Agency and assessment: a critical discourse analysis of the language used around writing in the International Baccalaureate Middle Years Programme

This study aims to explore the use of language around writing, assessment and agency in documentation used in the International Baccalaureate (IB) Middle Years Programme (MYP). IB education claims to support all students in a balanced curriculum that integrates writing skills across all elements of the curriculum, resulting in the development of successful, independent writers.

This study is specifically interested in the language used throughout official IB documentation to address the concept of teaching writing. This includes an exploration of student and teacher agency, assessment strategies and a discussion on the value of writing in the IB MYP. Through a critical discourse analysis of five key International Baccalaureate Organisation produced documents, it was found that the IB supports its claims of a holistic, student-focused education. However, the IB does appear to be shifting away from its emphasis on student-led projects, to a more mainstream approach to testing and moderation.

From this study, we will gain a greater understanding of how the IB MYP curriculum is intended to be put into practice and how it aims to help all students be successful writers. It is hoped that in this study, it will become clear what the IB MYP is and how it has situated itself in relation to the wider educational environment.