Ways to Settle Process-focused Assessment Through Analysis of the IB MYP and DP Mathematical Assessment System

Abstract

This study analyzed the features of the IB"s mathematics assessment and proposed methods to settle the mathematics process-focused assessment in schools. According to the difficulties of teachers investigated in the previous studies, solutions were derived by the documents related to assessment in the IB MYP and DP curriculum and interviews with teachers in IB schools. As a result, research and policy were proposed to support teachers. First, design an assessment frame that has the curriculum competency as an assessment element, and suggest the approaches toward reflecting competencies. Second, provide examples of typical assessment tasks and scoring rubrics, and the achievement level of each assessment criterion to detail the task, and engage students in the TSC process. Third, present an objective assessment method to produce the result and a feedback method. Fourth, to improve the fairness of teachers' autonomous assessment, provide external organization inspections, teacher training, and feedback on teacher assessment. Additionally, it is suggested that criterion-referenced assessment, assessment framework development study, change of student"s view on the assessment, and reduction of teacher's workload would be necessary as conditions for mitigating teachers' difficulties.

Keywords

• ib(international baccalaureate)
• myp(middle years programme)
• dp(diploma programme)
• process-focused assessment