IB eAssessment wins international award

The Middle Years Programme scooped Best Use of Summative Assessment at this year’s eAssessment Awards

The International Baccalaureate (IB) Middle Years Programme (MYP) eAssessment has been awarded Best Use of Summative Assessment at this year’s eAssessment Awards, designed to highlight the very best practice, research and innovation within eAssessment. IB was also highly commended for Best Transformational Project.   

Up against stiff international competition in the category, including the French Ministry of Education, judges commented that the MYP eAssessment “was impressive in how the examinations are designed to assess students’ higher thinking skills, which previously had been harder to do using paper testing”. Also, that it “clearly demonstrates that it is possible to successfully deliver online summative assessment in schools anywhere in the world”. 

Dr Sue Wilkinson (below), IB’s Head of eAssessment, said: “We are so proud that the MYP eAssessment has been recognised for its innovative examination techniques, which make learning and assessment more meaningful. The eAssessment is a key stage in the IB journey to developing students who are independent and critical thinkers with the skills to create a better world”.  

The MYP eAssessment – which is regulated by Ofqual in the UK, is for MYP Year 5 students and goes beyond rote memorisation – 75% focuses on inquiry, communication and critical thinking skills. 

Wilkinson said: “Students are challenged to connect what they have learned with what they might learn next, collect data, analyse results and apply big ideas to solving real-world problems. As such, a single examination provides an effective assessment of the broad range of knowledge, skills and concepts needed to thrive and succeed in the 21st century.” 

Commenting on the relevance of the eAssessment for MYP students, Angela Brassington, an MYP coordinator at Munich International School said: “Students prefer the on-screen examinations because this reflects how they learn on a daily basis. The on-screen examinations are media rich and dynamic, so questions can be designed that require much more creative responses, or responses that require students to manipulate data and present new understandings, in a way that is not possible on paper”.