Guide to Language B in the DP

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IOA rubrics, grading, and exemplars

Once you have concluded the IOAs for all your students, you are required to grade your students’ performances and provide a feedback report. It is valuable to share assessment criteria with students and make it a part of daily classroom discussions for greater familiarity.

To help your students understand what is expected of them in the assessment, check out these IOA exemplars for HL and SL. You have been provided with the stimulus, the recording, and a reporting document with teacher feedback and comments. We’ve also included one-page rubric handouts as ready references for you and your students!  

Help students master the IOA with these exemplars

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Read on for more insights into grading and feedback!

Tips for effectively grading student performance

Decoding the rubrics

The rubrics for both HL and SL performance focus on the same criteria. However, the main difference hinges on the level of achievement to reach certain marks. This is most evident in criterion A (Language). While the demand at both SL and HL for a 10-12 markband is ‘mostly accurate and very effective command of the language’, for HL we are looking for ‘purposeful use of idiomatic expressions that enhance the message. It is important to remember that the language the student uses does not have to be flawless. Even at the highest markband, it is possible to encounter minor errors as long as they do not interfere with communication.

Grading and feedback

When assessing the orals, there is a tendency to focus on the mistakes students make. It is important to remember, however, that assessment here works differently. You are required to focus on what the student has mastered, and provide examples of how the student met a certain criterion. Here are a few guidelines you may like to keep in mind when grading student performance and structuring your feedback:  

  • Focus on what is there and not what is missing
  • Find the best descriptor that describes the student’s performance most accurately using the best-fit approach
  • The mark awarded should be the one that most fairly reflects the balance of achievement against the criterion
  • It is not necessary for every single aspect of a level to be met for a corresponding mark to be awarded
  • Where there are two or more marks available within a level, award the upper marks if the student’s work demonstrates the qualities described to a great extent and is close to matching the descriptors in the level above.
  • The highest level descriptor does not imply faultless performance
  • Use vocabulary pertaining to the rubric and criteria in your feedback. This will ensure that your feedback is specific.
  • Provide concrete examples from the presentation or discussion to illustrate your report
  • Do not include your name, your school’s name, or the name of the student

Summary

Here is an overview to help summarize the requirements of the IOA for both HL and SL students:

Disclaimer: This guide has been produced independently of and not endorsed by the IB. Toddle’s resources seek to encourage sharing of perspectives and innovative ideas for classroom teaching & learning. They are not intended to be replacements for official IB guides and publications. Views and opinions expressed by the authors of these resources are personal and should not be construed as official guidance by the IB. Please seek assistance from your school’s IB coordinator and/or refer to official IB documents before implementing ideas and strategies shared within these resources in your classroom.