The impact of IB internal assessments on science practices and science identity in a high school science class

Abstract

process of completing the International Baccalaureate (IB) Internal Assessment for an IB science class pushes students to hone their mastery of the science practices. The science practices included in the Next Generation Science Standards provide skills that assist students in understanding the processes of scientific discovery and knowledge. This study examines the impact of completing the IB Internal Assessment on students' mastery of the science practices, their confidence in the science practices and their science identity. The data used in this study was collected from pre-assessments and post-assessments of the science practices, pre-survey and post-survey of student confidence in the science practices, pre-survey and post- survey of student science identity, student feedback, and anecdotal observations made by the teacher. The results of the study indicate that student mastery increases in two of the science practices and student science identity increases in a couple of areas.