjects : Culture Media I, Contemporary World History or World Literature . - The students must take the following subjects block specific subjects : - Physical Education. - Select a minimum of two and maximum of three subjects from the following : Musical Analysis I, Applied Anatomy , Scientific Culture , Artistic Drawing I, Technical Drawing I, Language and Musical Practice , Religion, Second Foreign Language I, Industrial Technology I, Information Technology and Communication I, issue or matter not block core subjects issued by the pupil . 2ND BACHILLERATO. In the modality of Sciences, students must take the following general subjects block core subjects : - History of Spain. - Spanish Language and Literature II. of Knowledge (TOK); work to produce on Extended Essay (EE); and engage in Creativity, Action, and Service (CAS).
  9. 9. Assessment & Reporting.- Lucía Conde UCJC 9 - Mathematics II. - First Foreign Language II. - Choose at least two subjects more of the following matters Option block core subjects : Biology , Technical Drawing II , Physics, Geology or Chemistry . In the Humanities and Social Sciences, the students must take the following general subjects block core subjects : - History of Spain. - Spanish Language and Literature II. - First Foreign Language II. - For the itinerary of Humanities: Latin II. - For the itinerary of Social Sciences: Mathematics Applied to Social Sciences II. - Choose at least two of the following subjects block core subjects, organized , where appropriate , into blocks to facilitate the transition to higher education : Business Economics , Geography , Greek II , Art History or History Philosophy. In the modality of Arts, the students must take the following general subjects block core subjects : - Fundamentals of Art II. - History of Spain. - Spanish Language and Literature II. - First Foreign Language II. - In addition, choose at least two of the following subjects block core subjects : Performing Arts, Media and Design
  10. 10. Assessment & Reporting.- Lucía Conde UCJC 10 Culture II . - The students will attend a minimum of two and maximum of three subjects from the following block specific subjects : - Musical Analysis II. - Earth Science and the Environment. - Drawing Art II. - Technical Drawing II. - Fundamentals of Administration and Management. - History of Philosophy. - History of Music and Dance. - Image and Sound. - Psychology. - Religion. - Second Foreign Language II. - Graphical Techniques Plastic Expression. - Industrial Technology II. - Information Technology and Communication II. - A field block core subjects not issued by the pupil . The students must take the subject Co-official Language Arts block free choice subjects in those Autonomous Communities autonomic having such official language.
  11. 11. Assessment & Reporting.- Lucía Conde UCJC 11 Main Features of Assessment LOMCE IB External evaluations of end stage are one of the main innovations of the LOMCE from the previous frame. These tests have a diagnostic and formative character. On the one hand, they should be used to ensure that all students achieve the appropriate levels of learning for the normal development of personal and professional life as the title claimed, and they must also allow to guide students in their school decisions according to the knowledge and skills they really possess. The tests will be comparable to those made at the international level and, in particular, the OECD and they will focus on the level of acquisition of skills. Following the international guidelines, external evaluation should be careful to measure the results of the learning process without compromising the desired autonomy of schools, and must exclude the possibility of any type of training to overcome them. Assessment does not exhaust the possibilities of evaluation within the system, although the Education Authorities shall the decision on conducting further evaluation. The success of the proposed assessments consists on ensuring that no pupil finds them an insuperable barrier. Each test should provide options and walkways so that anyone who wants to keep learning can be, under any circumstances, outside the system. Effective teaching and learning requires meaningful assessment. IB World Schools strive to clarify the purpose of student assessment, the criteria for success and the methods by which assessments are made. In IB programmes, assessment is ongoing, varied and integral to the curriculum. Assessment may be formal or informal, formative or summative, internal or external; students also benefit by learning how to assess their own work and the work of others. In IB programmes, assessment forms an integral aspect of teaching and learning. To understand what students have learned and to monitor their progress, teachers use a range of assessment strategies In IB programmes, assessment forms an integral aspect of teaching and learning. To understand what students have learned and to monitor their progress, teachers use a range of assessment strategies that provide meaningful feedback. IB assessment supports good classroom practice by encouraging authentic performances of understanding that call for critical and creative thinking. Final assessments for older students in the IB continuum are internationally benchmarked.
  12. 12. Assessment & Reporting.- Lucía Conde UCJC 12 Main Features of Assessment ED. PRIMARIA PYP Formative and summative assessment will be both carried out in this stage. Formative assessment will be continuous and global, meanwhile summative assessment will be developed at the end of the last course of the stage (6th Grade) in order to check the level of knowledge acquisition (Languages, Mathematics and Sciences) at that stage. It is important to highlight that teachers will have to adapt the objectives, contents, competences, etc. and therefore activities and assessment, for that students who have any special needs in order to facilitate their learning. On the other hand, students can only repeat a course once in the whole stage. Because of that and, in order to avoid having to repeat, teachers will give students personalized attention to get the school success. Assessment in the PYP stresses the importance of both student and teacher self-assessment and reflection with a primary objective of providing feedback on the learning process. A range of strategies for assessing student work take into account the diverse, complicated and sophisticated ways that individual students employ to understand their learning experiences. The principal purposes of assessment in the PYP are to: - Provide feedback to students, parents and teachers. - Determine what the student knows and understands about the world. - Inform and differentiate teaching and learning. - Monitor student progress in the development of the IB learner profile attributes. - Monitor the effectiveness of the programme. All assessment in the Primary Years Programme is carried out internally by teachers within the school. Main Features of Assessment ESO MYP In this stage, assessment is continuous, formative and integrative assessment. Students have to overcome all the subjects of the stage, however if they do not pass two of that subjects (except: Language or Assessment in the MYP features a robust design that includes rigorous, criterion-related internal assessment (course work) for all the subject groups, as well as an optional range of externally marked or moderated
  13. 13. Assessment & Reporting.- Lucía Conde UCJC 13 Mathematics), they can promote to the next course. In ESO, they can repeat course twice within the whole stage. On the other hand, in order to finish ESO, students have to have passed all the subjects (70% of the final mark) and the final exams (30% of the final mark), I they don’t pass the subjects and the final exams they get a report which contains the number of studied years and the acquired competences and objectives, instead of the certificate that says they have finished ESO. onscreen examinations and portfolios of student work. Main features of assessment BACHILLERATO DIPLOMA Assessment will be continuous and differentiated in Bachillerato. As it happens in ESO, students can promote to the next course if they have passed all the subjects or if they have failed two subjects (except Language or Mathematics) and they can repeat once each course of the stage. Finally, students carry out an individualized assessment at the end of Bachillerato, in which the achievement of the objectives of this stage and the degree of acquisition of the relevant skills will be checked in relation to the subjects they have studied in their modality. This assessment may be submitted to those students who have obtained positive evaluation in all subjects. Students who do not pass this assessment, or who wish to raise their final grade, will repeat the evaluation. The final grade they get at the end of this stage will be based on the individual assessment that is carried out at schools (60%), and the final assessment (40%). The IB assesses student work as direct evidence of achievement against the stated goals of the Diploma Programme courses. Assessment in the DP aims to balance valid measurement with reliable results, providing an internationally recognized university entrance qualification whose results are based on both coursework and external examinations.
  14. 14. Assessment & Reporting.- Lucía Conde UCJC 14 Formative Assessment ESO MYP Formative assessment of the learning process of students in ESO will be ongoing, formative and integrative. The most appropriate conditions for conducting evaluations to adapt to the needs of pupils with special educational needs will be established measures. Teachers organize continuous assessment over the course of the programme according to specified assessment criteria that correspond to the objectives of each subject group. Regular school assessment and reporting play a major role: - In the students' and parents' understanding of the objectives and assessment criteria. - In the students' preparation for final assessment. - In the development of the curriculum according to the principles of the programme. The recording and reporting of individual levels of achievement are organized in ways that provide students with detailed feedback on their progress as it relates to the assessment criteria for each subject group. Formative Assessment ED. PRIMARIA PYP Formative assessment of student learning processes will be continuous and comprehensive and so many factors (activities, tests, etc.) will be considered for summative assessment. Formative assessment should be adapted to the needs and requirements of students with special needs. In addition, special attention will be paid during this stage to the students to establish enforcement mechanisms to achieve school success. Formative assessment is embedded in the teaching and learning process and therefore occurs in the daily routine of a classroom. It aims to support students to become better learners and helps teachers to plan the next stage of learning. Teachers should also consider ways of assessing students’ learning in the context of the lines of inquiry that support the inquiry into the central idea.
  15. 15. Assessment & Reporting.- Lucía Conde UCJC 15 Summative Assessment ED. PRIMARIA PYP At the end of the sixth year of Primary Education, it will be performed an individualized assessment to all students, in which the degree of acquisition of linguistic competence in communication, mathematical competence and basic competences in science and technology checks will be assessed as well as the achievement of the objectives of the stage. Final evaluation’s results will be expressed in levels. The level achieved by each pupil shall be recorded in a report, which will be given to parents or guardians and have informative and counselor for schools where students have completed the sixth year of Primary Education. Summative assessment occurs at the end of the teaching and learning process and provides students with opportunities to demonstrate what they have learned in a new context. It aims to give teachers, students and parents clear, evidence-based insight into students' understanding at a particular moment in time. Students who are in their final year of the programme are expected to carry out an extended, collaborative inquiry project, known as the exhibition, under the guidance of their teachers. It is an opportunity for students to exhibit the attributes of the Learner profile that have been developing throughout their engagement with the programme. Formative Assessment BACHILLERATO DIPLOMA Formative assessment of the learning process of students in Bachillerato will be the same as it is in ESO: ongoing, formative and integrative. The most appropriate conditions for conducting evaluations to adapt to the needs of pupils with special educational needs will be established measures. Formative assessments provide an ongoing feedback for both students and teachers to inform them on areas where the students show strength and those areas where they are not as strong and must identify the knowledge, skills and understanding set by the goals of each lesson. Formative assessments may be both formal and informal. These include: Homework and self-assessment/self-evaluation.
  16. 16. Assessment & Reporting.- Lucía Conde UCJC 16 Summative Assessment BACHILLERATO DIPLOMA The students conduct an individualized assessment at the end of the stage, in which the achievement of the objectives of this stage and the degree of acquisition of the relevant powers in relation to the following matters shall be checked: - All general courses taken in the block of core subjects. - Two subjects studied in the block of core subjects in any of the courses. - One subject studied in the block of specific subjects. Summative assessments represent a culmination of students’ knowledge, skill and understanding over a period of time. This assessment will be graded using the mark-schemes provided by IBO. Assessment data such as IB examination scores, subject reports, TOK and Extended essay reports will provide information to all stakeholders to inform teaching and learning. In addition information DRA assessments, ACER, PSAT, SAT and Math Challenge (UKMT) scores inform teaching and learning. Summative Assessment ESO MYP At the end of the fourth year, the students perform an individualized assessment by the choice of academic teachings or the teachings of applied, in which the achievement of the objectives of the stage and the degree of acquisition of the relevant skills are assessed. Students may be evaluated for either academic training options, regardless of the attended fourth grade of secondary education option, or both options on the same occasion. The final evaluation, will be made by those students who have obtained a positive evaluation in all subjects, or negative in up to two subjects that are not always simultaneously: Language and Mathematics. On the other hand, passing this assessment requires a rating equal to or greater than 5 out of 10. Finally, note that at least two annual calls, ordinary and extraordinary are held. Final evaluation takes place at the end of the programme in order to determine the levels individual students have achieved in relation to the stated objectives for each subject group and for the personal project. Teachers administer appropriate sets of assessment tasks and rigorously apply the prescribed assessment criteria defined for each subject group. The type of assessment tools available to teachers include all forms of: - Oral work - Written work - Practical work. There are no formal examinations set or marked by the IB. But, when it is necessary, IB certificates to those students who reach a required standard.
  17. 17. Assessment & Reporting.- Lucía Conde UCJC 17 This assessment may be submitted to those students who have obtained positive evaluation in all subjects. Furthermore, to overcome this evaluation requires a rating equal to or greater than 5 out of 10. The students who do not pass this assessment, or who wish to raise their final grade High School, will repeat the evaluation in successive calls can be requested. The Ministry of Education, Culture and Sport, in consultation with the Autonomous Communities, will establish for the entire Spanish Education System the evaluation criteria and characteristics of the tests, and its design and content for each call. Reporting LOMCE DIPLOMA At the end of each term, each pupil and his/her family will receive an informative reporter about the progress and marks of their children, even in Bachillerato. Teachers will have to inform parents through “tutorias” about their child/ children learning process. Announcements will be made via email communication to all IB World Schools and via the IB research web pages. Award recipients will be announced via the IB public website, IB World Magazine, IB electronic Newsletters, and the IB research web pages. As a condition of the award, all recipients are expected to provide a detailed report, using the template provided, of the results of their projects within six months of the end of their project. They do this on the understanding that they thereby allow the IB to make the report available through the IB’s International Education research Database. The IB research web site will maintain an up-to-date list of past and present award recipients along with descriptions of their projects and all final reports received. Award recipients are encouraged to publish
  18. 18. Assessment & Reporting.- Lucía Conde UCJC 18 the outcomes of their work elsewhere (for example, in the Journal of Research in International Education) but are expected to advise the IB of such publications and include reference to them in the IB’s International Education Research Database (IERD).

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