Study On The Academic Achievement Assessment In TOK Curriculum And Local Practice In China

The TOK course in IBDP has its own achievement assessment system,which evaluates the underlying logic of knowledge and expects students to demonstrate their critical thinking skills,ability to make an argument,as well as observation and exploration of the real world.This study analyzes the standard assessment methods in the TOK guide,and explores the practice of TOK assessment in China by taking school A in Shanghai as the case.This study aims to provide the experience of advanced assessment system,as well as reference for the development of more effective assessment methods in China's high school system.The core question of this study is "what assessment method is adopted by TOK course and how it is practiced in IB schools in China." By connecting the two levels of TOK guideline and local practice,this study further answers this question from four aspects.Chapter two interprets the characteristics of the assessment system of TOK course and the transformation brought by the new TOK guide.Chapter three analyzes the specific assessment cases of TOK to answer how the assessment practice reflects the core of TOK.Chapter four focuses on the controversial issues of TOK assessment criteria,conducts in-depth analysis and proposes possible solutions.Chapter five takes local IB school A in China as an example,to summarize its characteristics in the practice and predict the challenges that new transformation poses for local IB schools.The core of the curriculum,assessment objectives and assessment criteria of TOK are highly consistent,focusing on the examination of meta-cognition and higher-order thinking with personalized approach and detailed tools,and adopting a variety of testing methods to reduce the possibility of unfairness However,the assessment criteria show clear problems,such as high difficulty,vague definition and strong subjectivity.School A strictly follows the requirements of IBO for internal and external assessment and empowers students with the high-level abilities required by TOK through training However,the internal assessment lacks evaluation standards for the process of proposing knowledge questions,and the descriptive assessment tools in TOK also cause difficulties in the assessment process.IBO released the new TOK guide in February 2020,which is expected to solve the difficulties mentioned above in the assessment practice for local IB schools to some extent,but also bring challenges to students' personal performance and inter-school communication.