The Implementation of National Curriculum 2013 and International Baccalaureate (Study at Sampoerna Academy Medan)

This study aims to determine the implementation of National Curriculum 2013 and the International Baccalaureate curriculum and to compare student learning outcomes, especially in the field of Indonesian language studies at Sampoerna Academy Medan. The results shows that there are differences in learning outcomes in the field of Indonesian language studies using National Curriculum 2013 and the International Baccalaureate. The difference in the level of ability of students in the field of Indonesian language studies is indicated by the average learning outcomes of Indonesian language studies with National Curriculum 2013 which is lower than the International Baccalaureate curriculum. The findings of this study indicate that the use of both National Curriculum 2013and the International Baccalaureate has an impact on student learning outcomes at Sampoerna Academy Medan. This difference is due to differences in assessment standards, learning activities, communication both oral and written as well as the values ​​of cultural and character development of each curriculum applied in schools.

ONLINE TEST ANXIETY AND EXAM PERFORMANCE OF INTERNATIONAL BACCALAUREATE DIPLOMA PROGRAMME STUDENTS UNDER E-PROCTORED EXAMS AMID COVID-19

Outbreak of COVID-19, online examination, and e-proctoring have caused more exam anxiety and affected exam performance among students’ studying in International Baccalaureate (IB) Diploma Programme (DP). Therefore, the present research aimed to find effect of online test anxiety on academic performance of IBDP students in the subjects related to science, technology, engineering, and mathematics (STEM). Study employed quantitative descriptive survey research design and administered survey questionnaire to 200 IB DP students who took online test during COVID-19 through convenient sampling technique. Sample included both first and final year DP students with due representation to boys and girls. Results of the study revealed a moderate negative correlation between online test anxiety and academic performance of IBDP students in STEM subjects. Regression analysis explained 14.1% variation in the STEM subject performance because of online exam anxiety under e-proctored condition. There exists a statistically significant difference between first and final year students’ online exam anxiety and STEM subject average grades. Future research may focus on conducting comfortable online examination methods with no additional exam anxieties. Keywords: International Baccalaureate (IB), Diploma Programme (DP), e-proctored test, virtual examination

Concurrency of Learning: Strategies and Challenges of Promoting Coherence in the Core in the International Baccalaureate Diploma Programme (IBDP)

This study explored the empirical evidence with regards to concurrency of learning among the Theory of Knowledge (TOK), Creativity, Activity and Service (CAS) and Extended Essay (EE), which are the core components in the International Baccalaureate Diploma Programme (IBDP). This mixed method research used a concurrency of learning questionnaire developed by the researchers as well as a focus group interview to explore and explain how concurrency of learning is promoted in the core. The research findings provide readers with insights on the strategies, good practices, challenges as well as suggestions provided by the school practitioners while achieving coherence in the core.

Teacher readiness in applying ATL skills in the International Baccalaureate Middle Years Programme Schools

<p>This article aims to understand the challenges faced by teachers in implementing the Approaches to Learning Skills (ATL Skills) for the teaching of <em>Bahasa Melayu</em> (Malay Language) in the International Baccalaureate Middle Years Programme Schools (MYPIB) in Malaysia. This qualitative case study employed purposive sampling that involved six resilient teachers who were directly involved in the implementations of ATL Skills consisting of four <em>Bahasa Melayu</em> teachers, a MYPIB coordinator and ATL skills coordinator. Triangulation was used to compare data from different sources using semi-structured interviews, story completion tasks, and document analysis. Using the ATLAS.ti software as an aiding tool, thematic analysis was carried out to identify the themes that emerged from the codes. Findings showed that teacher readiness is a challenge that needs to be addressed in the process of applying ATL skills in the MYPIB implemented by the Malaysian Ministry of Education. Teachers still need courses and training to improve their mastery in the ATL skills application. This study provided implications to teaching and learning, and recommendations to teachers as well as the Ministry to make improvements in the effort to apply ATL skills in the teaching-learning processes at the MYPIB schools.</p>

An analysis of National Certificate of Educational Achievement chemistry courses in terms of curriculum, pedagogy and assessment: With comparison to the International Baccalaureate Diploma

<p>New Zealand has seen significant change in curriculum and qualification frameworks in recent years. The implementation of the National Certificate of Educational Achievement (NCEA) from 2002 and a revised national curriculum in 2007 have underpinned the forces of change. However, preceding its implementation, the NCEA qualification sparked controversy both in the education literature and general media. This controversy around the NCEA continues. Classroom-based evidence on the impact of the NCEA on teaching and learning has a significant role in informing policy, and this work aimed to make such a contribution. As a number of secondary schools in this country offer alternative senior school qualifications, this invited the opportunity to compare the phenomenon of teaching chemistry to Years 12 and 13 students under two structurally different qualification frameworks. The overarching research question investigated in this study was: In the context of NCEA and International Baccalaureate Diploma (IBD) chemistry courses in New Zealand secondary schools, how do teachers manage the tension between learning, teaching, and assessment? Teachers’ views and practices were explored through inquiry questions relating to the following: Teaching the content and procedural knowledge of chemistry (referring to curriculum and pedagogy); and their approaches to assessment. Qualitative research was undertaken from a comparative case study within an interpretive paradigm. Two case schools offered both NCEA and IB Diploma qualifications, and one case school NCEA only. A total of ten participants from the three case schools were interviewed, and short sequences of lessons taught by the participant teachers were also observed. Following the coding of the interview data, emergent themes provided direction for the simple statistical analysis of national NCEA results data. Manageability of courses and their assessment, feeling accountable for high grade outcomes, and the wish for subject specific professional development were areas that teachers of both NCEA and IBDP noted as factors that concerned them. The influence of high-stakes assessment was seen in the teaching methods used in the case schools towards preparing students to attain these qualifications. It was evident from the interviews that participants had much more to say about their teaching of NCEA than they did for the IB Diploma qualification. The imbalance in the collected data, with more being related to the NCEA, was interpreted as arising from issues related to the achievement standard structure of this qualification. The impact of the NCEA on teaching and assessment of chemistry in Years 12 and 13 was found to be significant. NCEA achievement standards were seen to be the default curriculum (rather than the New Zealand Curriculum), and drove course designs in the three case schools. Extrinsic motivation from NCEA credits and grades were considered by the teachers to be key factors in students’ approaches to learning. Courses were designed to maximise grades, and teachers identified the time spent on rehearsal leading up to internal assessment as a concern. When mapped to the New Zealand Curriculum, it was evident that curricular holes in NCEA courses existed; in particular with regard to nature of science and investigation learning objectives. In the case schools, coherence of chemistry as a discipline was compromised in NCEA courses, with implications for students understanding. The performance of schools is evidently being judged, by both government and the media through the publication of league tables of NCEA grade data. This seems to be driving chemistry learning in directions that are counter to international directions in curriculum reform. Based on the findings of this study, several recommendations are made. Attention should be paid to supporting (and resourcing) full implementation of the New Zealand Curriculum, with a focus on subject specific professional development for teachers. The relationship between the New Zealand Curriculum and the NCEA needs addressing; the achievement structure of the NCEA as it currently exists, is coming at a high cost in terms of compromising pedagogy and subject connectedness. Issues of the reliability and validity of NCEA assessment also exist, suggesting that review of current implementation and assessment policy, including that relating to the conduct of national examinations, need review.</p>

An analysis of National Certificate of Educational Achievement chemistry courses in terms of curriculum, pedagogy and assessment: With comparison to the International Baccalaureate Diploma

<p>New Zealand has seen significant change in curriculum and qualification frameworks in recent years. The implementation of the National Certificate of Educational Achievement (NCEA) from 2002 and a revised national curriculum in 2007 have underpinned the forces of change. However, preceding its implementation, the NCEA qualification sparked controversy both in the education literature and general media. This controversy around the NCEA continues. Classroom-based evidence on the impact of the NCEA on teaching and learning has a significant role in informing policy, and this work aimed to make such a contribution. As a number of secondary schools in this country offer alternative senior school qualifications, this invited the opportunity to compare the phenomenon of teaching chemistry to Years 12 and 13 students under two structurally different qualification frameworks. The overarching research question investigated in this study was: In the context of NCEA and International Baccalaureate Diploma (IBD) chemistry courses in New Zealand secondary schools, how do teachers manage the tension between learning, teaching, and assessment? Teachers’ views and practices were explored through inquiry questions relating to the following: Teaching the content and procedural knowledge of chemistry (referring to curriculum and pedagogy); and their approaches to assessment. Qualitative research was undertaken from a comparative case study within an interpretive paradigm. Two case schools offered both NCEA and IB Diploma qualifications, and one case school NCEA only. A total of ten participants from the three case schools were interviewed, and short sequences of lessons taught by the participant teachers were also observed. Following the coding of the interview data, emergent themes provided direction for the simple statistical analysis of national NCEA results data. Manageability of courses and their assessment, feeling accountable for high grade outcomes, and the wish for subject specific professional development were areas that teachers of both NCEA and IBDP noted as factors that concerned them. The influence of high-stakes assessment was seen in the teaching methods used in the case schools towards preparing students to attain these qualifications. It was evident from the interviews that participants had much more to say about their teaching of NCEA than they did for the IB Diploma qualification. The imbalance in the collected data, with more being related to the NCEA, was interpreted as arising from issues related to the achievement standard structure of this qualification. The impact of the NCEA on teaching and assessment of chemistry in Years 12 and 13 was found to be significant. NCEA achievement standards were seen to be the default curriculum (rather than the New Zealand Curriculum), and drove course designs in the three case schools. Extrinsic motivation from NCEA credits and grades were considered by the teachers to be key factors in students’ approaches to learning. Courses were designed to maximise grades, and teachers identified the time spent on rehearsal leading up to internal assessment as a concern. When mapped to the New Zealand Curriculum, it was evident that curricular holes in NCEA courses existed; in particular with regard to nature of science and investigation learning objectives. In the case schools, coherence of chemistry as a discipline was compromised in NCEA courses, with implications for students understanding. The performance of schools is evidently being judged, by both government and the media through the publication of league tables of NCEA grade data. This seems to be driving chemistry learning in directions that are counter to international directions in curriculum reform. Based on the findings of this study, several recommendations are made. Attention should be paid to supporting (and resourcing) full implementation of the New Zealand Curriculum, with a focus on subject specific professional development for teachers. The relationship between the New Zealand Curriculum and the NCEA needs addressing; the achievement structure of the NCEA as it currently exists, is coming at a high cost in terms of compromising pedagogy and subject connectedness. Issues of the reliability and validity of NCEA assessment also exist, suggesting that review of current implementation and assessment policy, including that relating to the conduct of national examinations, need review.</p>

Multilingualism and the International Baccalaureate Diploma Programme (IBDP): An Analysis of Language Learning in the IBDP in Light of the ‘Multilingual Turn’

This article analyses various International Baccalaureate policy documents to establish whether the International Baccalaureate Diploma Programme has undergone what is described as a multilingual turn. After defining multilingualism and the multilingual turn, it outlines three main implications of what might be considered this paradigm shift for educational policies related to curriculum, pedagogy, and assessment. These implications are used as a framework for the policy analysis to follow, which argues that International Baccalaureate Diploma Programme approaches to language learning are underpinned by a monolingual bias that might delegitimate the knowledge and experience of multilingual learners.

Tensions with international mindedness: teaching in the international baccalaureate program

PurposeInternational mindedness (IM) is a core element of International Baccalaureate (IB) programs. Implementation of IM varies with the type of international school and where the IB school is situated. This article seeks to understand the tensions that three teachers experienced while teaching the IB Diploma Program history curriculum.Design/methodology/approachFor this study, three IB teachers examined their experiences teaching the history curriculum. This article offers relevant research on the difficulties in implementing IM and the following tensions: (1) situating the IB curriculum; (2) with hegemonic privilege and (3) in high-stakes testing.FindingsIM can be integrated into the history curriculum to make the history curriculum relevant for the global community. While each interviewee enjoys teaching in the IB program and believes the IB history curriculum offers opportunity for IM, they also feel the history curriculum would benefit from modification. Each interviewee's points of view bring a relevancy and an authenticity for why tensions exist when teaching IB diploma history.Originality/valueThere is a gap of research in how and to what extent teachers implement IM into the IB high school history curriculum. Further, teachers' views regarding the IB history curriculum and whether the history curriculum facilitates one's teaching IM is largely anecdotal. Thus, this study is unique in its offering three interviews by IB high school history teachers on IM and the tensions they feel when teaching about and attempting to implement IM.

Challenges of the International Baccalaureate Middle Years Programme: Insights for school leaders and policy makers

Policy makers in the US and several other countries are recommending that more schools offer an International Baccalaureate (IB) programme. However, little is known about the challenges that IB programmes present for teaching and learning particularly those meeting national curriculum. In this study, we examined the challenges of the IB’s Middle Years Programme (MYP), the least understood and researched of the IB programmes. Using a qualitative case study design, we conducted in-depth and semi-structured interviews with school leaders (n=7) and teachers (n=10) from three schools in Australia that previously offered the MYP. We used thematic analysis to generate the findings and the IB’s Standards and Practice framework to organize the reporting of findings. Participants shared perceived challenges related to philosophical factors, organizational dilemmas and complexities with integrating the MYP with Australia’s national curriculum. Understanding the organizational and leadership challenges that schools may face when offering the MYP can help policy makers promote the necessary conditions for successful program implementation.