Part 1: Understanding IB

Chapter 1: Overview of IB
1. Background of IB
2. IB's educational goals and learner profile
3.
Approaches to Teaching and Learning
4. IB Education Program

Chapter 2: Characteristics of IBDP Assessment
1.
Features of the evaluation method
2.
Characteristics of the assessment task

Part 2: Understanding the IB

Chapter 3: Competency: Talking About Future Education
1. Competency Education in OECD Education 2030
2. IBDP Competency Design Features
3. Re-understanding the OECD Education 2030 competency education design principles
4.
Posthumanism: A New Era of Competence

Chapter 4: How to Incorporate Competencies into the Curriculum:
Comparing the IBDP and the 2015 Revised Curriculum Document System
1. IBDP: Aiming for the Integration of Curriculum, Instruction, and Assessment
2.
Comparison of document systems
3. How are values ​​and attitudes addressed in the IBDP curriculum?

Chapter 5: Process-Centered Evaluation? Evaluation-Centered Process?
Revisiting Process-Centered Assessment in the 2015 Revised Curriculum
1.
How do the integrated curriculum-teaching-assessment-recording model differ from the IBDP assessment model?
2.
Limitations of the Current Integrated Model and Characteristics of IB Assessment
3.
Some principles of alternative design
4.
Coexistence of intervention and autonomy in the learning process

Chapter 6 Evaluation Drives Existence:
How the IBDP Approaches the Self
1.
A new learning model: student agency
2.
Designing Competencies as an Ontological Approach
3. How the IBDP Approaches the Self

Chapter 7: Connecting Subjects, Extracurricular Activities, and Cross-Curriculum with Metacognition:
How the IB Core Curriculum Designs Self-Direction
1.
The Power of Bringing Curriculum Knowledge into Real-World Contexts: Metacognition
2. IB's core curriculum
3.
Realizing creativity through self-direction