The end of Maslow’s hammer – or how to fit the assessment to the skill

The end of Maslow’s hammer – or how to fit the assessment to the skill

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The end of Maslow’s hammer – or how to fit the assessment to the skill

“,I suppose it is tempting, if the only tool you have is a hammer, to treat everything as if it were a nail”,, Abraham Maslow.This paper investigates how the International Baccalaureate (IB) develops and manages assessments, fit for the 21st Century. The IB was established to provide a challenging and comprehensive education that enables students to understand and manage the complexities of our world and provide them with skills and attitudes for taking responsible action for the future. Such an education is rooted in the belief that people who are equipped to make a more just and peaceful world need an education that crosses disciplinary, cultural, national and geographical boundaries.We look at various types of assessment used by the IB, such as long/short responses, extended essays, onscreen assessments, collaborative projects and recorded evidence, and how these have evolved to keep pace with 21st Century skills. We demonstrate how technology has been used to facilitate marking a range of assessment types, improving marking quality and consistency, and how RM’,s e-marking technology has supported the IB’,s assessment innovation, supporting their international growth and efficiency.We conclude with thoughts on how innovative assessment design will meet the needs of students worldwide.Keywords: ‘,21st century skills’, ‘,e-marking’, ‘,e-assessment’, ‘,on-screen marking’, ‘,International Baccalaureate’, ‘,high stakes’, ‘,marking’, ‘,RM Results’,

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