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# 12 Evidence to curate for IBDP evaluation according to PSP 2020

List of evidence documents to curate for the evaluation of the DP programme

DP Evidence Documents

● School and programme profile

● Legal entity and licensure documentation

● Statement of acceptance

● Evidence of mission alignment: This includes the school's mission and vision statements, strategic plan, and any promotional materials that discuss the IB program. This evidence should demonstrate that the school's mission reflects the IB mission and philosophy.

● Job description for the head of school or designee(s)

● Job description of the programme coordinator: Make sure to note the percentage of the coordinator's schedule dedicated to their responsibilities.

● Budget plan for the next five years

● Collaborative planning description/schedule

● Parent or guardian and student complaints procedures

● Policies:

○ Access or admissions

  • The access and/or admission policy should explain the process and any requirements for participation in the program.
  • The policy should have been reviewed within the last five years.

○ Inclusion

  • The inclusion policy should identify all legal requirements.
  • It should outline the structure and process it uses to comply with legal requirements.
  • It should describe the rights and responsibilities of all members of the school community.
  • It should have been reviewed within the last five years.
  • It should clearly state the school's vision for implementing inclusive IB programs.

○ Language- The language policy should align with IB language policy guidelines:

  • It should recognize that all teachers are, in practice, language teachers with responsibilities in facilitating communication.
  • It should outline how students are to learn at least one language in addition to their home/personal language(s).
  • It should describe how the development and maintenance of the home/personal language(s) for all learners are to be supported.
  • It should ensure that there are practices to provide inclusion and equity of access to the IB program(s) offered by the school for all learners, including those learning in a language other than their home/personal language(s). The document Learning in a language other than mother tongue in IB programs provides further details on these practices and should be read when a language policy is developed or reviewed.
  • It should ensure support for multilingualism, which is required to support multiliteracies.
  • It should describe how the language(s) of the wider community are respected and promoted.
  • It should recognize that administrators, teachers, librarians, and other school staff will require professional development (PD) in the fields of language learning and teaching, and how to make sure the language policy becomes a working document.
  • It should consider what resources and practices are to be used to involve parents in planning their children's language profiles and development.

○ Academic integrity

  • The academic integrity policy should make the school's philosophy clear and align with IB guidelines.
  • It should describe the rights and responsibilities of the school community.
  • It should articulate responsibilities for teaching a variety of practices related to academic integrity and reflect its five fundamentals: honesty, trust, fairness, respect, and responsibility.
  • It should clearly state what good practice is, what misconduct is, and what actions are to be taken if there are transgressions.
  • It should have been reviewed within the last five years.

○ Assessment

  • The assessment policy should clearly state the school's philosophy.
  • It should be aligned with the IB philosophy concerning learning and assessment.
  • It should describe the rights and responsibilities of all members of the school community.
  • It should state what constitutes good assessment practice.
  • It should have been reviewed within the last five years.

● Staff list and professional development chart: Include documentation showing that staff have met the IB-mandated professional development requirements.

● Sample schedules for each grade/year of the program

● Examples of school reports to parents from different grade/year levels

● Calendar of school deadlines for student submission of internal and external assessment components

● Course outline/One unit plan from each subject group: This should show how the courses meet IB requirements, including how theory of knowledge (TOK) and creativity, activity, service (CAS) are addressed.

● A description of the supervision of extended essays (EEs): Include timelines, how mandatory reflection sessions will be supervised, how students choose their EE supervisors and topics, and how many students each supervisor is normally responsible for supervising.

● CAS handbook

● Three samples of CAS experiences undertaken by students

● Description of standardization and moderation of assessment


The Guide to Evaluation for PSP 2020 emphasize aligning evidence with the Programme Standards and Practices (PSP) 2020, showcasing the impact of practices on student learning and well-being, and providing context for each piece of evidence. They also encourage you to organize your evidence logically, engage the school community in the process, and consult official IB documentation and experienced coordinators.

Comments

  1. SubhaNovember 13, 2024 at 8:05 PM

    That's well put together and quite informative. Thank you

    ReplyDelete

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