A Critical Analysis of the International Baccalaureate's Middle Years Programme Assessment Design with Particular Focus on Feedback

Autor/in	Hughes, Conrad
Titel	A Critical Analysis of the International Baccalaureate's Middle Years Programme Assessment Design with Particular Focus on Feedback
Quelle	In: Journal of Research in International Education, 13 (2014) 3, S.203-217 (15 Seiten)Infoseite zur Zeitschrift PDF als Volltext Verfügbarkeit
Sprache	englisch
Dokumenttyp	gedruckt; online; Zeitschriftenaufsatz
ISSN	1475-2409
DOI	10.1177/1475240914550783
Schlagwörter	Advanced Placement Programs; Creativity; Creative Thinking; Competence; Feedback (Response); Secondary School Students; Middle School Students; High School Students; Educational Objectives; Evaluation Methods; Formative Evaluation; Educational Research; Constructivism (Learning) + Suchen Sie Ihr Suchwort? Kreativität; Kreatives Denken; Kompetenz; Sekundarschüler; Middle school; Middle schools; Student; Students; Mittelschule; Mittelstufenschule; Schüler; Schülerin; High school; High schools; Oberschule; Studentin; Educational objective; Bildungsziel; Erziehungsziel; Bildungsforschung; Pädagogische Forschung
Abstract	The International Baccalaureate's Middle Years Programme (IBMYP) is designed to support the development of creativity, critical thinking, international-mindedness and values. However, close inspection of the programme's assessment structure suggests that many of the competence-related and dispositional elements of the programme's construct are to be assessed using performance rather than competence models. The article discusses and problematises this tension. Furthermore, the salient formative assessment strategy of feedback, widely researched and accepted as a teaching technique with considerable gains for learning, is not sufficiently explained or developed in the IBMYP assessment guide to allow for deep understanding of its potential to move learning forward. The article argues for a more competence-related assessment design in the IBMYP with greater detail around the strategy of feedback for learning. (As Provided).
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Erfasst von	ERIC (Education Resources Information Center), Washington, DC
Update	2017/4/10