Australian Council for Educational Research (ACER)
This study focuses on the evolution of digital technologies, particularly in the realm of assessment, and discusses how the International Baccalaureate (IB) can move into the future in a way that best balances technological advances while staying true to the philosophy of the IB and its programmes. The study included four main components: a literature review; an expert review of subject and programme guides and specimen assessments across the Primary Years Programme (PYP), Middle Years Programme (MYP) and Diploma Programme (DP) in four subjects; a survey of IB teachers as well as interviews and focus groups with IB staff; and a synthesis of all data sources. Overall, in the expert review of programme and subject guides, reviewers found that the mathematics MYP and DP guides, in addition to the PYP From principles into practice documents, provide some of the most coherent and explicit reference to digitalization. With regard to the review of specimen assessments, generally the reviewers felt that the assessment materials were of high quality, with good and often rich stimuli that frequently referred to authentic scenarios. While most IB teachers and coordinators believe that digital assessment should be included in IB programmes, the majority also felt that students and teachers would require support and training.
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