Auteur principal			Co-auteurs(s)
Nom :	MR Marc  Corbeil		Nom :
Courriel :	marcc@ibo.org		Courriel :
Institution ou compagnie:	Intenational Baccalaureate Organization		Nom :
Département:	Curriculum and Assessment		Courriel :
Ville :	Cardiff		Nom :
État/Province :			Courriel :
Pays :	Wales, UK		Nom :
Type de présentation:	Conférence :  25 minutes.		Courriel :
Conférence et numéro :	ACDCA ,    Numéro : A52		Horaire :   Local :	jeudi, 11h30   1302
Site Internet :	www.ibo.org
Titre de la communication :	Assessment Issues in the introduction of a CAS pilot in the International Schools
Résumé de la communication :
Assessment Issues in the introduction of a CAS pilot in the International Schools An international pilot using computer algebra systems enabled (CASE) calculators in the International Baccalaureate Organization’s Diploma Programme Mathematics higher level course. The history of the use of GDC calculators in the UK in is not impressive. International schools, predominately Eurocentric in pedagogy, have made some limited use of GDC calculators but have not moved to CASE based teaching or assessment. The IB introduced the GDC in the mid nineties and the new mathematics curriculum, starting 2004, fully supports GDCs in course guides and with teacher support material. As part of the commitment to evolving and introducing appropriate technology, the IB has committed to a pilot program that is slated for start September 2004. The pilot will follow the mainstream mathematics higher level course, but allow CASE technology in all assessment. The pilot course will explore the feasibility of supporting and assessing courses that include CASE technology on all examinations in an international setting. This presentation will explore the issues in creating / adjusting an assessment model in the international setting using a pilot program within the setting of the Diploma Programme at the IB. The IB grading system is criterion-referenced. This means that each student’s performance is measured against well-defined levels of achievement. Top grades reflect knowledge and skills relative to set standards applied equally to all schools. The question is “What impact does CASE have on such an assessment system?” “What lessons have already been learned from exposing the program to CASE thinking in the development of the pilot?” Marc Corbeil subject area manager, diploma programme (Math HL CASE pilot) International Baccalaureate Organization Peterson House, Malthouse Avenue Cardiff Gate Cardiff, Wales GB CF23 8GL UNITED KINGDOM