IB Information Booklet 2018

 

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IB Information Booklet 2018

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BRENT INTERNATIONAL SCHOOL SUBIC International Baccalaureate Program Information Booklet Class 2018 Developing global citizens and leaders of the community

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About the IBO The International Baccalaureate Diploma Program was developed about 40 years ago in Geneva, Switzerland and in Cardiff, Wales, where the IBO maintains its central offices today. It offers a rigorous two-year college preparation which can be accessed by many families that move around internationally, ensuring for them an education which is strong from both an academic and an ethical point of view. Brent School has already had a long association with the IBO, Brent Baguio having been authorized some twenty-six years ago , Brent Manila soon after in 1986 and Brent Subic in 2009. The IBO provides a continuing training for teachers to ensure that the aims and objectives of the program are properly supported and executed and that all subjects maintain an international alignment of curricula. Spot checks and program review are routine to schools who were granted full authorisation to uphold the program to the highest standard in terms of day to day delivery and to safeguard the validity of the examination results based on strict adherence to the guidelines provided for.

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Mission Statements Brent School Brent School, in a Christian ecumenical environment in the Philippines, is committed to develop individual students as responsible global citizens and leaders in their respective communities, with a multicultural and international perspective, equipped for entry to colleges and universities throughout the world. IBO 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. To this end, the organization works with schools, governments, and international organizations to develop challenging programs of international educations and rigorous assessment. These programs encourage students across the world to be active, compassionate and lifelong learners who understand that other people, with their differences, can also be right.

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Our Conclusion The Trustees, the administration, and the faculty of Brent International School Subic see the opportunities embodied in the IB Diploma Program as completely compatible with the longstanding goals and principles of our school. The mission statements of our school and of IB are very similar, underscoring the idea that we are not witnesses to a revolution, just an improvement. As a Christian school, we know that Christianity, when practiced on a daily basis, will lead students to become “caring young people” who will want to help “create a better and more peaceful world.” Bishop Brent’s concern, quite against the beliefs of many of his colleagues in 1909, that the school be “ecumenical,” found its way into the mission statement so that Brent students would be respectful of other views, both local and global. All three Brent schools of the Philippines have been known for rigor and for internationalmindedness even as their student populations have shifted dramatically from an American majority to a Filipino majority, to a Taiwanese majority, to a Korean majority. We know that people do not become “responsible global citizens” just by being in a school where many nations are represented. The IB student who has become “inquiring and knowledgeable” has the best chance to go on to become a “caring” and “compassionate” adult with the academic and personal skills to lead in his community, and at a global level when the opportunity arises.

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The ESLRs Brent School’s philosophy is summarized in the Expected School-wide Learning Results which state that the school, in a Christian environment, prepares our students to be: Responsible Citizens who: a. exercise leadership b. work effectively with others in diverse settings c. resolve conflicts productively and peacefully d. demonstrate a sense of civic awareness e. contribute responsibly to the community Critical Thinkers who: a. distinguish between facts and opinions b. construct and recognize the structure of arguments c. define, analyze, and solve problems d. organize and analyze materials and data e. integrate information and see relationships f. evaluate information by drawing inferences and arriving at reasonable conclusions g. apply understanding and knowledge to new and different problems h. remain open to a new information, methods, values and beliefs

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Technologically Literate Individuals who: a. demonstrate basic technology skill b. apply technology ethically and productively c. communicate using technology d. conduct research using technology e. use technology to enhance critical thinking Healthy Individuals who: a. understand and demonstrate physical, mental, and spiritual health b. develop life-long health and fitness goals c. understand substance abuse, its effects and consequences Tolerant Individuals who: a. respect themselves and others b. understand and appreciate the diversity and interdependence of all people c. deal effectively with conflict caused by diversity of opinions and beliefs d. respect the role of gender, religion, culture and ethnicity in the world Effective Communicators who: a. articulate thoughts clearly b. demonstrate an understanding of their audience c. take responsibility for their message d. demonstrate the ability to listen actively e. use a variety of communication skills Life-long Learners who: a. demonstrate intellectual curiosity b. are self-directed c. integrate and apply what they learn to improve their own lives d. understand the value of continuous learning e. reflect on and evaluate their learning for the purpose of self improvement f. use a range of learning strategies and time management skills to enhance learning

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The IB Learner Profile What Parents and Students Can Expect It is useful to look at the IB Learner Profile and see the traits that all of us would like to see in our students and in our children. The aim of all IB programmes is to develop intellectually minded people who, recognising their common humanity and shared guardianship of the planet, help to create a better and more peaceful world. IB Learners strive to be: Inquirers They develop their natural curiosity. They acquire the skills necessary to conduct inquiry and research and show independence in learning. They actively enjoy learning and this love of learning will be sustained throughout their lives. They explore concepts, ideas and issues that have local and global significance. In so doing, they acquire in-depth knowledge and develop understanding across a broad and balanced range of disciplines. They exercise initiative in applying thinking skills critically and creatively to recognize and approach complex problems, and make reasoned, ethical decisions. Knowledgeable Thinkers

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Communicators They understand and express ideas and information confidently and creatively in more than one language and in a variety of modes of communication. They work effectively and willingly in collaboration with others. They act with integrity and honesty, with a strong sense of fairness, justice and respect for the dignity of the individual, groups and communities. They take responsibility for their own actions and the consequences that accompany them. They understand and appreciate their own cultures and personal histories, and are open to the perspectives, values and traditions of other individuals and communities. They are accustomed to seeking and evaluating a range of points of views, and are willing to grow from the experience. They show sympathy, compassion and respect towards the needs and feelings of others. They have a personal commitment to service, and act to make a positive difference in the lives of others and in the environment. They approach unfamiliar situations and uncertainty with courage and forethought, and have the independence of spirit to explore new roles, ideas and strategies. They are brave and articulate in defending their beliefs. Principled Open-Minded Caring Risk-takers Balanced They understand the importance of intellectual, physical and emotional balance to achieve personal well-being for themselves and others. They give thoughtful consideration to their own learning and experience. They are able to assess and understand their strengths and limitations in order to support their learning and personal development. Reflective The “definitions” above have been adapted from the IB Learner Profile Booklet.

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The Policies What are the guidelines we follow at BISS? The Academic Honesty Policy “Brent   International   School   Subic   is   founded   on   the   core   values   of   our   Christian   heritage:   love,   honesty,   excellence,   integrity   and   respect   for   every   member   of   the   community.     Membership   in   the   student  body  carries  with  it  a  responsibility  for  the  strict  observance  of  moral  and  ethical  behavior   befitting   an   honorable   person.   Every   member   of   the   Brent   community   is   therefore   expected   to   show  respect  for  themselves  and  others  by  guarding  and  abiding  by  these  fundamental  principles   in  all  aspects  of  school  life.  Above  all,  the  spirit  of  humility  must  underlie  these  ethical  and  moral   standards  and  provide  the  foundation  for  proper  conduct  and  accountability.”   In   accordance   with   the   principles   we   share,   we   will   not   condone   cheating,   lying   or     plagiarism.   -­‐    Cheating  is  defined  as  giving  or  receiving  any  unauthorized  assistance  on  any  assignment,   quiz   or   test,   regardless   of   intent.   Allowing   a   fellow     student   to   copy   work   is   a   form   of   cheating.   -­‐    Lying  is  any  misrepresentation  of  the  truth  or  failure  to  state  the  truth,  with  the  intent  to   deceive.   -­‐    Plagiarism  is  any  presentation  of  the  ideas,  thoughts,  or  words  of  another  as  one’s  own,   regardless  of  intent.   To   indicate   agreement   to   and   acceptance   of   the   principles   of   Academic   Honesty   in   our   school,  every  Upper  School  student,  as  well  as  their  parent  or  guardian,  is  requested  to  sign   the  Academic  Honesty  Form.    Students  and  parents  also  need  to  be  aware  that  teachers  will   be  submitting  electronic  copies  of  their  papers  to  turnitin.com,  an  online  program  and  data   base,   which   will   search   and   compare   their   essays   to   billions   of   other   published   papers.   Academic  honesty  violations  will  result  in  the  following  two  very  important  consequences:                            -­‐  Teachers  who  discover  student  behavior  in  violation  of  the  above  stated  principles   will  share  that  information  with  their  colleagues,  the  counselor  and  school  administrator   in  an  effort  to  monitor  more  closely  student  compliance.  Parents  or  guardians  will  also  be   informed.                          -­‐     Students   who   have   committed   violations   of   this   Statement   may   incur   any   of   the   following   consequences:   detention,   suspension,   removal   or   restriction   from   activities   or   dismissal   from   Brent   International   School   Subic,   pending   authorization   by   the   Headmaster.  

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Academic  Honesty  in  the  IB  DP   Brent  International  School  Subic  upholds  academic  honesty  and  strictly  adheres  to  its  policies.     The  Brent  IB  Diploma  Programme  therefore  implements  policies  from  both  the  school  and  the  IBO.   International  Baccalaureate  Organization  Policies     In  the  document  “Academic  Honesty”,  the  International  Baccalaureate     Organization  (2009)  outlines  the  following:   1.   “The   Regulations   define   malpractice   as   behaviour   that   results   in,   or   may   result   in,   the   candidate   or   any   other   candidate   gaining   an   unfair   advantage   in   one   or   more   assessment   component.  Malpractice  includes: •   Plagiarism:   this   is   defined   as   the   representation   of   the   ideas   or   work   of   another   person   as   the   candidate’s  own   •   Collusion:   this   is   defined   as   supporting   malpractice   by   another   candidate,   as   in   allowing   one’s   work  to  be  copied  or  submitted  for  assessment  by  another   •   Duplication   of   work:   this   is   defined   as   the   presentation   of   the   same   work   for   different   assessment  components  and/or  diploma  requirements   •  Any  other  behaviour  that  gains  an  unfair  advantage  for  a  candidate  or  that  affects  the  results   of   another   candidate   (for   example,   taking   unauthorized   material   into   an   examination   room,   misconduct  during  an  examination,  falsifying  a  CAS  record).”  (p.  3)   2.  “Candidates  must  record  the  addresses  of  all  web  sites  from  which  they  obtain   information  during  their  research,  including  the  date  when  each  web  site  was  accessed.”  (p.  3) 3.  “Candidates  must  understand  that  passing  off  the  work  of  another  person  as  their  own  is  not   acceptable  and  constitutes  malpractice,  regardless  of  whether  the  act  was  unintentional.”  (p.  3)   4.   “For   most   assessment   components   candidates   are   expected   to   work   independently   with   support  from  their  subject  teacher  (or  supervisor  in  the  case  of  extended  essays).  However,  there   are   occasions   when   collaboration   with   other   candidates   is   permitted   or   even   actively   encouraged,   for   example,   in   the   requirements   for   internal   assessment.   Nevertheless,   the   final   work  must  be  produced  independently,  despite  the  fact  that  it  may  be  based  on  similar  data.  This   means   that   the   abstract,   introduction,   content   and   conclusion   or   summary   of   a   piece   of   work   must   be   written   in   each   candidate’s   own   words   and   cannot   therefore   be   the   same   as   another   candidate’s.   If,   for   example,   two   or   more   candidates   have   exactly   the   same   introduction   to   an   assignment,   the   final   award   committee   will   construe   this   as   collusion,   and   not   collaboration.”   (p.   4)   5.   “Many   candidates   for   the   Diploma   Programme   are   fluent   in   two   or   more   languages   and   are   therefore  able  to  conduct  their  research  in  more  than  one  language,  perhaps  with  the  aid  of  the   internet.  Such  candidates  must  be  aware  that  copying  a  passage  of  text,  translating  this  passage   into   another   language,   then   using   the   translated   text   in   their   work   without   acknowledging   its   source  still  constitutes  plagiarism.”  (p.  5)  

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Student  Responsibility   The  International  Baccalaureate  Organization  (2009)  states  that: “The   candidate   is   ultimately   responsible   for   ensuring   that   all   work   submitted   for   assessment   is   authentic,   with   the   work   or   ideas   of   others   fully   and   correctly   acknowledged.   Candidates   are   expected   to   comply   with   all   internal   school   deadlines:   this   is   for   their   own   benefit   and   may   allow   time   for   revising   work   that   is   of   doubtful   authorship  before  the  submission  of  the  final  version.”  (p.  5)   “Candidates  are  expected  to  review  their  own  work  before  submission  for  assessment   to  identify  any  passages,  data,  graphs,  photographs,  computer  programs  and  so  on  that   still  require  acknowledgment.  (p.8)”   “Candidates   and   teachers   must   be   aware   that   the   requirement   to   acknowledge   sources   extends  beyond  text  taken  from  the  Internet,  CD-­‐Roms,  books,  magazines  and  journals.   The   concepts   of   intellectual   property   and   academic   honesty   include,   for   example,   the   use  of  footnotes  or  endnotes  to  acknowledge  the  source  of  an  idea  if  that  idea  emerged   as  a  result  of  discussion  with,  or  listening  to,  a  fellow  student,  a  teacher  or  any  other   person.”  (p.  7)   FAILURE  TO  COMPLY  WITH  THE  REQUIREMENT  ON  BIBLIOGRAPHIES,  REFERENCES,   AND   CITATIONS   WILL   BE   VIEWED   AS   PLAGIARISM   AND   WILL,   THEREFORE,   BE   TREATED  AS  A  CASE  OF  MALPRACTICE.   Other  forms  of  Malpractice  in  the  IB  DP. The   IB’s   Handbook   of   Procedures   for   the   Diploma   Programme   includes   a   warning   about   possible  “improper  conduct  by  a  coordinator  or  teacher.”   • • • • • • The  unauthorized  rescheduling  of  an  examination Failing  to  keep  the  examination  papers  secure Opening  examination  packets  prior  to  an  examination Providing   candidate   with   undue   assistance   in   the   production   of   any   work   that   contributes  to  the  assessment  requirements  of  the  Diploma  Programme Leaving  candidates  unsupervised  during  an  examination Allowing  additional  time  for  an  examination  without  authorization  from  IB   The  term  “malpractice”  is  used  in  the  IB  handbook  as  a  general  definition  for  dishonest   behaviors  which  do  not  fall  under  the  definition  of  cheating,  lying,  and  plagiarism.    The   following  are  other  forms  of  malpractice:   • • • • • • • Duplication   of   work   to   meet   the   requirement   of   more   than   one   assessment   component   Fabrication  of  data  for  an  assignment   Taking  unauthorized  material  into  the  examination  room   Disrupting   an   examination   by   an   act   of   misconduct,   such   as   distracting   another   candidate   Exchanging,   supporting,   or   attempting   to   support   the   passing   on   of   information   that  is  or  could  be  related  to  the  examination   Stealing  examination  papers   Disclosing  and  discussing  the  content  of  an  examination  paper  with  a  person    on   of   a   calculator   during   an   examination outside   the   immediate   school   community   within  24  hours  after  examination  

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As   a   school,   we   hope   to   be   able   to   guide   students   to   practice   academic   honesty   and   commitment.   Academic  Honesty  Violations  Procedure   All   student   work   submitted   to   a   teacher   is   to   be   original,   follow   Brent   guidelines   for   citing   sources,   etc.,   and   is   therefore   subject   to   scrutiny,   relative   to   cheating   and   plagiarism.  It  is  important  for  the  Guidance  Counselor  to  know  about  violations  of  our   Academic   Honesty   Policy   and   to   keep   a   confidential   file   of   those   events.   It   is   also   important  that  the  Counselor  contact  parents  and  make  them  aware  of  the  situation  and   consequences,   thereby   circumventing   an   “I   didn’t   know”   response,   should   there   be   a   second  occurrence,  with  more  severe  consequences.     While   the   initial   teacher-­‐student   discussion   remains   the   most   important   resolution   and   teaching   opportunity,   the   following   procedure   has   been   developed   to   keep   records   as   well   as   investigate   more   difficult   and/or   repeated   offenses.   The   following   procedures   will  be  followed  as  quickly  as  possible.*   1.        Confidentiality   and   protecting   the   name   and   reputation   of   the   student   must   be   maintained  throughout.     2.        The   teacher   is   required   to   fill   out   an   Academic   Honesty   Incident   Report   and   submit  it  to  the  Guidance  Office.   3.        The   original   copy   of   the   submitted   work   in   question   (test,   quiz   or   other   work)   must  also  be  submitted.     4.        The  Guidance  Counselor  will  call  the  parent  and  explain  the  offense  and  let  the   parent  know  of  the  consequence  of  first  and  later  occurrences.     5.        The   Guidance   Counselor   will   keep   a   record   of   all   reports,   in   the   event   that   a   second   occurrence   happens,   not   only   in   that   class,   or   that   year,   but   also   in   the   student’s  entire  high  school  career  at  Brent.     6.        The  consequence  for  the  first  offense  is  a  zero  on  the  assignment  in  question.     7.        If  the  incident  occurs  on  an  assessment  for  submission  to  IBO,  the  student  will  be   allowed  one  chance  to  re-­‐submit  the  re-­‐done  work;  however  the   zero  will  stand   as  the  Brent  assignment  grade.     8.        If   a   second   offense   occurs,   the   Guidance   Counselor   will   send   the   first   and   second   offenses  to  the  Principal.     9.        The   Principal   will   then   instill   consequences   which   include   removal   from   honor   society,  leadership  roles,  and  possible  forfeiture  of  IB  Diploma.   *Any  exceptions  to  this  policy  will  be  decided  by  the  Principal,  Teachers  and     Guidance  Counselor.     More  Penalties  for  malpractice   Non-­‐compliance   with   school   regulations   (as   aforementioned)   includes   but   are   not   limited  to  the  following:   •  Detention   •  Suspension   •  Removal  or  restriction  from  activities     •  Dismissal  from  Brent  International  School  

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Language Policy   Brent   International   School   Subic   upholds   the   principles   of   bilingualism   and   multilingualism  in  reverence  for  individual  esteem,  social  accessibility,  and  cognitive  ability.   We   recognize   the   continuing   development   of   the   mother   tongue   in   social   and   academic   settings.  While  ensuring  the  growth  of  the  first  language,  the  school  is  committed  to  using   English,  the  language  of  instruction,  in  achieving  academic  success  in  all  content  areas.    At   the   same   time,   English   is   encouraged   to   be   used   in   the   social   settings   when   informal   discourse   transpires.   With   mutual   respect,   we   provide   avenues   for   the   maintenance   and   inclusion   of   the   native   language   and   culture   in   the   scholastic   institution   and   in   the   community.     Procedure   Thus,  Brent  International  School  Subic’s  strategy  for  success  of  language  development  is:   a.   To  provide  language  support  to  students  from  non-­‐English  speaking  background   b.   To  provide  continuing  support  for  former  ESL  students  in  the  mainstream   c.   To   continue   the   awareness   for   all   teachers,   regardless   of   subject   matter,   of   their   responsibility  as  teachers  of  language   d.   To   encourage   parents   to   help   in   the   maintenance   of   pride   and   the   development   of   skills  in  mother  tongue.       ESLRs   Living  in  an  international  community  only  heightens  the  value  and  importance  of  language   in  the  achievement  of  Brent’s  Expected  School  Learning  Results  (ESLRs).  We  maintain  that   we  produce  students  who   a.   articulate  thoughts  clearly   b.   demonstrate  understanding  of  their  audience   c.   take  responsibility  for  their  message   d.   demonstrate  the  ability  to  listen  actively   e.   Use  a  variety  of  communication  skills.      

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IB  Learner  Profile   Further,   the   IB   Learner   Profile   emphasizes   the   development   of   language   among   students  who  are   a.   Inquirers   –   knowing   more   than   one   language,   a   student   can   inquire   more   effectively  and  broadly     b.   Knowledgeable   –   certainly,   one   become   more   knowledgeable   of   cultures   speaking  several  languages   c.   Open-­‐minded  –  seeking  and  evaluating  other  points  of  view  becomes  more   effective  according  to  the  number  of  languages  used   d.   Communicators   –   able   to   express   ideas   confidently   and   creatively   in   more   than  one  language  and  in  a  variety  of  modes  of  communication.   Practices  to  Relating  to  Language  Teaching  and  Learning   Brent  adheres  to  the  following  practices,  which  were  developed  primarily  for  the   ESL  program,  but  are  adapted  for  all  language  instructions  where  appropriate.  We   practice:   a.   the   teaching   of   both   basic   interpersonal   communicative   skills   and   cognitive   academic  language  proficiency   b.   the   development   of   macro-­‐skills   of   listening,   speaking,   reading,   and   writing   in  meaningful  context   c.   instilling   an   understanding   of   phonology,   morphology,   syntax,   and   semantics   d.   helping   students   acquire   skills   in   writing   and   reading   varied   texts   with   varied  conventions  of  structure,  organization,  and  appropriate  language   e.   concurrent   and   content-­‐based   instructions   consistent   with   the   core   curriculum  of  the  school   f.   sheltered  instruction  where  both  the  teaching  of  content  and  language  are   the  goals  of  the  program   g.   immersion   and   gradual   mainstreaming   which   allow   the   students   the   opportunity  to  perform  with  peers   h.   advocating   that   all   subject   teachers   raise   awareness   of   the   language   demands  of  their  specific  subjects   i.   collaborative   instruction   in   which   teaching   of   ESL   students   is   a   shared   responsibility  of  all  teachers.    

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Assessment Policy Brent  International  School  Subic  highly  supports  formative  and  summative   assessments   in   educating   and   promoting   improvement   in   performance   in   all   subject  areas.     At   Brent,   assessment   is   integrated   into   daily   classroom   teaching.   It   is   an   ongoing   process,   based   on   multiple   sources   of   evidence   including   tests,   observations,   portfolios,   interview,   performances   and   projects   designed   to   inform   the  learning  of  both  student  and  teacher:  Regular  assessment  in  which  students  are   active   participants   allows   students   to   take   responsibility   for   their   work   and   to   support  their  growth  as  life-­‐long,  reflective  learners  (Brent  Subic  Handbook  2014).     Assessment   is   a   process   that   involves   the   establishment   and   validation   of   goals,  content,  and  skills.  It  functions  as:   1.   attainment  of  educational  goals  and  objectives   2.   platform  for  feedback   3.   opportunity  for  data  gathering  for  recording  and  reporting  to  students,   parents,  and  stakeholders.     The   Brent   International   School   Subic   Assessment   Policy   adheres   to   the   following   tenets  and  philosophy:     1.   2.   3.   Assessments,  although  used  to  record  student  achievement,   emphasize  the  development  of  student  learning.   Assessments,  as  part  of  instructions,  are  labeled  formative   assessments,  which  are  used  to  impart  content  and  skills  and  to   check  understanding  in  the  course  of  study.     Assessments,  as  part  of  measure,  are  labeled  summative   assessments,  which  are  used  to  test  the  aptitude  of  knowledge  and   skills  of  the  students.  Summative  assessments  may  be  in  the  forms   of  unit  tests,  written  production,  oral  production,  performances   and  projects.     Assessments  is  a  combined  duty  of  teachers  and  students  as,  in  the   process,  a  set  of  standards  are  developed  both  in  the  area  of   instruction  and  performance.     Assessments  provide  the  students  the  opportunity  to  receive   immediate  feedback.     Assessments  are  reasonable  and  measureable,  within  the   boundaries  of  the  established  goals;  therefore,  assessments  verify   the  validity  of  student  learning.     Assessments  employ  the  use  of  rubrics  in  productions,   performances,  and  projects.  Generic  and  departmental  rubrics  are   employed  in  the  evaluations  of  assessment  artifacts.   Assessments are  used  for  data  recording  and  reporting,  which   follow  a  set  of  specific  and  institutional  standards.     4.   5.   6.   7.   8.  

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