MODULE3

<span style="-webkit-border-horizontal-spacing: 0px; -webkit-border-vertical-spacing: 0px; -webkit-text-decorations-in-effect: none; -webkit-text-size-adjust: auto; -webkit-text-stroke-width: 0px; border-collapse: separate; color: #000000; font: medium arial,helvetica,sans-serif; letter-spacing: normal; orphans: 2; text-indent: 0px; text-transform: none; webkitborderhorizontalspacing: 0px; webkitborderverticalspacing: 0px; webkittextdecorationsineffect: none; webkittextsizeadjust: auto; webkittextstrokewidth: 0px; white-space: normal; widows: 2; word-spacing: 0px;"> = http://itgsonlineworkshop.wikispaces.com/Portfolio+%26+Extension = = Module 3: Portfolios and Extension =

Overview

 * 1) ======**Teaching strategies / research process / citations including web 2.0 tools**======
 * 2) ======**Using command terms, guidelines, and NEW assessment criteria**======
 * 3) ======**Marking a sample portfolio**======
 * 4) ======**Portfolio extension and interview process**======
 * 5) ======**Marking a sample portfolio extension**======
 * 6) ======**Submitting the portfolio sample, feedback and subject report**======

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IB Resources for this Module
(Note: the teacher resource material was written for 2002. The information on the Project and Portfolio are outdated. However, the information for the extension is useful.)
 * In order to download directly from the OCC website, please make certain that you have already input your access details into the OCC ([]) website and then click on the link below. For some strange reason, just clicking on one of these links first and then entering the access details does not work. The other possibility is to copy the URL for an OCC webpage into a browser or download from the ITGS homepage. **
 * ======OCC: **NEW** Assessment criteria for HL Portfolio from May 2009 (replaces the Portfolio criteria in the Guide, the Extension criteria in the Guide are correct) [[image:http://c1.wikicdn.com/i/mime/32/application/pdf.png height="32" link="file/view/new portfolio and extension criteria.pdf"]] new portfolio and extension criteria.pdf======
 * **NEW!**  Checklists for the HL Portfolio and Extension [[image:http://c1.wikicdn.com/i/mime/32/application/pdf.png height="32" link="file/view/ITGS Portfolio Checklist M09 onwards.pdf"]] ITGS Portfolio Checklist M09 onwards.pdf
 * OCC: Subject report, May 2009 [[image:http://c1.wikicdn.com/i/mime/32/application/pdf.png height="32" link="file/view/ITGS Subject Report M09.pdf"]] ITGS Subject Report M09.pdf
 * OCC: [|IB Academic Honesty webpages] [|(http://occ.ibo.org/ibis/occ/spec/malpr.cfm?subject=malpr])
 * OCC: (Group 3 Section Only) Handbook of procedures for the Diploma Programme, 2009 [[image:http://c1.wikicdn.com/i/mime/32/application/pdf.png height="32" caption="external image pdf.png" link="http://itgsonlineworkshop.wikispaces.com/file/view/Handbook+2009+section+for+group+3.pdf"]] [|Handbook 2009 section for group 3.pdf]
 * OCC: Handbook of procedures for the Diploma Programme, 2010 (new and 3/IA forms 3/CS) [[image:http://c1.wikicdn.com/i/mime/32/application/pdf.png height="32" caption="external image pdf.png" link="http://itgsonlineworkshop.wikispaces.com/file/view/Handbook+of+procedures+2010.pdf"]] [|Handbook of procedures 2010.pdf]
 * OCC: [|ITGS Portfolio Special Event] and [|ITGS Extension Special Event] (Good example of Portfolio and Extension with Marked and Unmarked versions.)
 * OCC: [|ITGS Portfolio and Extension]  Summary of the discussion forum Q & A (This can be reviewed when you have time. It does not have to be done for this module.)
 * OCC: [|Teacher Support Material (TSM)] OCC-->ITGS Homepage-->Internal Assessment --> Teacher Support Material

<span style="-webkit-border-horizontal-spacing: 0px; -webkit-border-vertical-spacing: 0px; -webkit-text-decorations-in-effect: none; -webkit-text-size-adjust: auto; -webkit-text-stroke-width: 0px; border-collapse: separate; color: #000000; font: medium arial,helvetica,sans-serif; letter-spacing: normal; orphans: 2; text-indent: 0px; text-transform: none; webkitborderhorizontalspacing: 0px; webkitborderverticalspacing: 0px; webkittextdecorationsineffect: none; webkittextsizeadjust: auto; webkittextstrokewidth: 0px; white-space: normal; widows: 2; word-spacing: 0px;">Teaching Strategies <span style="-webkit-border-horizontal-spacing: 0px; -webkit-border-vertical-spacing: 0px; -webkit-text-decorations-in-effect: none; -webkit-text-size-adjust: auto; -webkit-text-stroke-width: 0px; border-collapse: separate; color: #000000; font: medium arial,helvetica,sans-serif; letter-spacing: normal; orphans: 2; text-indent: 0px; text-transform: none; webkitborderhorizontalspacing: 0px; webkitborderverticalspacing: 0px; webkittextdecorationsineffect: none; webkittextsizeadjust: auto; webkittextstrokewidth: 0px; white-space: normal; widows: 2; word-spacing: 0px;">"Assessment drives curriculum" and it also drives the teaching strategies and methodologies used in a course. In ITGS it is important that news articles are discussed and analyzed on a regular basis beyond the level of just "what happened?".


 * Sources for news articles (English):  **

[] Satellite Channel - hyperlink to “click online”
[]The Guardian


[]New York Times -excellent technology link

[] Wired online news ( articles are longer, but well written)
[] CNN tech pages [] Reuters (technology )

[] Sydney Morning Herald
Videos are also an excellent approach to discussing news items and some new developments are best demonstrated using this approach (i.e. robotics). Podcasts can be downloaded to mobile devices or played thorough iTunes. Although videos and podcasts cannot be used as a basis for a Portfolio, it is usually possible to find a news item on the same topic and use it as a basis for the Portfolio. The video can be used as one of the sources in the bibliography.

**Sources for videos and podcasts for class discussions**

[] TED -Ideas Worth Spreading (technology)
[]Technology videos from MIT

[]CNN (technology section)
[]Reuters (technology video) [] NPR (technology news, videos and podcasts) -

[]BBC Digital Planet - digital radio
[] Search for specific topics

<span style="-webkit-border-horizontal-spacing: 0px; -webkit-border-vertical-spacing: 0px; -webkit-text-decorations-in-effect: none; -webkit-text-size-adjust: auto; -webkit-text-stroke-width: 0px; border-collapse: separate; color: #000000; font: medium arial,helvetica,sans-serif; letter-spacing: normal; orphans: 2; text-indent: 0px; text-transform: none; webkitborderhorizontalspacing: 0px; webkitborderverticalspacing: 0px; webkittextdecorationsineffect: none; webkittextsizeadjust: auto; webkittextstrokewidth: 0px; white-space: normal; widows: 2; word-spacing: 0px;"> Approach to Use with Students in Reading a News Articles in Class

=
3. Use the 3b ITGS tri-diag analysis v2.pdf to relate the information in the article to the Triangle.======

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=
4. Identify the parts of the article that relate to the various Portfolio criteria (A: Social or Ethical Issue, B: IT Background, C: Impact and Problem D:Solution). Not every article will contain all of these. However, an article that will eventually be used by a student for a Portfolio must identify an issue and stakeholders as well as a social context. Use either different colors for criteria A, B, C and D or use [ ] to mark sections of the article and label each with the correct letter of the criteria.======

7. Consult additional resources regarding impacts, related problems and solutions.

 * Discussing and analyzing the article as a class**

=
2. Have students write study questions for the article using the Command Terms. They should answer their own questions. They could then exchange their questions, answer their partner’s questions and see how they did both answering and asking questions. This will help them not only understand the article but also understand what’s involved in writing good questions.======

=
3. Using a class wiki page or Google docs with criteria headings, develop a class response to the news article. Debates and role-plays can also be used in instances where news articles elicit a strong opinion.====== Examples of debates and role-plays that can be used in ITGS classes include: Employee monitoring 3ja debate 5 The great debate 2007.pdf DTP a positive Step for Society 3j debate 4 ES.pdf

4. Prepare sample examination questions that require IT terminology and concepts, description of IT processes, analyzing issues and formulating opinions based on evidence.
Opinions can be based on:
 * Time, cost or other parameters - the short/long term effect of XXX is going to be...
 * Stakeholders - XXX will have a greater impact on stakeholder XXX because...
 * Priorities - this action is preferable because...
 * Pros and cons or other balanced argument - considering all of the advantages and disadvantages, this is XXX will have the most impact/be the most effective solution because...

<span style="-webkit-border-horizontal-spacing: 0px; -webkit-border-vertical-spacing: 0px; -webkit-text-decorations-in-effect: none; -webkit-text-size-adjust: auto; -webkit-text-stroke-width: 0px; border-collapse: separate; color: #000000; font: medium arial,helvetica,sans-serif; letter-spacing: normal; orphans: 2; text-indent: 0px; text-transform: none; webkitborderhorizontalspacing: 0px; webkitborderverticalspacing: 0px; webkittextdecorationsineffect: none; webkittextsizeadjust: auto; webkittextstrokewidth: 0px; white-space: normal; widows: 2; word-spacing: 0px;">
 * In preparing students for developing a portfolio and extension, it is important to review the following with the students:**
 * academic honesty
 * how to use tools such as Son of Citation Machine for creating the bibliography
 * how to conduct secondary research
 * the ITGS command terms (ITGS Guide pages 54-55)
 * the description and requirements of the portfolio
 * example of a good portfolio
 * the new assessment criteria for the Portfolio and the assessment criteria for the Extension
 * the description and requirements of the portfolio extension
 * process for interviewing (2) relevant stakeholders that relate to the article and how to record the interview. (Students need to be able to identify persons to interview that are involved in similar roles as stakeholders in the news article.)
 * example of a good extension

[|http://www.turnitin.com], Online service used by the IB to check for plagiarism

 * Evaluating research**

=
[|http;//www.lib.berkeley.edu/TeachingLib/Guides/Internet/Evaluate.html],  UC Berkeley -  excellent for evaluating information on the Internet. ======  [|http://citationmachine.net]/, Son of Citation Machine - provides MLA, APA, Turabian, and Chicago citations and references
 * Writing assistance**

[] Acadia University
[] Research APA and MLA style

[|http://www.turnitin.com], Online service used by the IB to check for plagiarism

 * Evaluating research**

=
[|http;//www.lib.berkeley.edu/TeachingLib/Guides/Internet/Evaluate.html],  UC Berkeley -  excellent for evaluating information on the Internet. ======  [|http://citationmachine.net]/, Son of Citation Machine - provides MLA, APA, Turabian, and Chicago citations and references
 * Writing assistance**

[] Acadia University
[] Research APA and MLA style

Topic 2: Using command terms, guidelines, and NEW assessment criteria
<span style="-webkit-border-horizontal-spacing: 0px; -webkit-border-vertical-spacing: 0px; -webkit-text-decorations-in-effect: none; -webkit-text-size-adjust: auto; -webkit-text-stroke-width: 0px; border-collapse: separate; color: #000000; font: medium arial,helvetica,sans-serif; letter-spacing: normal; orphans: 2; text-indent: 0px; text-transform: none; webkitborderhorizontalspacing: 0px; webkitborderverticalspacing: 0px; webkittextdecorationsineffect: none; webkittextsizeadjust: auto; webkittextstrokewidth: 0px; white-space: normal; widows: 2; word-spacing: 0px;">
 * ITGS command terms** (ITGS Guide pages 54-55) can be aligned to [|Bloom's Taxonomy.] In fact, it is a worthwhile exercise to research**Bloom's Taxonomy** and align the ITGS command terms to the pyramid representing Bloom's Taxonomy. Lower order thinking skills are at the bottom and higher order thinking skills are at the top.

[Teaching Strategy: Command terms should be used on all class assignments, quizzes and tests so that students become familiar with the expectations for each of the command terms. They are critical to success on all internal assessment and external assessment components.]


 * [[image:itgsonlineworkshop:bloomtaxonomy.jpg align="center" caption="http://www.bio.unc.edu/Courses/2009Summer/Biol202/"]] ||
 * http://www.bio.unc.edu/Courses/2009Summer/Biol202/ ||

For the ITGS Command Terms, this version of Bloom's Taxonomy illustrates the increase in higher-order thinking skills and increased level of difficuly (different widths of the bands in the triangle).



[Teaching strategy: In order for students to understand the command terms, there are several non-techical activities where the command terms are applied to pairs of objects such as those indicated below.]

Understanding Command Terms
= =
 * [[image:itgsonlineworkshop:brawl_shoes.jpg caption="brawl_shoes.jpg"]] ||  || =[[image:itgsonlineworkshop:alexander_mcqueen_shoes.jpg caption="alexander_mcqueen_shoes.jpg"]]= ||

** Alignment of the ITGS Command Terms to Bloom's Taxonomy **

 * Knowledge: Identify**, **Define**
 * Comprehension(Understanding): Describe **, ** Distinguish **
 * Application: **** Explain,  **** Examine, Compare, Contrast **
 * Analysis/Synthesis and Evaluation (critical thinking) **** : ** **Discuss,** **Analyze,** **  Evaluate, To What Extent **


 * Examples:**
 * Identify** the type of shoes that are indicated on the left.
 * Describe** the shoes on the right.


 * Alternatively a pencil and pen could be used to demonstrate the meaning of the command terms.**

Worksheet for students: Using command terms with a pencil and pen. commandTermPencilExercise.doc [Ideas for the shoe comparison from Betty del Gobbo, pencil comparison from Karel Campbell]
 * ||  ||   || [[image:itgsonlineworkshop:pencil.jpg width="400" height="400" caption="http://www.thedailyplanner.com/images/Spare_Pencil_Brwn.jpg"]] ||
 * http://www.thedailyplanner.com/images/Spare_Pencil_Brwn.jpg ||  ||   || = = || [[image:itgsonlineworkshop:parkerpen.jpg caption="http://www.freshpromotions.com.au/products/parker-insignia-pens.jpg"]] ||   || http://www.freshpromotions.com.au/products/parker-insignia-pens.jpg || = = ||

**What is an ITGS Portfolio?** Many zillions of words have been written regarding the Porfolio and the Portfolio Extension. It is important to know what to read and what not to read.


 * Read Description of the Portfolio (ITGS Guide, pages 33-37 keeping in mind that the criterion B and criterion D have changed from M09 onwards)
 * Read the **NEW!** **Portfolio Criteria for M09**. Download from OCC --> ITGS Homepage-->Internal Assessment --> **Assessment criteria for HL Portfolio from May 2009**. Compare the new criterion B and criterion D with the old criterion on pages 38 and 39.
 * Read the    **NEW!**   **Checklists for the HL Portfolio**. This document interprets the requirements and criteria into a set of checklists which may be simpler to understand and use with students. The official version of the checklist will be posted on the OCC and will replace this draft. In any instance where there is an inconsistency between the new assessement criteria and the checklist, the assessement criteria are considered to be the final word.


 * Read the    ** ITGS Subject Report M09** (Section on **Higher Level Internal Assessment - Portfolio and Extension**). This report is comprehensive with clear indications of where the assessment criteria have been met and where improvements are required.


 * Consult the OCC: [|IB Academic Honesty webpages] Students need to be aware that ITGS moderators and examiners are instructed to report any instances of malpractice in internal assessments and extended essays. Any suspected instances of malpractice are immediately documented and submitted to IBCA for further investigation and can result in no diploma being awarded.


 * Additional information regarding the Portfolio can be consulted on the OCC [|: ITGS Portfolio and Extension] Summary of the discussion forum Q & A


 * OCC: [|ITGS Portfolio Special Event] A sample news article, portfolio and extension can be downloaded from the OCC Special Event. There are both marked and unmarked versions of the Portfolio and Extension. **Portfolio** [[image:http://c1.wikicdn.com/i/mime/32/application/pdf.png height="32" link="file/view/Unmarked.pdf"]] Unmarked.pdf [[image:http://c1.wikicdn.com/i/mime/32/application/pdf.png height="32" link="file/view/portfolio_marked.pdf"]] portfolio_marked.pdf [[image:http://c1.wikicdn.com/i/mime/32/application/pdf.png height="32" link="file/view/pe_marks_for_portfolio.pdf"]] pe_marks_for_portfolio.pdf **Extension** [[image:http://c1.wikicdn.com/i/mime/32/application/pdf.png height="32" link="file/view/portfolio extension unmarked.pdf"]] portfolio extension unmarked.pdf [[image:http://c1.wikicdn.com/i/mime/32/application/pdf.png height="32" link="file/view/portfolio_extension_a_marked.pdf"]] portfolio_extension_a_marked.pdf

[Teaching strategy: HL students can read the news item and allocate marks to the Portfolio and at a later time when preparing for the Extension, allocate marks to the Extension. They can discuss in teams their allocation of marks. The team results can be collected and compared as a class activity. This is a very good activity for explaining the use of the command terms and the assessment criteria.]

** Process **is the most important word in creating both the ITGS Portfolio and Extension. Students need the process to be divided into small "successes" and be closely supervised to ensure that they actually successfully produce a Portfolio. The processes involved in secondary research all need to be taught.
 * What is the Process for creating an ITGS HL Portfolio?**


 * Finding an appropriate article is challenging! An article focused on a negative social impact usually works best. An appropriate Area of Impact needs to be identified. The three portfolios must address three different Areas of Impact. The main article used for the Portfolio must be no older than 6 months before the start of the course. It is adviseable that students have their own iGoogle page (feed aggregator) with RSS feeds so that they can follow current news that relates to ITGS.

7c PortfolioProposal.doc
 * When HL students think they have found an article and have analyzed it (see above strategies), it is suggested that they submit a Portfolio Proposal to the teacher along with a copy of the article for teacher approval.


 * The teacher discusses the proposal with the student and approves the article and approach if it is appropriate for an ITGS portfolio and if it has the possibility for an extension. Note that articles based on the development of a new technology are not suitable for the ITGS portfolio/extension.
 * The student conducts secondary research for criterion A, B, C and D. The teacher monitors the process. Usually a student may investigate up to 20 resources until they find the 8-10 that will effectively support the arguments in the portfolio. It is adviseable to use del.icio.us or Diigo to bookmark appropriate articles. In fact, Diigo is more useful because students can highlight relevant parts of articles.
 * The student formulates a bullet point outline of the portfolio using criterion headings as subtitles. He closely follows the Portfolio Criteria and the Portfolio Checklist to create the outline.
 * The student meets with the teacher to discuss his findings from the secondary research and the outline of his paper. The teacher makes suggestions as needed.
 * The student submits a draft of the portfolio to the teacher who marks the paper and indicates where the paper satisfies and does not satisfy the criteria. It is advised that the student also attach a copy of the Portfolio criteria or the Checklist with their self-assessment.
 * The student submits his final portfolio for marking. The teacher marks the Portfolio in pencil in the right margins. Red pen/green pen is used by examiners.
 * The marking is discussed with the student and the printed version of the Portfolio and News Article are filed by the teacher along with the marks for each of the criteria. The teacher also may wish to store on a school server the electronic copy of the news article (pdf) and the report.
 * A student is expected to complete three Portfolios each hopefully improving on the previous one. The extension will be based on one of the Portfolios.

[|http://www.turnitin.com], Online service used by the IB to check for plagiarism

 * Evaluating research**

=
[|http;//www.lib.berkeley.edu/TeachingLib/Guides/Internet/Evaluate.html],  UC Berkeley -  excellent for evaluating information on the Internet. ======  [|http://citationmachine.net]/, Son of Citation Machine - provides MLA, APA, Turabian, and Chicago citations and references
 * Writing assistance**

[] Acadia University
[] Research APA and MLA style

[|http://www.turnitin.com], Online service used by the IB to check for plagiarism

 * Evaluating research**

=
[|http;//www.lib.berkeley.edu/TeachingLib/Guides/Internet/Evaluate.html],  UC Berkeley -  excellent for evaluating information on the Internet. ======  [|http://citationmachine.net]/, Son of Citation Machine - provides MLA, APA, Turabian, and Chicago citations and references
 * Writing assistance**

[] Acadia University
<span style="font-family: Arial,Helvetica,sans-serif;">[] Research APA and MLA style

Topic 2: Using command terms, guidelines, and NEW assessment criteria
<span style="-webkit-border-horizontal-spacing: 0px; -webkit-border-vertical-spacing: 0px; -webkit-text-decorations-in-effect: none; -webkit-text-size-adjust: auto; -webkit-text-stroke-width: 0px; border-collapse: separate; color: #000000; font: medium arial,helvetica,sans-serif; letter-spacing: normal; orphans: 2; text-indent: 0px; text-transform: none; webkitborderhorizontalspacing: 0px; webkitborderverticalspacing: 0px; webkittextdecorationsineffect: none; webkittextsizeadjust: auto; webkittextstrokewidth: 0px; white-space: normal; widows: 2; word-spacing: 0px;">
 * ITGS command terms** (ITGS Guide pages 54-55) can be aligned to [|Bloom's Taxonomy.] In fact, it is a worthwhile exercise to research**Bloom's Taxonomy** and align the ITGS command terms to the pyramid representing Bloom's Taxonomy. Lower order thinking skills are at the bottom and higher order thinking skills are at the top.

[Teaching Strategy: Command terms should be used on all class assignments, quizzes and tests so that students become familiar with the expectations for each of the command terms. They are critical to success on all internal assessment and external assessment components.]


 * [[image:itgsonlineworkshop:bloomtaxonomy.jpg align="center" caption="http://www.bio.unc.edu/Courses/2009Summer/Biol202/"]] ||
 * http://www.bio.unc.edu/Courses/2009Summer/Biol202/ ||

For the ITGS Command Terms, this version of Bloom's Taxonomy illustrates the increase in higher-order thinking skills and increased level of difficuly (different widths of the bands in the triangle).



[Teaching strategy: In order for students to understand the command terms, there are several non-techical activities where the command terms are applied to pairs of objects such as those indicated below.]

Understanding Command Terms
= =
 * [[image:itgsonlineworkshop:brawl_shoes.jpg caption="brawl_shoes.jpg"]] ||  || =[[image:itgsonlineworkshop:alexander_mcqueen_shoes.jpg caption="alexander_mcqueen_shoes.jpg"]]= ||

** Alignment of the ITGS Command Terms to Bloom's Taxonomy **

 * Knowledge: Identify**, **Define**
 * Comprehension(Understanding): Describe **, ** Distinguish **
 * Application: **** Explain,  **** Examine, Compare, Contrast **
 * Analysis/Synthesis and Evaluation (critical thinking) **** : ** **Discuss,** **Analyze,** **  Evaluate, To What Extent **


 * Examples:**
 * Identify** the type of shoes that are indicated on the left.
 * Describe** the shoes on the right.


 * Alternatively a pencil and pen could be used to demonstrate the meaning of the command terms.**

Worksheet for students: Using command terms with a pencil and pen. commandTermPencilExercise.doc [Ideas for the shoe comparison from Betty del Gobbo, pencil comparison from Karel Campbell]
 * ||  ||   || [[image:itgsonlineworkshop:pencil.jpg width="400" height="400" caption="http://www.thedailyplanner.com/images/Spare_Pencil_Brwn.jpg"]] ||
 * http://www.thedailyplanner.com/images/Spare_Pencil_Brwn.jpg ||  ||   || = = || [[image:itgsonlineworkshop:parkerpen.jpg caption="http://www.freshpromotions.com.au/products/parker-insignia-pens.jpg"]] ||   || http://www.freshpromotions.com.au/products/parker-insignia-pens.jpg || = = ||

**What is an ITGS Portfolio?** Many zillions of words have been written regarding the Porfolio and the Portfolio Extension. It is important to know what to read and what not to read.


 * Read Description of the Portfolio (ITGS Guide, pages 33-37 keeping in mind that the criterion B and criterion D have changed from M09 onwards)
 * Read the **NEW!** **Portfolio Criteria for M09**. Download from OCC --> ITGS Homepage-->Internal Assessment --> **Assessment criteria for HL Portfolio from May 2009**. Compare the new criterion B and criterion D with the old criterion on pages 38 and 39.
 * Read the    **NEW!**   **Checklists for the HL Portfolio**. This document interprets the requirements and criteria into a set of checklists which may be simpler to understand and use with students. The official version of the checklist will be posted on the OCC and will replace this draft. In any instance where there is an inconsistency between the new assessement criteria and the checklist, the assessement criteria are considered to be the final word.


 * Read the    ** ITGS Subject Report M09** (Section on **Higher Level Internal Assessment - Portfolio and Extension**). This report is comprehensive with clear indications of where the assessment criteria have been met and where improvements are required.


 * Consult the OCC: [|IB Academic Honesty webpages] Students need to be aware that ITGS moderators and examiners are instructed to report any instances of malpractice in internal assessments and extended essays. Any suspected instances of malpractice are immediately documented and submitted to IBCA for further investigation and can result in no diploma being awarded.


 * Additional information regarding the Portfolio can be consulted on the OCC [|: ITGS Portfolio and Extension] Summary of the discussion forum Q & A


 * OCC: [|ITGS Portfolio Special Event]<span class="wiki_link_ext"> A sample news article, portfolio and extension can be downloaded from the OCC Special Event. There are both marked and unmarked versions of the Portfolio and Extension. **Portfolio** [[image:http://c1.wikicdn.com/i/mime/32/application/pdf.png height="32" link="file/view/Unmarked.pdf"]] Unmarked.pdf [[image:http://c1.wikicdn.com/i/mime/32/application/pdf.png height="32" link="file/view/portfolio_marked.pdf"]] portfolio_marked.pdf [[image:http://c1.wikicdn.com/i/mime/32/application/pdf.png height="32" link="file/view/pe_marks_for_portfolio.pdf"]] pe_marks_for_portfolio.pdf **Extension** [[image:http://c1.wikicdn.com/i/mime/32/application/pdf.png height="32" link="file/view/portfolio extension unmarked.pdf"]] portfolio extension unmarked.pdf [[image:http://c1.wikicdn.com/i/mime/32/application/pdf.png height="32" link="file/view/portfolio_extension_a_marked.pdf"]] portfolio_extension_a_marked.pdf

[Teaching strategy: HL students can read the news item and allocate marks to the Portfolio and at a later time when preparing for the Extension, allocate marks to the Extension. They can discuss in teams their allocation of marks. The team results can be collected and compared as a class activity. This is a very good activity for explaining the use of the command terms and the assessment criteria.]

** Process **is the most important word in creating both the ITGS Portfolio and Extension. Students need the process to be divided into small "successes" and be closely supervised to ensure that they actually successfully produce a Portfolio. The processes involved in secondary research all need to be taught.
 * What is the Process for creating an ITGS HL Portfolio?**


 * Finding an appropriate article is challenging! An article focused on a negative social impact usually works best. An appropriate Area of Impact needs to be identified. The three portfolios must address three different Areas of Impact. The main article used for the Portfolio must be no older than 6 months before the start of the course. It is adviseable that students have their own iGoogle page (feed aggregator) with RSS feeds so that they can follow current news that relates to ITGS.

7c PortfolioProposal.doc
 * When HL students think they have found an article and have analyzed it (see above strategies), it is suggested that they submit a Portfolio Proposal to the teacher along with a copy of the article for teacher approval.


 * The teacher discusses the proposal with the student and approves the article and approach if it is appropriate for an ITGS portfolio and if it has the possibility for an extension. Note that articles based on the development of a new technology are not suitable for the ITGS portfolio/extension.
 * The student conducts secondary research for criterion A, B, C and D. The teacher monitors the process. Usually a student may investigate up to 20 resources until they find the 8-10 that will effectively support the arguments in the portfolio. It is adviseable to use del.icio.us or Diigo to bookmark appropriate articles. In fact, Diigo is more useful because students can highlight relevant parts of articles.
 * The student formulates a bullet point outline of the portfolio using criterion headings as subtitles. He closely follows the Portfolio Criteria and the Portfolio Checklist to create the outline.
 * The student meets with the teacher to discuss his findings from the secondary research and the outline of his paper. The teacher makes suggestions as needed.
 * The student submits a draft of the portfolio to the teacher who marks the paper and indicates where the paper satisfies and does not satisfy the criteria. It is advised that the student also attach a copy of the Portfolio criteria or the Checklist with their self-assessment.
 * The student submits his final portfolio for marking. The teacher marks the Portfolio in pencil in the right margins. Red pen/green pen is used by examiners.
 * The marking is discussed with the student and the printed version of the Portfolio and News Article are filed by the teacher along with the marks for each of the criteria. The teacher also may wish to store on a school server the electronic copy of the news article (pdf) and the report.
 * A student is expected to complete three Portfolios each hopefully improving on the previous one. The extension will be based on one of the Portfolios.

<span style="-webkit-border-horizontal-spacing: 0px; -webkit-border-vertical-spacing: 0px; -webkit-text-decorations-in-effect: none; -webkit-text-size-adjust: auto; -webkit-text-stroke-width: 0px; border-collapse: separate; color: #000000; font: medium arial,helvetica,sans-serif; letter-spacing: normal; orphans: 2; text-indent: 0px; text-transform: none; webkitborderhorizontalspacing: 0px; webkitborderverticalspacing: 0px; webkittextdecorationsineffect: none; webkittextsizeadjust: auto; webkittextstrokewidth: 0px; white-space: normal; widows: 2; word-spacing: 0px;"> Read the attached news article and Portfolio. Portfolio1.pdf Portfolio 1 News Item.pdf Using the Assessment criteria for HL Portfolio from May 2009 allocate marks to the following Portfolio.
 * Marking a sample ITGS Portfolio**

<span style="-webkit-border-horizontal-spacing: 0px; -webkit-border-vertical-spacing: 0px; -webkit-text-decorations-in-effect: none; -webkit-text-size-adjust: auto; -webkit-text-stroke-width: 0px; border-collapse: separate; color: #000000; font: medium arial,helvetica,sans-serif; letter-spacing: normal; orphans: 2; text-indent: 0px; text-transform: none; webkitborderhorizontalspacing: 0px; webkitborderverticalspacing: 0px; webkittextdecorationsineffect: none; webkittextsizeadjust: auto; webkittextstrokewidth: 0px; white-space: normal; widows: 2; word-spacing: 0px;">

**What is an ITGS Portfolio Extension?** There have been NO changes for the ITGS Portfolio Extension. The information in the ITGS Guide and Teacher Resource Material is accurate. Read ITGS Guide pages 49-51. Read Teacher Support Material pages. Read M09 ITGS Subject Report for the sections on the Extension and Extension checklists.

"The extension to the portfolio consists of an interview undertaken to investigate an issue rasied in one of the portfolio pieces." (ITGS Guide page 48)
 * What is the purpose of the portfolio extension?**

An important part of the process for creating an ITGS Portfolio Extension is to conduct at least one formal interview with a person who is a stakeholder involved in similar issues to those described in the Portfolio. Essentially the HL student will be making a comparison between the theoretical side (Portfolio) and the actual situation (Extension). It is advisable for students to "interview" two different stakeholders. This approach is demonstrated in the TSM.
 * How to conduct an interview**

Students only have one opportunity to conduct their interview. Therefore, they should construct well-thought out questions and test them on another student before the actual interview. Students also need to record the interview and provide a transcript as part of the appendix for the Extension. Good practice needs to be followed in conducting the interview including:


 * Arranging the formal interview.
 * Sending the interviewee the questions in advance of the interview.
 * Obtaining permission from the interviewee to be recorded.

Other **formal processes for interviews and surveys** are described in the sources below: []William M. Trochim, Cornell University []NetTOM - introduction to research methods []Free Management Library - guidelines for conducting interviews
 * <span style="font-family: Verdana,sans-serif; font-size: 8.5pt;"> [] <span style="font-family: Verdana,sans-serif; font-size: 8.5pt; font-weight: normal;">  **** University of Wollongong  **
 * <span style="font-family: Verdana,sans-serif; font-size: 8.5pt; font-weight: normal; line-height: normal;">[|http://web.mit.edu/committees/couhes/procedures_surveys.shtm]   ****<span style="font-family: Verdana,sans-serif; font-size: 8.5pt; font-weight: normal; line-height: normal;">MIT - surveys, questionnaires, interviews  **


 * Marking an ITGS Portfolio Extension ** **New extension for Portfolio 1.** [[image:http://c1.wikicdn.com/i/mime/32/application/pdf.png height="32" link="file/view/Portfolio 1 Extension anonymous unmarked.pdf"]] Portfolio 1 Extension anonymous unmarked.pdf

Read the attached sample Extension that accompanies the above sample Porfolio. Using the Assessment criteria for HL Extension from pages 49-51 allocate marks to the following Portfolio.

**Submitting the Portfolio/Extension Sample** After each student completes their three portfolios. The final mark for each of the criteria A, B, C, D, E and F are determined by the mark that best indicates the students achievement. It is **NOT** an average. The final mark is out of 25.

The final mark for the Extension is determined by the assessment criteria and is a mark out of 20.

The final mark out of 45 is submitted by the IB coordinator for each HL student in IBNET. The IBNET system the determines which students work will be included in the sample to be sent to the external moderator. Each student's work ( three portfolios and one extension for each student) in the sample must be accompanied by a **3/CS form**. The entire sample is accompanied by a **3/IA form**. Both of these forms are available from **(Group 3 Section Only) Handbook of procedures for the Diploma Programme, 2009.** **Feedback** Following the moderation of the Porfolio/Extension sample, all schools receive feedback regarding how well their sample met the marking criteria. Ideally the marks awarded by the ITGS teacher coincide to the marks awarded by the moderator.

A key question is can a teacher submit the marked versions of the portfolios/extension in the sample. **YES**, it is advised that teachers mark their sample in pencil. It assists the moderator in determining how the marks were awarded.

It is also possible to request a more detailed report (enquiry upon results) for internal assessment through the IB coordinator. The IB coordinator will be familiar with the process.

These reports contain invaluable information regarding the ITGS Portfolio and Extension. The new criteria (criterion B and D) are reflected only in the M09 report. All of these reports can be downloaded from the ITGS HomePage on the OCC.
 * M08 - N08 - M09 Subject Report** s

<span style="-webkit-border-horizontal-spacing: 0px; -webkit-border-vertical-spacing: 0px; -webkit-text-decorations-in-effect: none; -webkit-text-size-adjust: auto; -webkit-text-stroke-width: 0px; border-collapse: separate; color: #000000; font: medium arial,helvetica,sans-serif; letter-spacing: normal; orphans: 2; text-indent: 0px; text-transform: none; webkitborderhorizontalspacing: 0px; webkitborderverticalspacing: 0px; webkittextdecorationsineffect: none; webkittextsizeadjust: auto; webkittextstrokewidth: 0px; white-space: normal; widows: 2; word-spacing: 0px;"> = Marked Portfolio & Extension = =<span style="border-collapse: separate; color: #000000; font: medium arial,helvetica,sans-serif; letter-spacing: normal; text-indent: 0px; text-transform: none; webkitborderhorizontalspacing: 0px; webkitborderverticalspacing: 0px; webkittextdecorationsineffect: none; webkittextsizeadjust: auto; webkittextstrokewidth: 0px; white-space: normal; word-spacing: 0px;">**Portfolio 1 Unmarked** Portfolio1.pdf **Portfolio 2 Unmarked**  Portfolio2.pdf **Portfolio 3 Unmarked**  portfolio3.pdf
 * Portfolio 1 Extension Unmarked** [[image:http://c1.wikicdn.com/i/mime/32/application/pdf.png height="32" link="file/view/Portfolio Extension anonymized and unmarked.pdf"]] Portfolio Extension anonymized and unmarked.pdf **Portfolio 1 Extension Marked (20/20)** [[image:http://c1.wikicdn.com/i/mime/32/application/pdf.png height="32" link="file/view/Portfolio 1 Extension anonymous marked.pdf"]] Portfolio 1 Extension anonymous marked.pdf
 * Final Assessment for the Student on the 3 Portfolios and Extension** [[image:http://c1.wikicdn.com/i/mime/32/application/pdf.png height="32" link="file/view/moderatedMarks.pdf"]] moderatedMarks.pdf =