Comparison between The Montessori Method and International Baccalaureate
This venn diagram represents the differences and similarities between the two Assessment policies within the education system, The Montessori Method and International Baccalaureate
Critical Reflection of Assessment Policies
Once discovering and evaluating both Assessment Policies of education systems, I believe that several elements from both policies are in accordance with by beliefs of assessment. I value the idea of ensuring the students are actively participating in their learning and the focus is on the child. I find importance in educating students’ not just academia but also social, practical and life skills to become active global citizens.
However, there are aspects of Montessori’s approach I differ with, for instance, having mixed-aged groups. When programs such as the Montessori approach start to blur the lines between ages and year levels it can potentially influence the social connection and development with other students in the class. The differing maturity levels can make both younger or older students feel uncomfortable or unsettled within the classroom, affecting their learning and ultimately their assessment. I also disagree with Montessori’s belief in not addressing assessments like other traditional approaches do. If students complete the Montessori Approach until year 12, their results may not be compatible with nationally or internationally recognised marking systems like IB or Victorian Certificate of Education (VCE). Therefore higher education facilities may not accept these students on said high school marks, as they are unable to quantify what a Montessori result means.
However, there are aspects of Montessori’s approach I differ with, for instance, having mixed-aged groups. When programs such as the Montessori approach start to blur the lines between ages and year levels it can potentially influence the social connection and development with other students in the class. The differing maturity levels can make both younger or older students feel uncomfortable or unsettled within the classroom, affecting their learning and ultimately their assessment. I also disagree with Montessori’s belief in not addressing assessments like other traditional approaches do. If students complete the Montessori Approach until year 12, their results may not be compatible with nationally or internationally recognised marking systems like IB or Victorian Certificate of Education (VCE). Therefore higher education facilities may not accept these students on said high school marks, as they are unable to quantify what a Montessori result means.