roducing eAssessment – learning for the 21st century ry

the norm and part of their everyday lives. These are the tools they use for entertainment, learning, sharing and socialising and, because of their familiarity with them, they are discovering and mastering advanced technology at an incredible rate, much faster than any previous generations have done. The skills they are developing will be essential as they step out into an adult world of emerging technology breakthroughs in AI, robotics, quantum computing, biotechnology and so on.


n our second fe thismonth,we s Kromhout, Senior Development and International Bacc

feature-length look at exams

Manager Assessment peak to Eleonore

alaureate Organization, to Delivery at the

find out howthe organisation is

implementing e-assessment, and to hear howusing technology can add real value for students and teachers alike.

school and university today, did not witness the Generation Z (or the iGeneration), who are in

introduction of the Internet, smart phones and

and social media. For them, this is all very much tablets, video games, on-demand TV and film,

Education has been late off the technology starting-blocks, but is beginning to catch up now, and, like so much of industry, is learning how to harness technology to support learning and teaching. But, innovation in some areas of education is slower than others and Dr Heidi Hayes Jacobs, keynote speaker at the 2018 International Baccalaureate (IB) Global Conference in Vienna, described education providers as being on a line, with traditional outlooks on teaching and learning at one end and contemporary perspectives at the other.

At the contemporary end of this line, schools have committed to providing students with access to a range of devices, and are developing innovative ways to integrate technology into aspects of day-to-day teaching and learning; from online collaboration with peers or subject matter experts in other locations, to working in non- traditional, digitally open learning environments. Teachers are learning from each other how to successfully use technology as a teaching and learning tool, by sharing knowledge and


outcomes with each other, both on a micro-level within their own schools and local communities, and on a macro-level through the Internet. Combining traditional academic merit and contemporary digital innovation, the IBMiddle Years Programme (MYP) eAssessment has seen steady growth in the number of schools participating in both itsMay and November eAssessment sessions. InMay 2018, the third MYP eAssessment session since its launch in 2016, 775 schools from across the world submitted the mandatory personal project, and 200 schools registered students who participated in the on-screen and ePortfolio assessments. In 2018, theMYP eAssessment won ‘Best use of summative assessment’ in the eAssessment Awards in London, UK, and ‘Best assessment solution’ at the ScooNews Global Education Awards in Udaipur, India. It is both a humbling and gratifying experience for the IB to receive external recognition for our work and the value of eAssessment because the team puts so much effort into developing and delivering these assessments.We are just as equally pleased when a student journal or positive feedback. MYP eAssessmen

t is still new but the results of teacher comment form gives

the first three years clearly demonstrate an encouraging upward trend, which shows that teachers are able to connect what’s happening in their classrooms to what’s happening in the on- screen assessments, thinking skills and p

ushing them well beyond the examining students’ higher

rote memorisation of subject-specific content. May 2019

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