Students take written examinations at the end of the programme, which are marked by external IB examiners (about 80%). Students also complete assessment tasks in the school, which are either initially marked by teachers (about 20%) and then moderated by external moderators or sent directly to external examiners. You can always get your papers re-marked by a second examiner.
The International Baccalaureate (IB) assesses student work as direct evidence of achievement against the stated goals of the Diploma Programme courses.
The Diploma Programme goals provide students with:
– a broad and balanced, yet academically demanding, programme of study
– the development of critical-thinking and reflective skills
– the development of research skills
– the development of independent learning skills
– the development of intercultural understanding
– a globally recognized university entrance qualification.
Diploma Programme assessment procedures measure the extent to which students have mastered advanced academic skills in fulfilling these goals, for example:
– analysing and presenting information
– evaluating and constructing arguments
– solving problems creatively.
Basic skills are also assessed, including:
– retaining knowledge
– understanding key concepts
– applying standard methods.
In addition to academic skills, Diploma Programme assessment encourages an international outlook and intercultural skills where appropriate.Assessment tasks are designed to support and encourage good classroom teaching and learning. Student results are determined by performance against set standards, not by each student´s position in the overall rank order.
A variety of different methods are used to measure student achievement against the objectives for each course.
Examinations form the basis of the assessment for most courses because of their high levels of objectivity and reliability. They include:
– structured problems
– short-response questions
– data-response questions
– text-response questions
– case-study questions
– multiple-choice questions (limited use of these).
There are also a small number of other externally assessed pieces of work, for example, theory of knowledge essays, extended essays and world literature assignments. These are completed by students over an extended period under teacher supervision instead of examination conditions, and are then marked by external examiners.
Teacher assessment is also used for most courses. This includes:
– oral work in languages
– laboratory work in the sciences
– investigations in mathematics
– artistic performances.
Assessments are checked by external examiners and normally contribute between 20% and 30% of the total mark.
Some of the arts courses, for example, theatre arts, have assessment of a major practical component, which can account for as much as 50% of the total mark.