Assessment Design Lead

Cardiff (Caerdydd) (GB)
01 Oct 2021
End of advertisement period
22 Oct 2021
Academic Discipline
Business & Economics
Job Type
Research Related
Contract Type
Fixed Term

Assessment Design Lead

12 Month Fixed Term Contract

The role is primarily remote with the possibility of working from one of our four IB Global Centre’s: Cardiff, The Hague, Washington DC and Singapore.

Job Purpose:

We are seeking an Assessment Design Lead who will join the DP Project team in laying the foundation and creating the conditions for change necessary to deliver bold, programme-wide innovation across the Diploma Programme (DP). The Assessment Design Lead will focus specifically on reconsidering the “what, how and when” of assessment in the DP. This requires further defining the work and collaboratively creating a concrete plan of action that builds upon existing work. Given how significant this change is and the early stage of the work, this role is for one year initially but could become a longer-term position based on how the plan evolves. 

Collaboration in this role is critical to ensure that innovation occurs in a holistic, integrated manner. Not only should every element come together seamlessly to create a full DP experience, but the evolved DP should fit strategically within the context of the full IB continuum of programmes. 

This role will collaborate with the other members of the DP Project Team (led by the DP Project Lead and including two other Programme Design Leads) as well as colleagues in the Learning & Teaching, Assessment and Recognition divisions - thought partnering, sharing innovative ideas back and forth, and leveraging related work already underway, through innovation groups and curriculum development processes.

Key Requirements

  • Define DP assessment design innovations that can be piloted:
  1. Identify new assessment and evidencing formats to test which, enable reporting on a broader range of knowledges/skills/attitudes/values, improve the authenticity of examinations, and better cater to the diversity of learners.
  2. Identify possibilities for trailing changes in timing of assessment, including trailing a greater role for the IB in formative assessment  
  • Create a DP assessment implementation plan which fits within the DP project roadmap – The plan should include:
  1. A concrete multi-year workplan translating the vision into phased activities, likely including:
  2. Prototyping phase requiring designing the content and supports necessary to prepare for piloting / trialling
  3. Piloting / Trialling phase including developing an approach to piloting / trialling prototypes and measuring effectiveness
  4. Delivery phase involving a rollout plan for successful initiatives that meets schools where they are at
  • A cost-efficient resourcing plan that considers the current organizational structure of the IB
  • A cross-divisional internal and external stakeholder communication and engagement plan for each phase of the work
  • Key indicators to measure successful implementation along the way
  • Lead a collaborative process: Accountable for designing and facilitating internal and external workshops and other engagement mechanisms to ensure that visioning and planning results in thoughtful outcomes that is sensitive to the needs of IB’s wide range of stakeholders

Knowledge and Experience:

  • Has experience with system-level assessment design within complex and diverse educational contexts (for example, with national or local educational agencies or school systems, in educational research, in ed tech, with examining bodies, with educational policy or standards bodies), preferably for students age 16-19
  • Has demonstrated thought leadership in assessment design based in broad, substantive knowledge of educational research and best practices (demonstrated for example through relevant master’s or PhD level qualification with a focus on curriculum design, assessment for learning, educational psychology, learning science, or other related disciplines)
  • Has a proven track-record of planning and implementing complex change efforts, preferably ones involving iteration and collaboration in an educational context
  • Has experience leading and making decisions in the context of a collaborative environment with competing needs and priorities
  • Has experience engaging diverse stakeholders
  • Is able to navigate ambiguity to develop a strategic, research-backed vision related to assessment design
  • Is able to think strategically and operationally - can see the big picture as well as get into the details
  • Is able to be committed and focused on a vision for change but can be agile and open-minded in exploring multiple pathways to achieving the vision 
  • Is able to structure, facilitate and synthesize discussions with diverse audiences on contemporary topics likely to attract multiple possibly competing viewpoints and define a direction 
  • Is able to manage complex projects and navigate complex organizational dynamics to design a plan for change
  • Is able to balance a sense of urgency to enable change with the patience required to establish sustainable change - can balance productive ideation with timely decision-making
  • Is able to quickly build trust and credibility as a leader with diverse stakeholders, getting people excited about a vision and achieving results through the effective influencing and management of others
  • Recommend the philosophy and framework for innovation in one or more areas of the vision for change
  • Decide the priority actions that build up to a concrete multi-year workplan
  • Recommend and advocate for a resourcing plan

Applications will be accepted until Friday 22nd October 2021

We are committed to building a working environment that values respect, diversity, and compassion. The International Baccalaureate is proud to be an equal opportunities employer and we welcome applications from all suitably qualified applicants.