EXAM FOCUS
EXAMFOCUS
mathematics, languages and literature, humanities and social sciences, and
interdisciplinary learning), students complete two- hour on-screen examinations.
MYP examinations push students to go beyond rote memorisation; just 25 percent of th e assessment is based explicitly on knowledge and understanding. The rest of the exam focusses instead on inquiry, communications and critical thinking skills. Students are challenged to connect what they have learned with what they might learn next, make predictions and take action to see what happens, collect data, analyse results, and apply big ideas to solve real-world problems. The inaugural exam season for this newMYP eAssessment conclu 7,753 students acro
ss the world taking a total of ded last month with over
and standard level means that students are also able to gain the depth of knowledge required to prepare them for a future in higher education.”
Real-world skills, adaptability and life-long learning
In terms of testing a particular student’s knowledge, depth of understanding, and
memory, A Levels do the job well. But again, they do not assess or acknowledge the real-world skills, adaptability, or the extent to which the student has developed a love for learning.
The ‘core’ element of IB Programmes, common in each, is structured so that students are active in their local communities, take responsibility, and engage with the philosophy of education through courses like the DP’s TOK course.What’s more, IB students are able to understand how different subjects impact each other, to see the links between topics, and see how their areas of learning are relevant in the real world.
Recently, TV personality Ben Fogle advocate d the importance of ‘soft’ skills; at IB we would go so far as to say that they are not soft skills at all - they are vital life skil develop. IB Program
strive to develop these characteristics among students, an option that other post 16 pathways do not equally offer.
Kelsall went on to highlight: “The fact that the IB requires a high level of independence and autonomy, to complete the core aspects of the Diploma (TOK, EE and CAS), ensures the skills required for successful transition to university are developed and em bedded.”
For instance, TOK is assessed through an oral presentation and a 1,600 word essay, asking students to reflect on the nature of knowledge and how we can claim to know it. Independent learning and research is developed within DP students through the process of the EE element, whereby they must complete a self-directed piece of research, which finishes with a 4,000 word paper. In this instance, the assessment process itself offers students a learning opportunity. The CP has widened students’ accessibility to education through the way it is assessed; half of the Programme is based on coursework rather than exam focussed. The Programme engages students with a curriculum that genuinely interests them and can be tailored to be industry specific; packaging together a career-related study (for example a BTEC), at least two DP
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www.education-today.co.uk.co.uk www June 2016 2016
Real-world skills, adaptability and life-long learning
similar to a dissertation or individual p oject at university. It is elements like these within the IB Programmes that prepare students for higher education; they are able to reference, research, write essays, construct arguments and think critically.
Can technology test potential ? Can technology test potential?
We live in an increasingly digital age, where students have access to a range of technologies, so it seems strange that in terms of assessment, the education sector has been so slow at integrating technology into the process.
mes, and the CP in particular, ls that people need to
Regardless of all the other advances made, when it comes to the end of course assessments, out comes the pen and paper. It is such a shame! There is so much good work that goes on in our 21st century classrooms, but teachers and students are being held back by assessments that are increasingly out of date. In theMiddle Years Programme (MYP) for students aged 11 – 16, we are thrilled to offer assessment that is bucking this trend. TheMYP assessments are diverse, ranging from carefully-defined classroom tasks (for more performance-oriented subjects) to extended personal projects that students plan and complete independently. For other concepts (sciences,
courses and a unique CP core, which includes: personal and professional skills, service learning, language development, and a reflective project, roj
42,642 on-screen examinations. The innovative electronic assessment became a reality for th I B following careful software development over a number of years, together with essential feedback and collaboration with theMYP school
e
community during a pilot in 2015. Recent official recognition by Ofqual has assured IBWorld Schools, parents and students, universities and government bodies across the world that the MYP eAssessment subjects are innovative, fair, reliable and fit for purpose.
TheMYP eAssessment has created the
foundation on which the IB can build ever more creative and effective student assessments in future years and in other IB Programmes. The future of our assessments will continue to contribute more positively to the well-being of students and we believe that the holistic nature of the eAssessment is addressing this. The on-screen examinations are a big step for students into fully- digital assessments, opportunities for co assessment and rela services for schools.
ted teaching and learning ntinued innovation in which opens many
Schools today are starting to develop
assessments that w ill measure not only wha t matters in today’s world, but also the skills and attitudes that will matter in tomorrow’s world. As a nation we need to look closely at the
unnecessary limiting of potential, and restricting of choices; industry is desperate for young people who are well-rounded, with responsible attitudes, and who have more to offer than a clutch of impressive grades listed on a CV.
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