Assessment principles and practices—Quality assessments in ...

1 Assessment principlesand practices Qualityassessments in a digital ageTable of of contents5 Foreword5 Why read this document?8 Using this resource different routes through the document9 Introduction and overview of this are Assessment principles and practices?21 Which IB programmes does it cover?22 Who is this resource for?23 What does the tag line quality Assessment in a digital age mean?23 How does this resource relate to other IB resources and guides?24 Assessment using technology28 Language of assessment33 Emerging terms for eAssessment35 Section A principles of is Assessment about?39 Fit for purpose?

2 Validity46 Elements of the validity chain55 Defining standards73 Describing success candidate achievement for summative assessment79 Marking assessments82 What is a good Assessment ?90IB s principles of assessment106 Section B IB Assessment do we mean by a practice?108 Reporting candidate achievement108 Roles and responsibilities114 Integrity of the assessment120 Fairness for all meeting candidates needs125 The Assessment cycle131 Examination paper preparation development and quality135 Examinations142 Standard setting Preparing examiners for marking147 Marking153 Moderation164 Grade awarding (and aggregation)174 At risk based quality checks191 The final award committee193 Preparation for release of results194 Enquiries upon results (EUR)

3 , appeals and general feedback197 Setting next year s assessments203 Feedback to schools207 Section C IB programme -specific are programme -specific processes?211 Elements common to all programmes213IB diploma Programme216IB Career-related Programme225IB Middle Years Programme229IB Primary Years of internal assessment237 Roadmap for creating a validity argument243 Bibliography247 Glossary252 Assessment principles and practices Quality assessments in a digital ageOverviewTable of contentsThis resource has been designed to have many routes through, depending on the interests and needsof the reader. The following table of contents is intended only as a reference list of all the chaptersrather than a suggested order in which they should be read.

4 We would encourage you to start withthe chapter on Using this resource, to understand how to navigate to the sections which are mostimportant to "Everything that can be counted does not necessarily count; everything that counts cannotnecessarily be counted. (Albert Einstein/William Cameron 1963)"Clearly, if the other criteria are less reliable than the examinations, greater reliance on themwill lead to less reliable selection decisions. (Mike Cresswell 1986)These two quotes indicate the scope of the challenge that we face with Assessment . Many of theobjectives for an International Baccalaureate (IB) education are not easy to assess, but withoutdetailed assessments of our learners, important decisions that will affect their lives will be made onless fair and reliable programmes are taught in over 140 countries by schools representing a wide variety of educationalcontexts and traditions.

5 In some of these contexts, the philosophy and approaches adopted by the IBin assessing their students will seem familiar, while to others, the system might seem mysterious this document, we are seeking to explain the principles the IB has adopted to make sure that theassessment we undertake is meaningful, fair and in the best interest of the students principles and practices Quality assessments in a digital ageOverviewSuch clarity is even more important during a period of change, and the impact of technologyon education, including Assessment , will continue to be felt over the next decade. We stronglybelieve that technology should support Assessment and the move towards computerized on-screenexaminations will not change our principles ; but it may open up new possibilities in turning theseprinciples into practices.

6 More details on this can be found in the chapter on Assessment believe that it is important that everyone in the IB community understands how our externalassessment process works, what its strengths and limitations are, and the reasons why decisions aretaken. Increased transparency can only lead to better understanding and ultimately a better educationfor our students. By using the opportunities offered by on-screen resources, we hope to provideteachers with a clear guide that is accessible but also contains the depth of information they need tounderstand IB 1: All assessments are a balance6 Assessment principles and practices Quality assessments in a digital ageOverviewAll assessments are a balance between conflicting demands and many concerns about testingprocesses fail to take this into example might be the tension between reducing the assessments burden and the risk ofcandidates only having one opportunity to show what they can more information on this see the section on to balance between conflicting prioritiesAnother aspect of balance is the fact that the focus of the IB is to develop students through a holisticprogramme of study.

7 And we must reflect this in our approach to Assessment . This means we shouldmake decisions about the impact on the overall programme , not a narrow focus on one subject,discipline or order to understand the nature of the IB Assessment philosophy and operation, it is necessary toprovide some background on the historical and theoretical development of Assessment significant issues are only briefly touched upon, but it is important to highlight them as theyhave a significant impact on current practice. For readers who wish to find out more, the academicpapers quoted in the text will make a suitable starting point for further started by recognizing the difficult task the IB sets itself; to focus on what is important to assessand not what is easy.

8 This is perhaps most eloquently expressed by Alec Peterson, the first DirectorGeneral of the IB:"What is needed is a process of Assessment which is as valid as possible, in the sense that itreally assesses the whole endowment and personality of the pupil in relation to the nextstage of his life, but at the same time sufficiently reliable to assure pupils, parents, teachers,and receiving institutions that justice is being done. Yet such a process must not, by itsbackwash effect, distort good teaching, nor be too slow, nor absorb too much of our scarceeducational resources. (Peterson 1971)We hope the rest of this resource explains how we believe we can deliver on this challengingobjective and support the wider educational intentions of the International Baccalaureate in providing7 Assessment principles and practices Quality assessments in a digital ageOverviewa world class experience for its students.

9 If you have further queries which are beyond the scope ofthis resource please contact IB Assessment staff, by emailing read this document?Because Assessment results have an impact on students livesThe majority of the content of this document refers to the way in which the IB assesses candidatesto award diploma programme (DP), Career-related programme (CP) and the optional Middle YearsProgramme (MYP) outcomes, which are then used by students to progress into further education everything else, Assessment is only a tool which can lead to positive or negative outcomes forthose being evaluated with them. As a teacher, parent or student, you are involved in assessmentsand should understand the strengths, weaknesses and decisions that those offering and usingassessment need to make.

10 Below are some of the common questions and comments we receive fromteachers and how this document will help answer them. Why would the IB do that? This is the heartfelt question that we often hear from teachers and students when faced withexternal Assessment . By reading this document you should understand the principles that drive ourassessment practices. It s not fair sir, I needed a higher grade! For students, a great deal will depend on their examination results, such as university entrance andfuture career; and they need to understand why decisions are made. Assessment is all about balancingconflicting and competing demands and this document will help you to explain to students the widerimplications of bending the rules in their case, and maybe even convince them that their grade was fair.