Early Beginings

There has been an IB World School in this country since 1976.For students aged 3-19. IB programmes challenge students to excel in their studies, and encourage both personal and academic achievement.t is a student-centered approach to education.

Primary Years Programme: IB PYP is for children aged 3-12.

Middle Years Programme: IB MYP is for students aged 11-16.

Diploma Programme: IB Diploma Programme (DP) is for students aged 16-19.

Career-related Programme: IB Career-related Programme (CP) is designed for students aged 16-19.

Important Facts & Information

• IB World Schools India : 193
• Currently offer one or more of four IB programmes In India:
• Primary Years Programme : Offered By 116 Schools
• Middle Years Programme : Offered By 49 Schools
• Diploma Programme : Offered By 148 Schools
• Career-related Programme: Offered By 1 School

• The IB offers four educational programmes to more than 1.95 million students aged 3 to 19 across the globe. The IB programmes can be offered individually or as a continuum of international education.
• Number of schools offering IB programmes:As of May 2021, there were over 7,400 programmes being offered worldwide, across over 5,500 schools in 159 countries.

Number of IB Programmes Offered in Different Countries

On 14 July 2020, there were 7,002 programmes being offered worldwide, across 5,284 schools in 158 countries.

Growth in Number of IB Programmes

Between 2016 and 2020, the number of IB programmes offered worldwide has grown by 33.3%.

More About IB

More than 5,000 schools so far have chosen to teach International Baccalaureate® (IB) programmes, with their unique academic rigour and their emphasis on students’ personal development. Those schools employ over 70,000 educators, teaching more than one million students worldwide.

IB Examination Pattern & Marking Scheme

The IB assesses student work as direct evidence of achievement against the goals of the Diploma Programme (DP) courses. Student results are determined by their performance and not by their position in the overall rank order. The IB uses both external and internal assessment in the DP.

External Assessment (80 % Marks):
Examinations form the basis of the assessment for most courses. They include:

1. Essays
2. Structured problems
3. Short-response questions
4. Data-response questions
5. Text-response questions
6. Case-study questions
7. Multiple-choice questions – though these are rarely used.

Internal Assessment (20 % Marks):
Teacher assessment is used for most courses. This includes:

1. Oral work in languages
2. Fieldwork in geography
3. Laboratory work in the sciences
4. Investigations in mathematics
5. Artistic performances.

How DP Assessment Is Scored

In the DP, students receive grades ranging from 7 to 1, with 7 being highest. Students receive a grade for each DP course attempted.

A student’s final diploma result score is made up of the combined scores for each subject. The diploma is awarded to students who gain at least 24 points, subject to certain minimum levels of performance including successful completion of the three essential elements of the DP core.

The DP Core

The theory of knowledge (TOK) and extended essay (EE) components are awarded individual grades and, collectively, can contribute up to 3 additional points towards the overall diploma score.

Creativity, activity, service (CAS) – the remaining element in the DP core – does not contribute to the points total but authenticated participation is a requirement for the award of the diploma.

Higher Level and Standard Level courses

The IB awards the same number of points for higher level (HL) and standard level (SL) courses, reflecting the IB’s belief in the importance of achievement across a broad range of academic disciplines.

HL and SL courses differ in scope but are assessed against the same grade descriptors, with HL candidates expected to demonstrate the various elements of the grade descriptors across a greater body of knowledge, understanding and skills.

Receiving a Bilingual Diploma

A bilingual diploma is awarded to candidates who complete and receive a grade 3 or higher in two languages selected from the DP course studies in language and literature.

Students who gain a grade 3 or higher in studies in language and literature and a grade 3 or higher in an individuals and societies or science subject, completed in a different language, will also receive the bilingual diploma.

What is the Difference between Marks and Grades?

Marks and grades are not the same thing. There are lots of metaphors to explain the difference between marks and grades, for example, in the images above the distance walked could be considered as marks, it is a common measure of how far someone has travelled, but in understanding how much of an achievement it was you need to consider where they were walking—this is taken into account in setting grades. Marks represent how much of the task a candidate has completed. A grade takes into account how difficult the task is to provide an indication of how impressed we should be by the candidate’s mark. Consider the following two examples. In the first example we would expect a 16-year-old to get nearly all of the task right to get a “good” grade, while in the second example we would expect far less to indicate they deserved a “good” grade.

The Assessment Cycle

Different Types of Mark Schemes

Analytic Mark Schemes

Assessment Criteria

Holistic Criteria—Mark Bands

The descriptors themselves tend to be quite lengthy, covering a range of potential qualities evident in candidates’ work, and will relate directly back to the course objectives. As with assessment criteria, a “best fit” approach is used, with examiners additionally needing to make a judgment about which particular mark to award from the possible range for each level descriptor, according to how well the candidate’s work fits that descriptor. For example, one mark band level may cover the range 6 to 10 marks. The examiner will give a mark from that range according to how well the candidate’s work fits the relevant level descriptor from the mark band scale.

Research has shown that, where holistic (mark band) and assessment criteria methods of marking have been applied to essay work that is amenable to both marking methods, there is little difference between the two in terms of reliability of marking (Wood, 1991).

School's Name Alongwith Programme Offered

IB Board Exam Syllabus

It is important for students to know the board exam syllabus, it is an important study resource. Before the academic session starts, students should have an overview of what they are going to study in their session. By this, students can also keep a track of the contents they have covered and the ones that are left. You can access your syllabus here