Dec 2017 IB Standardization Webinar Infoslides

Webinar
Standardization, the approach:

through the personal project
Tuesday 5 and Thursday 7 December 2017
© International Baccalaureate Organization 2016

International Baccalaureate® | Baccalauréat International® | Bachillerato Internacional®
Standards and practices:
standardization
For in-school use only
© International Baccalaureate Organization 2016 2

Why we standardize
The aim

Consistent and fair, whoever marks the work
The IB’s aim is to ensure that a student would get the same
grade whoever marks their work.
From the IB’s Head of Assessment Principles and Practices, in

the article below:

Unfair advantage equals
unfair disadvantage
Martin Luther King, Jnr

Photographed at the Martin Luther King memorial,
Washington DC (March 2016)

Useful terminology (MYP: From principles into
practice)
Term Definition
Standard The performance which is expected to achieve a particular mark.
Standardization The process by which a common standard of assessment is

achieved among those marking student work.
Standardization A meeting held by the most senior markers to describe the required
meeting standard for marking.
Marking Term used by IB to refer to the process of allocating marks, or to
the review of marks (criterion level totals) already allocated in
moderation. (Terms used in other systems might include assess,
grade, score.)
Definitive mark The mark (criterion level total) which the most senior marker awards
for a particular piece of student work. This represents that every
other marker should be aiming to replicate.

The school’s standard
It is important for markers within any subject to ensure they apply the
criterion strand descriptors in a common way to avoid scenarios such as:
Marker School total Examiner total Difference

A 32 25 -7
B 24 32 +8
A 27 15 -12
B 15 26 +11
A 7 1 -6
‘A’ was generous, ‘B’ was harsh.

What could this school have done to ensure one standard?

Finding the school’s definitive
standard
• The definitive standard is a requirement of fair
assessment.
(Definition: the definitive standard is the performance expected to
receive a particular level which every other marker aims to replicate.)
• It is set by experienced subject assessment

experts in the school:
• following discussions with other subject teachers in
relation to authentic material
• includes examples of how criteria should be
interpreted including clear, accurate notes that explain
the rationale for decision making when assigning levels
• adhered to, no matter what (even when a marker does
not agree).

Quality discussions are important
• To find and then to communicate understanding of the most
senior markers’ standard to the remainder of the marking team,
including across languages where relevant
• To ensure all markers take a consistent approach to application
of the criteria, explained through the task specific clarification:

Communicating understanding
Comment on the work by strand to explain decision making: always
match the achievement in the work to the statements in the task
specific clarification and ensure the IB’s published definitions of
command terms are considered

Criterion level? Best fit
• Often a student who attains a high level of achievement for one strand
may not do so for other strands within the same criterion.
• The best-fit approach means that compensation should be made when a
piece of work matches different strands of a criterion at different levels.

Advice for approaching student
materials:
• Submission requirements (page 57 of the English language
Projects guide) are maximums: it is the work, within these
requirements, that will be submitted for sample students and
only that work should be marked
• Poor quality materials (such as out of focus text/image, blank
documents, unclear audio) impede understanding
• Only the file types that can be uploaded should be marked
(such as video file rather than link to YouTube): final materials
must be submitted
• Knowledge of the student, their effort or struggle, isn’t part of
assessment – hardest part of being an in-school marker is to ignore it.
Tip: Have a school check list for markers

Student 1: Criterion A
Investigating

Criterion A: strand i
Level Strand descriptor Task-specific clarification
1-2 state a goal and global context for the project, The student states a goal that is unrealistic or shallow which does not
based on personal interests, but this may be have a clear connection to personal interests or the stated global
limited in depth or accessibility context.
3-4 outline a basic and appropriate The student outlines a simple or easily-achievable goal that identifies a
goal and global context for the project, relevant global context.
based on personal interests
develop a clear and challenging goal and Based on personal interest, the student develops a clear goal that
5-6 global context for the project, based on • explains what make the goal personally challenging
personal interests
• details the goal’s relationship to a relevant global context.
7-8 develop a clear and highly challenging goal Based on personal interest, the student develops a clear goal that
and global context for the project, based on
• justifies the goal as highly challenging
personal interest
• meaningfully relates to a global context.
State Give a specific name, value or other brief answer without explanation or calculation.
Outline Give a brief account or summary.
Develop Improve incrementally, elaborate or expand in detail. Evolve to a more advanced or effective state.
Criterion A: Investigating Explanatory commentary: what in this work characterizes it as this level Level by strand
Strand i: define:
• a clear goal How can decision making be illustrated for all to understand and replicate?
• and global context for the project
• based on personal interests Or, based on Criterion C strand i of design: Construct logical arguments,
• + 5 – 8 challenge that are sufficient for peers to be able to follow, to recreate the same
decision.

Criterion A: strand ii
1-2 identify prior learning and subject- specific states some prior learning relevant to the project
knowledge, but this may be limited in occurrence
or relevance
3-4 identify basic prior learning and subject-specific outlines prior learning relevant to some aspect of the project
knowledge relevant to some areas of the project
5-6 identify prior learning and subject- specific describes with appropriate detail prior learning relevant to the project
knowledge generally relevant to the project
7-8 identify prior learning and subject- specific analyses the relevance and contribution of prior learning to the project
knowledge that is consistently highly relevant to
the project
Identify Provide an answer from a number of possibilities. Recognize and state briefly a distinguishing fact or feature.
Describe Give a detailed account or picture of a situation, event, pattern or process.
Analyse Break down in order to bring out the essential elements or structure. (To identify parts and relationships, and interpret
information to reach conclusions.)
Strand ii: identify:
• prior learning and
• subject-specific knowledge
relevant to the project

Criterion A: strand iii
Level Strand descriptor Task specific clarification
1-2 demonstrate limited • Few or inappropriate sources have been researched and recorded.
research skills • There is little if any evaluation of sources’ reliability or relevance.
• The bibliography is inappropriate, inconsistent and/or not used in the project report.
• There is little evidence of other appropriate research skills.
3-4 demonstrate adequate • A range of sources have been researched and recorded.
research skills • Specific sources selected for the project are evaluated for reliability or relevance.
• The bibliography is consistent and used in the project report.
• There is some evidence of other appropriate research skills.
5-6 demonstrate substantial • An appropriate range of sources and variety of source types have been researched.
research skills • Specific sources selected for the project are evaluated effectively for reliability and relevance.
• The bibliography is appropriate, consistent, and used effectively in the project report.
• There is evidence of a range of appropriate research skills used effectively.
7-8 demonstrate excellent • An extensive range of sources and variety of source types have been researched.
research skills • Sources are consistently and effectively evaluated for their reliability and relevance.
• The bibliography is appropriate, consistent and used with sophistication in the project.
• There is evidence of appropriate and sophisticated research skills used effectively.
Demonstrate Make clear by reasoning or evidence, illustrating with examples or practical application.
Evaluate Make an appraisal by weighing up the strengths and limitations.
Strand iii: demonstrate research skills:
• Range of sources
• Evaluation of sources
• Bibliography
• Research skills

Holistic level for Criterion A
Ai – Holistic level
Aii – for criterion A:
Aiii –
The best-fit approach means that compensation should be

made when a piece of work matches different strands of a
criterion at different levels.
Examples of potential compensations:

Ai – weak 3 Holistic level Ai – strong 6 Holistic level Ai – 6 Holistic level for
Aii – weak 3 for criterion A: Aii – 6 for criterion A: Aii – 0 criterion A:
Aiii – strong 5 4 Aiii – strong 4 6 Aiii – 6 4
Ai – 7 Holistic level for Ai – 5 Holistic level for Ai – 1 Holistic level for

Aii – 6 criterion A: Aii – 5 criterion A: Aii – weak 7 criterion A:
Aiii – 8 7 Aiii – 6 5 Aiii – strong 2 3

Student 2: Criterion B
Planning

Criterion B: strand i
1-2 develop limited criteria for the Criteria that:
product/outcome • are basic and/or have some connection to the product/outcome
3-4 develop adequate criteria for the Criteria that:
product/outcome • start to consider the qualitative elements of the product/outcome
• outline how their success might be observed
5-6 develop substantial and appropriate Criteria that are:

criteria for the product/outcome • realistic and relevant to the product/outcome
• informed by research
• qualitative and/or quantitative, as appropriate.
7-8 develop rigorous criteria for the Criteria that:
product/outcome • clearly define the specific characteristics of a high quality product/outcome
• explicitly informed by highly-relevant research
• justified, specific and multidimensional
Develop Improve incrementally, elaborate or expand in detail. Evolve to a more advanced or effective state.
Criterion B: Planning Explanatory commentary: what in this work characterizes it as this level Level by strand
Strand i: develop criteria for the How can decision making be illustrated for all to understand and
product/outcome replicate?
Or, based on Criterion C strand i of design: Construct logical

arguments, that are sufficient for peers to be able to follow, to
recreate the same decision.

Criterion B: strand ii
1-2 present a limited or A brief plan that is not specific to the stated goal with a minimal outline of the development process
partial plan and record
of the development
process of the project
3-4 present an adequate A plan that includes:
plan and record of the • long-term planning which is not broken down to specific steps
development process • vague connections to the student’s project
of the project
• very general dates and deadlines
The record of the development process includes:
• a general and/or fragmented explanation of the process that does not clearly correspond to the plan.
5-6 present a substantial plan A plan that includes:
and record of the • short and long term planning that has not been broken down into specific steps
development process of
• clear connections to the student’s project
the project
• specific dates and deadlines
• an explanation of the process from start to finish that corresponds to the plan
• changes that are stated but not justified
7-8 present a detailed and A plan that includes:
accurate plan and record • short- and long-term planning broken down into detailed, logical steps
of the development
• have a strong focus to the student’s project
process of the project
• specific dates, deadlines and clear records of adjustment to the project’s timeline
• a comprehensive account of the process from start to finish that corresponds closely to the plan
• changes that are clearly described and justified.
• Criterion B: Planning • Explanatory commentary: what in this work characterizes it as this level • Level by
strand
• Strand ii: plan and record the • •
development process of the
project

Criterion B: strand iii
1-2 demonstrate limited self- A brief account of:
management skills • basic or inconsistent time and/or task management
• affective skills practised through the project
3-4 demonstrate adequate self- A description of:
management skills • appropriate time and task management which show some independence
• use of another self-management skill
5-6 demonstrate substantial self- An explanation of:
management skills • effective and often independent time and task management
• effective use of other self-management skills
7-8 demonstrate excellent self- A justification of:
management skills • strengths and limitations for effective and independent time and task management
• highly effective use of other self-management skills
Criterion B: Planning Explanatory commentary: what in this work characterizes it as this level Level by strand
Strand iii: demonstrate self-
management skills

Holistic level for Criterion B
Bi – Holistic level
Bii – for criterion B:
Biii –


Bi – weak 3 Holistic level Bi – strong 6 Holistic level Bi – 6 Holistic level for
Bii – weak 3 for criterion B: Bii – 6 for criterion B: Bii – 0 criterion B:
Biii – strong 5 4 Biii – strong 4 6 Biii – 6 4
Bi – 7 Holistic level for Bi – 5 Holistic level for Bi – 1 Holistic level for

Bii – 6 criterion B: Bii – 5 criterion B: Bii – weak 7 criterion B:
Biii – 8 7 Biii – 6 5 Biii – strong 2 3

Student 3: Criterion C
Taking action

Criterion C: strand i
1-2 create a limited • a poorly rendered/ largely unachieved product/outcome
product/outcome in response
• an outline of how the student achieved the project’s goal, connected it with the global context,
to the goal, global context
creating a product/outcome that has little if any reference to the criteria for its success
and criteria
3-4 create a basic • a simple product/outcome
to the goal, global context • a description of how the student achieved the project’s goal and connected it with the
and criteria global context, creating a product/outcome with some reference to the criteria for its
success
5-6 create a substantial • a good quality product/successful outcome
to the goal, global context • an explanation of how the student achieved the project’s goal and connected it with a global
and criteria context, creating a product/outcome with clear reference to the criteria for its success
7-8 create an excellent • a high-quality product/ highly-successful outcome

to the goal, global context • an analysis and evaluation of how the student achieved the project’s goal and connected it
and criteria with a global context, creating a product/outcome that comprehensively meets the criteria
for its success.
Create To evolve from one’s own thought or imagination, as a work or an invention

Explain Give a detailed account including reasons or causes.
Criterion C: Taking action Explanatory commentary: what in this work characterizes it as this level Level by strand
Strand i: create a:
product/outcome in response to How can decision making be illustrated for all to understand and replicate?
• the goal,
• global context Or, based on Criterion C strand i of design: Construct logical arguments, that are
• and criteria. sufficient for peers to be able to follow, to recreate the same decision.

Criterion C: strand ii
1-2 demonstrate limited thinking skills Outline of:

• critical and/or creative thinking skills relevant to the project
3-4 demonstrate adequate thinking Description of:
skills • critical and creative thinking skills appropriate to the project
• transfer of some learning from the research that helps to achieve the project’s goal
5-6 demonstrate substantial thinking Explanation of:
skills • critical and creative thinking skills appropriate to the project
• transfer of learning from the research to generate new ideas or solve problems that help to achieve
the project’s goal
7-8 demonstrate excellent thinking skills Analysis and evaluation of:
• critical and creative thinking skills appropriate to the project
• transfer of learning from the research to generate new ideas or solve problems that help to achieve
the project’s goal.
demonstrate thinking skills:
• critical and creative
• transfer of learning

Criterion C: strand iii
1-2 demonstrate limited Outline of:
communication and social • limited or irrelevant interaction with people involved in the project
skills • little collaboration with those relevant to the project (if appropriate to the project).
A report that lacks clarity and coherence and/or does not follow the required structure
3-4 demonstrate adequate Description of:

communication and social skills • interaction with some people relevant to the project
• working effectively with others (if appropriate to the project).
A report that is occasionally clear and coherent and that partially follows the required structure
5-6 demonstrate substantial Explanation of:
communication and social skills • effective interaction with those relevant to the project using appropriate modes of communication
• working effectively with others (if appropriate to the project).
A report that is mostly clear and coherent and that follows the required structure
7-8 demonstrate excellent Analysis and evaluation of:
communication and social skills • valuable ongoing essential interaction with those relevant to the project using a variety of appropriate
modes of communication
• working effectively with others (if appropriate to the project)
A report that is consistently clear, coherent and effectively (or creatively) follows the required structure.
Strand iii:
• communication
• and social skills
• report in required structure.

Holistic level for Criterion C
Ci – Holistic level
Cii – for criterion C:
Ciii –


Ci – weak 3 Holistic level Ci – strong 6 Holistic level Ci – 6 Holistic level for
Cii – weak 3 for criterion C: Cii – 6 for criterion C: Cii – 0 criterion C:
Ciii – strong 5 4 Ciii – strong 4 6 Ciii – 6 4
Ci – 7 Holistic level for Ci – 5 Holistic level for Ci – 1 Holistic level for

Cii – 6 criterion C: Cii – 5 criterion C: Cii – weak 7 criterion C:
Ciii – 8 7 Ciii – 6 5 Ciii – strong 2 3

Student 4: Criterion D
Reflecting

Criterion D: strand i
1-2 present a limited evaluation of the quality of the The evaluation outlines the quality of the product/success of
product/success of the outcome against his or her criteria the outcome against some of the stated criteria
3-4 present a basic evaluation of the quality of the The evaluation describes the quality of the product/success of
product/success of the outcome against his or her criteria the outcome against some of the stated criteria
5-6 present a substantial evaluation of the quality of the The evaluation explains the quality of the product/success of
product/success of the outcome against his or her criteria the outcome against most of the stated criteria.
7-8 present an excellent evaluation of the quality of the The evaluation analyses the quality of the product/success of the
product/success of the outcome against his or her criteria outcome against all the stated criteria.
Present Offer for display, observation, examination or consideration.

Criterion D: Reflecting Explanatory commentary: what in this work characterizes it as this level Level by strand
How can decision making be illustrated for all to understand and replicate?
Strand i: evaluate the quality of the
product/outcome against their criteria Or, based on Criterion C strand i of design: Construct logical arguments,
that are sufficient for peers to be able to follow, to recreate the same
decision.

Criterion D: strand ii
1-2 present limited reflection on how completing the The reflection states at least one way the student has extended his or her
project has extended their knowledge and knowledge and understanding of the topic and/or the global context, with
understanding of the topic and the global context no examples
3-4 present adequate reflection on how completing the The reflection outlines ways in which the student has extended his or her
project has extended their knowledge and knowledge and understanding of the topic and the global context, using
understanding of the topic and the global context some examples
5-6 present substantial reflection on how completing the The reflection explains how the student has extended his or her knowledge
project has extended their knowledge and and understanding of the topic and the global context, using specific and
understanding of the topic and the global context well-chosen examples
7-8 present excellent reflection on how completing the The reflection evaluates how the student has extended his or her
project has extended their knowledge and knowledge and understanding of the topic and the global context, using
understanding of the topic/inquiry and the global meaningful examples, detailed descriptions and insightful explanations.
context

Criterion D: Reflecting Explanatory commentary: what in this work characterizes it as Level by

this level strand
Strand ii: reflect on how completing
the project has:
• extended their knowledge and
understanding of the topic and
• the global context

Criterion D: strand iii
1-2 present limited reflection on his or her development as an The reflection that states at least one way the student has
IB learner through the project developed as an IB learner without using examples
3-4 present adequate reflection on his or her development as The reflection outlines ways the student has developed as an IB
an IB learner through the project learner using some examples
5-6 present substantial reflection on his or her development as The reflection explains how the student has developed as an IB
an IB learner through the project learner using specific, well- chosen examples
7-8 present excellent reflection on his or her development as The reflection evaluates the student’s development as an IB learner
an IB learner through the project using appropriate examples, detailed descriptions and insightful
explanations

Criterion D: Reflecting Explanatory commentary: what in this work characterizes it as this level Level by strand
Strand iii: : reflect on their
development as IB learners through
the project

Holistic level for Criterion D
Di – Holistic level
Dii – for criterion D:
Diii –


Di – weak 3 Holistic level Di – strong 6 Holistic level Di – 6 Holistic level for
Dii – weak 3 for criterion D: Dii – 6 for criterion D: Dii – 0 criterion D:
Diii – strong 5 4 Diii – strong 4 6 Diii – 6 4
Di – 7 Holistic level for Di – 5 Holistic level for Di – 1 Holistic level for

Dii – 6 criterion D: Dii – 5 criterion D: Dii – weak 7 criterion D:
Diii – 8 7 Diii – 6 5 Diii – strong 2 3

After the school has
standardized, and then marked
their students’ work
Moderation

Useful terminology
Term Definition
Moderation The procedure by which a sample of teacher-assessed totals for

personal projects and ePortfolios are reviewed externally and
adjusted to ensure agreed interpretations of MYP assessment
criteria
Moderation factor An arithmetic adjustment applied to an assessor’s criterion level
total to bring it in line with the common assessment standard
Moderation sample The required sample of student work submitted to a moderator
Tolerance The small variation from the principal examiner’s definitive mark,
which the IB believes is close enough to show the school is marking
to the correct standard.

Examiners moderate:
Has the school marked the work to the same standard

as that set by the principal examiner?
• Yes? The examiner confirms the school’s standard when it is

appropriate to do so.
• No? The examiner adjusts the marking to the global standard set
by the principal examiner and exemplified through the standardized
materials within the quality model (practice, qualification and seed
responses).

Examiners moderate:
Has the school marked the work to the same standard

as that set by the principal examiner?
• Yes? The examiner confirms the school’s standard when it is

appropriate to do so.
• No? The examiner adjusts the marking to the global standard set
by the principal examiner and exemplified through the standardized
materials within the quality model (practice, qualification and seed
responses).

Scenario: consistent application
of standard, within tolerance Raw
From 0 to 32 all stet
mark
0
Moderated mark
0
1 1
2 2
3 3
School Examiner 32
Final total 4 4
total total 5 5
28 6 6
30 29 30 7 7
24 8 8
Examiner totals
28 29 28 9
10
9
10
20
20 20 20 11
12
11
12
16 13 13
15 14 15 14 14
12 15 15
6 5 6 16 16
8 17
18
17
18
19 19
4 20 20
The school’s totals stand, no adjustment 21 21
is made through moderation. 0 22 22
23 23
0 4 8 12 16 20 24 28 32 24 24
25 25
School totals 26 26
27 27
28 28
29 29
30 30
31 31
32 32

Scenario: consistent application of
standard, out of tolerance From 0 to 32 *1.02+3.87
Raw
mark
0
Moderated mark
4
1 5
2 6
School Examiner 32 3 7
Final total 4 8
total total
28 5
6
9
10
25 29 29 7 11
24
Examiner totals
8 12
24 29 28 9 13
20 10 14
16 20 20 11 15
16 12 16
10 14 14 13 17
12 14 18
1 5 5 15 19
8 16 20
17 21
4 18 22
19 23
0 20
21
24
25
The marking has been found to be out of 0 4 8 12 16 20 24 28 32 22 26
tolerance. A moderation factor is applied to 23 27
bring the school’s totals into line with the School totals 24 28
25 29
examiner. 26 30
The school’s top total of 32 (which wasn’t 27 31
28 32
sampled) would be moderated to 32. 29 32
30 32
31 32
32 32

Scenario: inconsistent From 0 to 32 *0.69+6.81
Raw
application of standard
mark Moderated mark
0 7
1 8
2 8
3 9
4 10
School Examiner 32 5
6
10
11
Final total
total total 28 7 12
8 12
30 29 28 24
9 13
Examiner totals
10 14
30 29 28 20
11
12
14
15
13 16
25 20 24 16 14 16
15 17
5 14 10 12 16 18
17 19
1 5 8 8 18 19
19 20
4 20 21
21 21
0 22 22
No robust standardization within the 23 23
0 4 8 12 16 20 24 28 32 24 23
school has led to large changes for 25 24
students. The school’s top total of 32 School totals 26 25
(which wasn’t sampled) would be 27 25
28 26
moderated to 29. 29 27
30 28
31 28
32 29

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Webinar

Standardization, the approach:

© International Baccalaureate Organization 2016

For in-school use only

© International Baccalaureate Organization 2016 2

© International Baccalaureate Organization 2016

From the IB’s Head of Assessment Principles and Practices, in

© International Baccalaureate Organization 2016 4

Martin Luther King, Jnr

© International Baccalaureate Organization 2016 5

Standard The performance which is expected to achieve a particular mark.

Standardization The process by which a common standard of assessment is

© International Baccalaureate Organization 2016 6

Marker School total Examiner total Difference

‘A’ was generous, ‘B’ was harsh.

© International Baccalaureate Organization 2016 7

• It is set by experienced subject assessment

© International Baccalaureate Organization 2016 8

© International Baccalaureate Organization 2016 9

© International Baccalaureate Organization 2016 10

© International Baccalaureate Organization 2016 11

Tip: Have a school check list for markers

© International Baccalaureate Organization 2016 12

© International Baccalaureate Organization 2016

© International Baccalaureate Organization 2016 14

© International Baccalaureate Organization 2016 15

© International Baccalaureate Organization 2016 16

The best-fit approach means that compensation should be

Examples of potential compensations:

Ai – 7 Holistic level for Ai – 5 Holistic level for Ai – 1 Holistic level for

© International Baccalaureate Organization 2016 17

© International Baccalaureate Organization 2016

5-6 develop substantial and appropriate Criteria that are:

Or, based on Criterion C strand i of design: Construct logical

© International Baccalaureate Organization 2016 19

© International Baccalaureate Organization 2016 20

© International Baccalaureate Organization 2016 21

The best-fit approach means that compensation should be

Examples of potential compensations:

Bi – 7 Holistic level for Bi – 5 Holistic level for Bi – 1 Holistic level for

© International Baccalaureate Organization 2016 22

© International Baccalaureate Organization 2016

7-8 create an excellent • a high-quality product/ highly-successful outcome

Create To evolve from one’s own thought or imagination, as a work or an invention

© International Baccalaureate Organization 2016 24

1-2 demonstrate limited thinking skills Outline of:

© International Baccalaureate Organization 2016 25

3-4 demonstrate adequate Description of:

© International Baccalaureate Organization 2016 26

The best-fit approach means that compensation should be

Examples of potential compensations:

Ci – 7 Holistic level for Ci – 5 Holistic level for Ci – 1 Holistic level for

© International Baccalaureate Organization 2016 27

© International Baccalaureate Organization 2016

Present Offer for display, observation, examination or consideration.

© International Baccalaureate Organization 2016 29

Present Offer for display, observation, examination or consideration.

Criterion D: Reflecting Explanatory commentary: what in this work characterizes it as Level by

© International Baccalaureate Organization 2016 30

Present Offer for display, observation, examination or consideration.

© International Baccalaureate Organization 2016 31

The best-fit approach means that compensation should be

Examples of potential compensations:

Di – 7 Holistic level for Di – 5 Holistic level for Di – 1 Holistic level for

© International Baccalaureate Organization 2016 32

© International Baccalaureate Organization 2016

Moderation The procedure by which a sample of teacher-assessed totals for