International Baccalaureate Diploma Programme Research Articles

An Exploration of Predictors of English Scores in an Admission Examination: Research Notes from the Turkish Context

This study aimed to identify the predictors of the short answer scores in the English component of a private high school entrance exam. A purposive of 390 high school students were drawn from the student body who took the admission exam of a private co-educational high school implementing two international programs (International General Certificate of Secondary Education and International Baccalaureate Diploma Program) along with the Ministry of National Education (MoNE) program. Multiple linear regression was used to identify the predictors of English scores in the school admission examination. A statistically significant and moderate relationship was found between the scores in English and Mathematics scores in this admission exam conducted in a school located in eastern Turkey. The study is significant as it was conducted in a Turkish context using an admission assessment test for the first time. The findings yield important implications for practice for educators, practitioners, and curriculum policymakers.

Predictors of the Actual Final Grade in Mathematics Subject of International Baccalaureate Diploma Programme Students in Surabaya, Indonesia

This study tried to investigate what are the possible indicators of the performance of International Baccalaureate Diploma Programme Students taking Mathematics Standard Level in an international school in Surabaya. The research made use of secondary data gathered from the school such as the scores of the students and together with their profile. The data covered academic years 2014 – 2019. Other than the secondary data and information gathered from the administration office and curriculum coordinators, The researcher also gathered the progress scores of the students from their subject teachers, one of whom is yours truly. Descriptive-correlational research design was used to analyze the data. Data collected were analyzed and interpreted using frequency, percentage, mean, standard deviation and Pearson Product Moment Correlation. One-way Analysis of Variance was also used to check if there is significant difference among mock exam score for Predicted Grade (PG), General Point Average (GPA) and final grades. Among the socio-demographic characteristics of the respondents, only gender significantly related to the final grade. Both GPA and mock exam predicted grades indicated that both grades have strong significant relationship to the final external examination grades of the students.

Epistemologies and Aesthetics of Curriculum, Pedagogical Praxis and Assessment in the Visual Arts: A Comparative Analysis of the International Baccalaureate Diploma Programme and the New South Wales Stage 6 Visual Arts Syllabus

AbstractWe compare epistemologies and aesthetics in the International Baccalaureate Diploma Programme and the Australian New South Wales Stage 6 Visual Arts Syllabus, focusing on curriculum content, pedagogical praxis, and assessment strategies. Both curricula feature making, reflexivity, and critique. International Baccalaureate components are Exhibition, the Process Portfolio, and the Comparative Study. In New South Wales Visual Arts they are the Body of Work and Visual Diary. Issues are the teacher as curriculum; uneven resources; shifting contexts and formulating standardized expectations. In both, qualitative assessment and examination are achieved via articulating criteria and levels of achievement, and examiner training. In International Baccalaureate, what counts as good work can vary in relation to Principal Examiner standards, particularities of context, pedagogy, and resources, with work ranging from sophisticated installations, to anime, to the school art style. In New South Wales Visual Art aesthetic conventions are reinforced because the system is less distributed than International Baccalaureate, where aesthetics become engrained, perpetuating conventions around what counts as good art. In spite of supervening assessment structures, teaching, learning, and assessment in visual arts education is always highly qualitative, unfolding, and rooted in the situated shifting conditions and ways of being in the world of each teacher, student, artwork, examiner, artist, and scholar.

Voices of IB Learners: Social Justice Education in the EFL Classroom – Opening Doors to a More Communicative Approach

This research article describes a qualitative study conducted with 14 high school seniors currently enrolled in the International Baccalaureate Diploma program at a private educational institution in Cuenca, Ecuador. This article aims to explore the impact of social justice issue-based education on the development of oral communication in the English as a foreign language classroom. As part of the process, it was essential to analyze the participants’ perceptions and experiences as integral components of language learning. The data obtained was collected in two phases. First, a questionnaire composed of six questions was applied to explore the students’ perceptions of the issue in question. In the second phase, a discussion was held with the intervention of a focus group including five students, which allowed them to openly share their points of view on the subject of this exploration. In this way, it was evident that the topics related to social justice had a positive impact on the development of the student’s oral communication and that they constituted a useful learning approach for students to increase their knowledge of English. The results achieved through the present study aim to improve English-language teaching at different levels, and consequently strengthen oral communication development in class.

An overview of systematic reviews: International mindedness as a component of the IB Diploma Programme’s expansion

International mindedness (IM) is foundational to the International Baccalaureate Diploma Programme (IBDP) and in theory, meets the challenges of a diversified demographic. The implementation of IM may vary depending on where the IBDP is situated. Although a core concept in the IBDP, research suggests that IM may be difficult to implement. Systematic reviews included in this study offer empirical research on ways in which IM might meet the needs of a diversified population, although findings suggest there may be challenges with IM curriculum implementation. The purpose of this overview of reviews is to explore the role of IM as a component in the growth of the IBDP worldwide. Research is reviewed with respect to the reasons for IM’s global relevance; the international needs, national concerns, and local tensions that exist with IM implementation; and the importance of a broader understanding of interculturalism and multilingualism within IM.

The impacts of International Baccalaureate expansion on professional cultures and assessments in Hong Kong, Taiwan and Singapore

ABSTRACT The rapid propagation of the International Baccalaureate (IB) in the East and Southeast Asian region, together with the continuing globalisation of education, has generated implementational opportunities and challenges for teachers within the IB network of schools. Based on semi-structured interviews with teachers and school leaders across 15 IB Diploma Programme (DP) schools within the three milieus of Hong Kong, Taiwan and Singapore, the study explored how DP’s expansion fuelled ambiguities and inconsistencies in programme policy, which impacted on professional cultures and assessments. The analysis highlights the overreliance on the voluntary contribution of teachers and external examiners in supporting professional development and assessments as well as the connection of assessments to anxiety and dissonance in teachers.

Leading and Teaching in the International Baccalaureate Diploma Programme: A Phenomenological Study

Leading and Teaching in the International Baccalaureate Diploma Programme: A Phenomenological Study

An Analysis of How Formative Assessment Affects the Assessment Methods of Chinese High School Education--Taking the Internal Assessment in IBDP as an Example

In a society with competition for talents and knowledge, Looking at Chinese current education, students have been in a state of test-oriented education for a long time. There is no doubt that the assessment of students is mostly based on final test scores, namely gaokao. Such assessment methods seriously hamper the innovative spirit and ability of students. In order to solve this contradiction, quality education must be implemented in an all-round way, and student assessment plays a role in guiding the development of value orientation suitable for social development in this process. As a long-standing assessment method in China, the college entrance examination naturally has the advantages of high reliability, high validity, and high efficiency. However, the shortcoming of being scored-based is obvious as well. This paper focuses on the literature-based method by collecting and analyzing various existing literature on the subject and selecting information from it for the purpose of the study. In this study, the beneficial impact of formative assessment on educational development is expounded through the characteristic internal assessment method in the International Baccalaureate Diploma Program (IBDP). Combined with the actual situation in China, it analyzes the feasible methods of formative assessment in China such as diverse formative assessment in different subjects and the problems it may face, such as the large population base and the shortage of education funds.

Unveiling the Relationship between Internal Assessment and External Assessment in the International Baccalaureate Diploma Program

This study aimed to explore the relationship between internal assessment (IA) and external assessment (EA) scores of the high school students in the International Baccalaureate Diploma Program (IBDP). Methods: Simple linear regression analysis was conducted to explore to what extent the IA scores predict the EA scores in the Turkish, English, Physics, Chemistry, Biology and Mathematics courses. Findings: The quantitative analysis revealed that only a small percentage of the variation in IBDP EA scores can be explained by the model containing only IA scores in the IBDP standard level (SL) and high level (HL) courses. Furthermore, the correlation coefficient was utilized to explain the degree to which the IA scores are associated with the EA scores. This analysis revealed that there is a moderate relationship between IA and EA in HL English and SL biology course, but a weak relationship between IA and EA in SL and HL biology, chemistry, mathematics, physics, English (only SL) and Turkish courses. Value: This research highlights some important implications for educators about the consistency and reliability of IA as a tool for forming a final mark in the IBDP assessment and the role the IA plays in predicting the students’ general academic achievement.

An exploration of Freire’s dialogue

The ideas of Paulo Freire resonate strongly with international educators, especially in those who are familiar with the International Baccalaureate Diploma Programme. Although Freire’s work was targeted at the adult population in a rural context, the notion of downsizing or eliminating the existing hierarchy between teachers and students through what he calls a true dialogue, can be applied to the school context. The main challenge in the milieu of schools is to move away from the concept of tabula rasa, which is generally held by teachers, students, and parents. Freire strongly criticises ‘traditional’ or ‘banking education’ precisely because it assumes that pupils are similar to empty bank accounts in which money (i.e. knowledge) has to be accumulated. The key term under exploration in this paper is dialogue, which according to Freire, cannot exist unless there are contradictions. Such contradictions, which originate from previously held knowledge and from different personal perspectives, are the elements that should fuel interactions between students and teachers. Without dialogue, there is no true education but only an imposition of pre-approved educational models drawn by governments to suit their own purposes. It is through dialogue that teachers and students achieve genuine social equality since teaching and learning become reciprocal: “Authentic education is not carried on by "A" for "B" or by "A" about "B," but rather by "A" with "B," mediated by the world.” (Freire, 1970, 1993)

A Comparative Study of Academic Assessments between Local High School Education and the International Baccalaureate Diploma Program in China

Since the 1980s, Chinese education has placed a greater emphasis on internationalization and the personal development of students. While international schools, such as International Baccalaureate Diploma Programme (IBDP) schools, are on the rise, China is continuously changing its assessment methods, including the Gaokao and comprehensive quality assessment. Nonetheless, Chinese students' personal development falls short of expectations. Based on previous research, Chinese Education Bureau, and official IB data, this paper reviews the literature and compares the evaluation methods of IBDP courses and local Chinese high schools from an internal and external perspective. The results indicate that exams continue to constitute a significant portion of the assessment method in China's local secondary schools. However, the evaluation method that focuses primarily on assessing students' personal qualities is highly subjective, and most students and teachers continue to ignore it. In China, local high schools are evaluated in an insufficient manner. In China, students enrolled in local high school courses demonstrated inferior academic performance, learning ability, and mental and spiritual development compared to those enrolled in IBDP courses.

The Movement of International Education Towards the Globalising Approach: Comparing the International Baccalaureate Diploma Programme and the International A-Levels

The Movement of International Education Towards the Globalising Approach: Comparing the International Baccalaureate Diploma Programme and the International A-Levels

국제바칼로레아 디플로마 프로그램(International Baccalaureate Diploma Programme) 역사 교재의 질문 분석과 시사점

This study aims to find definite and practical ways to construct the contents and structure of questions. Accordingly, the history subject curriculum of the International Baccalaureate Diploma Programme(IBDP) was selected as a reference for this study, and the questions from the IBDP history textbook(The Move to Global War; “IBDP History Textbook”) were analyzed.BR The characteristics of source-related questions(Source skills) are that they have a set format, are presented in phases, have a clear purpose, and focus entirely on the source to solve the problem. The characteristics of the questions regarding ATL skills are that they distinguish the necessary abilities for students and categorize competencies needed for learning, which is critical in teaching and learning. The TOK and class discussion questions reflect on generating knowledge and demonstrate how you can practice ‘doing history’ in the entire process of learning.BR Based on the analysis of the questions, for the development of questions in textbooks and instructions, the followings should be taken into account; First, it is necessary to develop question types that focus on the purpose and direction of learning in advance. Second, it is necessary to develop questions considering the characteristics of history learning. Third, lessons should be designed considering the overall structure and phases of questions.

Experimenting With Music: Soundscape Composition in the International Baccalaureate Diploma Programme

In this column, I discuss how a student studying music in the International Baccalaureate Diploma Programme composed a soundscape for her experimentation report. When creating this composition, this student used GarageBand for Mac.

Investigating a Language Learner Identity in the International Baccalaureate Diploma Programme

This localized, classroom-based, qualitative ethnographic study, conducted during 2019-2021 at a foreign national, English-medium high school in Türkiye investigates the development of a language learner identity in the English courses of the International Baccalaureate Diploma Programme. The target population is mixed-gender high school students enrolled in the Diploma Programme. In the entrance and exit course surveys, students disclosed their views about themselves as language learners, their impressions of language learner assumptions, tacit and explicit teacher expectations, and their reactions to the International Baccalaureate syllabus and their perceived progress. Each of these factors had a significant but not equal impact on their choice to study English A: Literature and Language, either at standard level or higher level or English B: Language Acquisition higher level. The extent of the development of a language learner identity aligned to the language policies of the International Baccalaureate is seen through the student survey responses and the instructors’ anecdotal commentary. A language learner identity can be seen to develop within the context of the program as students experience improvement in their language skills, make shifts in perspectives, and interact in the target language with others in the school environment. The study begins to fill a gap related to language identity development in the International Baccalaureate Diploma Programme English courses and may be of interest to Diploma Programme teachers, coordinators, and school policymakers

Supporting critical thinking skills needed for the International Baccalaureate Diploma Programme: A content analysis of a national and two international education programs in Turkey

Students need well developed critical thinking skills for future employment and to deal with real life problems. These skills involve reviewing, comprehending and analyzing sources of data to make informed decisions and to reflect on possible outcomes and consequences of these decisions. Fortunately, many education programs provide learners with activities and experiences to foster and develop their critical thinking skills. One well-known program is the International Baccalaureate Diploma Program for upper high school students. Given the challenges of this program, it is important to ensure that students are prepared before they enroll. Therefore, this study examined educational programs offered to Turkish students in grades 9 and 10 to learn about the objectives and learning experiences they receive to develop their critical thinking. A content analysis of three education programs was conducted, guided by a framework identifying dimensions of critical thinking. The three programs were the national program, the International Baccalaureate Middle Years Programme and Cambridge's International General Certificate of Secondary Education. For each program, four different subject areas were analyzed. The subject areas that addressed all the critical thinking components most thoroughly were the language courses (Turkish and English). The study also found that Approaches to Learning skills outlined by the International Baccalaureate provide strong guidance to ensuring critical thinking are integrated throughout the curriculum.

Moving from elite international schools to elite(ish) universities: the pathway leading to Toronto rather than Harvard

ABSTRACT The International Baccalaureate Diploma Programme (IBDP) celebrates its 60th Anniversary in 2022 as an international mobility “passport”, offering potential entry to universities around the world. Globally, 3,600 schools in July 2022 offer the IBDP. Within these, there is a sub-grouping of well-established private “elite traditional international schools” (ETISs), epitomised by the International Schools of Geneva and Yokohama. Using matriculation data mined from the websites of individual ETISs, this paper reveals the major university destinations. The emergent dominance of relatively few destinations (five in particular), mainly in Canada and England, offers an interesting avenue for research inquiry. Conversely, the relatively low entry level of ETIS graduates into the world’s most prestigious universities, such as the Oxbridge pairing, can be compared. A seemingly “natural pathway” to Toronto rather than Harvard has emerged and warrants much further discussion and investigation.

A critical reconceptualization of the International Baccalaureate as a potential force for democratisation in global-heritage schools

ABSTRACT This paper aims to make a conceptual contribution to the role of the International Baccalaureate Organization (IBO) in regard to global education within state global heritage (multicultural) schools – using England as a representative example – in an age characterised by epistemological, historical and cultural securitisation. This paper recruits ideas and concepts taken from Lefebvre and Bourdieu in a discussion focussed on the IBO’s potential role in resistance to the dominant neoliberal imaginary and cultural securitisation. However, in order to be a force for democratisation, the IBO must itself democratise through a reconceptualisation of the school spaces it operates in/produces. It will also involve a process of reassessing its notion/positioning of what constitutes symbolic (and therefore valuable) cultural capital. This will mean untethering global education from the International Baccalaureate Diploma Programme. This paper highlights the possibility of a new space for global education, operationalised by moving beyond the ‘IB school’ to the potential of the more informal IB supported school. It is argued here that the IBO has the potential to galvanise a new wave of inclusive global education.

Challenges and Strategies on the Content and Language Integrated Learning Approach (CLIL): A Case Study from the Turkish Context

Limited studies investigate the high school teachers’ challenges and ­strategies while teaching science and mathematics in English as the target language through the ­content and ­language integrated learning (CLIL) approach. Hence, this study aimed to ­investigate the ­challenges that science and math teachers encounter and the strategies they employ while fostering students’ development of proficiency in English as the target language in ­physics, ­chemistry, biology, and mathematics courses in the International General Certificate of ­Secondary ­Education (IGCSE) and International Baccalaureate Diploma Program (IBDP). The study utilized ­various qualitative tools such as semi-structured interviews, open-ended ­questionnaires, and lesson ­observations to analyze science and math teachers’ strategies and challenges at a case school in eastern Turkey. The study revealed that as part of the CLIL approach, the ­participant teachers indicated various challenges such as a lack of vocabulary repertoire, translation ­problems, and weak foundational knowledge. They used common strategies such as group work ­interactions, interdisciplinary activities, individualized feedback, the promotion of higher-order thinking skills, inquiry-based learning, and reinforcement of language used to deal with these ­challenges. The study presents further implications for good practices and recommendations to resolve ­challenges.

Self-Regulated Learning in the IB Diploma Programme: A qualitative comparison of strategy use by IB Diploma students with learning difficulties and those with a history of high achievement

This investigation set out to explore the self-regulated learning strategies implemented by high-achieving International Baccalaureate (IB) Diploma Programme (DP) students and those with learning difficulties in a context in which teachers were developing their practice to better align with IB philosophy. Specifically, I aimed to determine whether the strategies used by students in the two categories differed and, if so, what accounted for these differences. The sample included four DP students with diagnosed learning difficulties and six high-achieving DP students. Methods included collecting samples of independent work that reflected their strategy use; accompanying written reflections; and semi-structured interviews utilising a combination of stimulated recall and open-ended questions. Results suggest that only slight differences existed in the number and type of strategies used by participants in each category, but there were some important differences in strategy quality. These differences appeared to be related to the epistemic awareness students demonstrated, rather than their categorisation as having learning difficulties or being high-achieving. Although the IB Diploma Programme is widely considered an appropriate secondary programme for high-achieving students, its potential to enhance self-regulated learning suggests this programme may also be an appropriate option for some university-bound students with learning difficulties. As the literature review for this investigation uncovered only one previous study pertaining to IB Diploma Programme students with learning difficulties, this is a significant contribution to knowledge with implications for admissions as well as teaching and learning in IB schools. The investigation also indicates that epistemic awareness may play a more significant role in self-regulated learning than contemporary theories suggest.