The debate about assessments and grades is always a hot topic, more so now, when uncertainty surrounds us. If we want to develop a fair and coherent assessment model, the question we should probably be asking is why we assess in the first place. A recent report published by the Organisation for Economic Co-Operation and Development argued that traditional sixth year assessments simply serve as a filter to university and it described them as “narrow and rigid”. Many sixth year students want to enter university, so any assessment model should certainly take that into account, but the most effective assessment systems also offer more.
In this respect, the International Baccalaureate (IB) Diploma Programme is a possible alternative to the Leaving Cert. It not only differs in the way it approaches teaching and learning, but also in how it assesses. In terms of university acceptance, the IB Diploma is regarded as equivalent to the Irish Leaving Certificate and is accepted as meeting the entry requirements for university and for NCEA (National Council for Educational Awards) courses. The Diploma Programme (DP) is fully recognised and respected globally, giving access to the very best universities in Ireland and around the world.
What is more, research has shown that DP students are more likely to stay and succeed in university. Studies in different countries have shown that DP students are more likely to enrol in a top 20 university, to stay in university longer and to graduate in the minimum time. The reason for this lies in the preparation the students receive. The IB Diploma consists of a very rigorous academic preparation, in line with universities´ requirements, as the IB works with universities to ensure the curriculum meets their expectations. The IB Diploma helps students develop other important skills; critical thinking skills, research skills, self-management skills, and to become global citizens. A recent report by the Oxford University Centre for Educational Assessment concludes that DP students had significantly higher critical thinking than their non-DP peers.
The IB Diploma is developed to foster students’ critical thinking skills, to help them become global citizens who are able to analyse and question the status quo. Specifically, the Theory of Knowledge course, which all DP students take, assesses the ability of students to evaluate information and helps them identify personal assumptions and biases.
DP students also write an Extended Essay, which is a self-directed 4000-word academic research paper. This prepares them for university level research and academic success. According to a study conducted by Inkelas, Swan, Pretlow and Jones (2012) stated that DP students felt (statistically) significantly better regarding research than students from other programmes. Students felt “prepared for university coursework involving research; had executed a research project at UVA; were proud of their research; intended to conduct future research; and found their research skills to be important to future success”.
As part of the students´ assessment they also need to complete a CAS (Creativity, Activity and Service) programme. To successfully complete this, students need to engage in projects that involve creative tasks, physical challenges and participate in community service. It helps them become balanced individuals who stay healthy and care about others.