Publications:
Tsao, J., Li, Y. C., & Hameed, S. A. (2023). The impacts of International Baccalaureate expansion on professional cultures and assessments in Hong Kong, Taiwan and Singapore. Cambridge Journal of Education, 54(1), 19–35.
The growth of the International Baccalaureate in Hong Kong, Taiwan and Singapore and impacts on professional cultures and assessments
By Jack Tsao, Yu-Chih Li, and Suraiya Abdul Hameed
About
This study examines how the rapid expansion of the International Baccalaureate (IB) Diploma Programme (DP) in Hong Kong, Taiwan, and Singapore has impacted professional cultures and assessment practices in schools. Drawing on interviews with teachers and school leaders from 15 DP schools, the study highlights the ambiguity in IB policy implementation and the challenges this poses for educators. The findings reveal that the programme relies heavily on the voluntary contributions of teachers and external examiners, which raises concerns about the consistency of professional development and assessment grading. Furthermore, the pressure of high-stakes assessments creates significant anxiety for teachers, with a focus on grades often overshadowing the IB’s broader educational philosophy.
Key findings and contributions:
- Teachers observed a lack of clear guidance from the International Baccalaureate Organization (IBO), leading to frustration and reliance on unofficial resources and self-organised professional networks for programme implementation.
- The growing dependence on voluntary workshop leaders and external examiners without adequate IB teaching experience has compromised the quality of training and grading, creating variability in implementation.
- Pressure from high-stakes assessments, with a focus on achieving competitive DP scores for university admissions undermines the IB’s holistic and character-driven educational aims, creating tension between idealistic goals and pragmatic demands. problem-solving.
- The IBO must develop clearer policies, better communication, and enhanced support mechanisms to aid schools and teachers in implementing the DP effectively.
- The IBO should address inconsistencies in workshop quality and ensure that workshop leaders and examiners have sufficient DP teaching experience to maintain standards.
- To align with its educational philosophy, the IB should explore diversified assessment methods that account for both academic rigor and the holistic development of students.