Comparing the LOMCE and IB educational frameworks

Assessment & Reporting.- Lucía Conde UCJC
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Analysis and comparison of the LOMCE and IB.
Mission & Vision
LOMCE IB
People and their talents are the most valuable thing Spain have as a
country. Therefore, each and every one of the students will be an
essential part in the searching for talent development that makes
education be the main instrument of social mobility, helps overcome
economic and social barriers and creates aspirations and ambitions
achievable for all. Consequently, the education system must have the
mechanisms to recognize and encourage it.
The educational level of citizens determines its ability to compete
successfully in the field of international panorama and face the
challenges arising in the future. Improving the level of citizens in
education means opening doors to jobs for highly skilled, representing
a commitment to economic growth and a better future.
Education is the key to the transformation this country needs, through
the formation of active people with self-confidence, curious,
enterprising and innovative, willing to participate in society to which
they belong, to create individual and collective value, able to take
ownership of the value of balance between effort and reward.
The International Baccalaureate aims to develop inquiring,
knowledgeable and caring young people who help to create a better and
more peaceful world through intercultural understanding and respect.
IB programmes engage students in an international education that
provokes a greater acceptance and understanding of the world around
them.
To this end the organization works with schools, governments and
international organizations to develop challenging programmes of
international education and rigorous assessment.
These programmes encourage students across the world to become
active, compassionate and lifelong learners who understand that other
people, with their differences, can also be right.

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Learner Profile
LOMCE IB
LOMCE advocates an education of active people with self-confidence,
curious, enterprising and innovative, willing to participate in
society to which they belong, to create individual and collective
value, able to take ownership of the value of balance between effort
and reward. Because of that, public schools in Spain should facilitate
both learning and teaching different things differently, to meet some
students who have been changing society.
The aim of all IB programmes is to develop internationally minded
people who, recognizing their common humanity and shared
guardianship of the planet, help to create a better and more peaceful
world.
IB learners strive to be: inquirers, knowledgeable, thinkers,
communicators, principled, open-minded, caring, risk-takers,
balanced and reflective.
Written Curriculum
LOMCE IB
The curriculum shall consist on the following elements:
a) The objectives of each stage of education and teaching.
b) The competences or capacities to achieve proper implementation of
activities and the efficient resolution of complex problems.
c) The contents, or sets of knowledge, skills and attitudes, those
contribute to achieving the objectives of each stage of education and
the acquisition of skills.
The contents are arranged in subjects, which are classified as materials,
areas, areas and modules based on the teachings, educational levels or
programs involving pupils.
d) The teaching methodology, which includes both a description of
The IB curriculum is focused on academic experiences that encourage
students to think broadly, beyond the boundaries of their communities,
and to consider themselves members of a global society. It pays huge
attention to: inquiry, action and reflection.
The IB Education consist of four main programmes:
- PYP (Primary Years Program): from 3 to 12 years old.
- MYP (Middle Years Program): from 12 to 16 years old.
- DP (Diploma Program): from 16 to 18 years old.
- IB Career- related Certificate: from 16 to 19 years old.
In all four programmes, the education of the whole person is
manifested through all domains of knowledge, involving the major

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the teaching practices and the organization of work of teachers.
e) The standards and measurable learning outcomes.
f) The assessment criteria for assessing the degree of acquisition of
skills and the achievement of the objectives of each stage of education
and teaching.
All of these elements will be specified in each stage that conform the
Spanish Education. The three main stages are:
- EP. (Primary Education).
- ESO. (Secondary Education).
- BACH. (Baccalaureate).
Primary and Secondary Education and Baccalaureate subjects are
grouped into three blocks: core subjects, specific subjects and free
choice subjects.
traditions of learning in languages, humanities, sciences, mathematics
and the arts. Furthermore, all four programmes:
Require study across a broad range of subjects drawing on
content from educational cultures across the world.
Give special emphasis to language acquisition and
development.
Encourage learning across disciplines.
Focus on developing the skills of learning.
Include, to a varying extent, the study of individual subjects
and of transdisciplinary areas.
Provide students with opportunities for individual and
collaborative planning and research.
Include a community service component requiring action and
reflection.
It is important to mention that all the IB programmes are centered on
global contexts and advocates for multilingualism and intercultural
understanding and global engagement.
Subjects / Areas
ED. PRIMARIA PYP
The Primary Education comprises six courses and organized into areas
that will have a global and inclusive. These are:
- Natural Sciences.
- Social Sciences.
- Spanish Language and Literature.
- Math.
IBPYP comprises, as Primary Education in LOMCE, six courses.
However its main aim is to get a balance between the acquisition of
the knowledge and skills, development of conceptual understanding,
demonstration of positive attitudes, and taking of responsible action.
One of the most significant and distinctive features of the PYP is
the six transdisciplinary themes. These themes provide IB World

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- First Foreign Language.
- Physical Education.
- Religion and Social Values and Civic (choice of parents or legal
guardians).
In addition, students must choose at least one of the following subjects:
- Art Education.
- Second Foreign Language.
- Religion.
- Social and Civic Values.
- Co-official Language and Literature (if any).
Finally, it is important to mention that reading comprehension, oral and
written expression, audiovisual communication, Information
Technology and Communication, entrepreneurship and civics and
constitutional work in all areas.
Schools with the opportunity to incorporate local and global issues into
the curriculum and effectively allow students to “step up” beyond the
confines of learning within subject areas.
In the following lines we can see these six transdisciplinary themes:
- Who we are.
- Where we are in place and time.
- How we express ourselves.
- How the world works.
- How we organize ourselves.
- Sharing the planet.
Students inquire into, and learn about, these globally significant issues
in the context of units of inquiry, each of which addresses a central
idea relevant to a particular transdisciplinary theme. Lines of
inquiry are identified in order to explore the scope of the central idea
for each unit.
Subjects / Areas
ESO MYP
The students must take the following general subjects block core
subjects in the first and second courses:
- Biology and Geology in the first year.
- Physics and Chemistry in second year.
- Geography and History in both courses.
- Spanish Language and Literature in both courses.
- Mathematics in both courses.
- First Foreign Language in both courses.
The IB Middle Years Programme consists of eight subject groups:
- Language acquisition.
- Language and literatura.
- Individuals and societies.
- Sciences.
- Mathematics.
- Arts.
- Physical and health education.

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The students must take the following general subjects block core
subjects in the third year:
- Biology and Geology.
- Physics and Chemistry.
- Geography and History.
As a matter of choice, in the block of core subjects must take either
Mathematics Teaching Oriented Academic or Applied Mathematics
Oriented Teachings.
The students must take the following subjects specific block in each
course exams:
- Religion, Ethics and Values, at the option of the parents or legal
or, where appropriate, the pupil tutors.
- At least one of the following materials block specific subjects,
which may be different in each of the courses: Classical Culture,
Visual Arts Education, Visual and Media, Introduction to
Entrepreneurship and Entrepreneurial Activity, Music, Second
Foreign Language, Technology Religion and Ethical Values.
The students must take the subject Co-official Language Arts block
free choice subjects in those Autonomous Communities autonomic
having such official language.
For the fourth year of ESO, students must choose one of the following
options:
a) Option academic lessons for beginners School. Students must take
- Design.
Student study is supported by a minimum of 50 hours of instruction per
subject group in each academic year. In years 4 and 5, students have
the option to take courses from six of the eight subject groups, which
provides greater flexibility.
MYP teachers organize the curriculum with appropriate attention to:
- Teaching and learning in context.
- Conceptual understanding.
- Approaches to learning (ATL).
- Service as action (community service).
- Language and identity.

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the following core subjects :
- Academic Oriented Mathematics Teaching.
Moreover, at least two courses from the following materials Option
block core subjects: Biology and Geology , Economics, Physics and
Chemistry or Latin.
b) Option for initiation teachings applied to vocational training. The
students must take the following general subjects block core subjects :
- Applied Math Oriented Teachings.
The students must complete at least two courses from the following
materials Option block core subjects: Applied Science in Professional
Practice , Introduction to Entrepreneurship and Business Activity or
Technology .
The students must take the following subjects block specific subjects:
- Religious or Ethical Values .
- At least one of the following specific subjects : Performing and
Dance, Scientific Culture, Classical Culture, Visual Arts
Education, Visual and Media, Philosophy, Music, Second
Language, Information Technology and Communication Arts
Religion and Ethical Values .

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Subjects / Areas
BACHILLERATO DIPLOMA
1ST
BACHILLERATO:
In the modality of Sciences, students must take the following general
subjects block core subjects :
- Philosophy.
- Spanish Language and Literature I.
- Mathematics I.
- First Foreign Language I.
- Choose at least two of the following subjects block core
subjects: Biology and Geology , Technical Physics and
Chemistry I or Drawing .
In the Humanities and Social Sciences, the students must take the
following general subjects block core subjects :
- Philosophy.
- For the itinerary of Humanities: Latin I.
- For the itinerary of Social Sciences: Mathematics Applied to
the Social Sciences I.
- In addition, choose at least two of the following subjects
IB Diploma Programme students must choose one subject from each of
five groups:
Group 1: First Language (English)
Group 2: Second Language (French, German ab initio, Hindi, etc)
Group 3: Individuals and Societies (History, Economics, Business and
Management, etc)
Group 4: Sciences (Biology, Chemistry, Physics and Environmental
Systems)
Group 5: Mathematics and Computer Science.
Students may choose either an arts subject, or a second subject from
groups 1 to 5.
At least three and not more than four subjects are taken at higher level
(240 teaching hours), while the other subjects are taken at standard
level (150 teaching hours). Students can study and take examinations,
in English, French or Spanish.
In addition to disciplinary and interdisciplinary study, the Diploma
Programme features three core elements that broaden students’
educational experience and challenge them to apply their knowledge
and skills.
In addition, all DP students must study a two-year course called Theory

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Option block core subjects: Economy, Greek I,
Contemporary World History or World Literature .
In the modality of Arts, the students must take the following general
- Philosophy.
- Fundamentals of Art I.
- In addition, select at least two courses of block core subjects
: Culture Media I, Contemporary World History or World
Literature .
- The students must take the following subjects block specific
subjects :
- Select a minimum of two and maximum of three subjects
from the following : Musical Analysis I, Applied Anatomy ,
Scientific Culture , Artistic Drawing I, Technical Drawing I,
Language and Musical Practice , Religion, Second Foreign
Language I, Industrial Technology I, Information
Technology and Communication I, issue or matter not block
core subjects issued by the pupil .
2ND
BACHILLERATO.
In the modality of Sciences, students must take the following general
- History of Spain.
- Spanish Language and Literature II.
of Knowledge (TOK); work to produce on Extended Essay (EE); and
engage in Creativity, Action, and Service (CAS).

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- Mathematics II.
- First Foreign Language II.
- Choose at least two subjects more of the following matters
Option block core subjects : Biology , Technical Drawing II ,
Physics, Geology or Chemistry .
In the Humanities and Social Sciences, the students must take the
following general subjects block core subjects :
- History of Spain.
- For the itinerary of Humanities: Latin II.
- For the itinerary of Social Sciences: Mathematics Applied to
Social Sciences II.
- Choose at least two of the following subjects block core
subjects, organized , where appropriate , into blocks to
facilitate the transition to higher education : Business
Economics , Geography , Greek II , Art History or History
Philosophy.
In the modality of Arts, the students must take the following general
- Fundamentals of Art II.
- History of Spain.
- In addition, choose at least two of the following subjects
block core subjects : Performing Arts, Media and Design

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Culture II .
- The students will attend a minimum of two and maximum of
three subjects from the following block specific subjects :
- Musical Analysis II.
- Earth Science and the Environment.
- Drawing Art II.
- Technical Drawing II.
- Fundamentals of Administration and Management.
- History of Philosophy.
- History of Music and Dance.
- Image and Sound.
- Psychology.
- Religion.
- Second Foreign Language II.
- Graphical Techniques Plastic Expression.
- Industrial Technology II.
- Information Technology and Communication II.
- A field block core subjects not issued by the pupil .

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Main Features of Assessment
LOMCE IB
External evaluations of end stage are one of the main innovations of the
LOMCE from the previous frame. These tests have a diagnostic and
formative character. On the one hand, they should be used to ensure
that all students achieve the appropriate levels of learning for the
normal development of personal and professional life as the title
claimed, and they must also allow to guide students in their school
decisions according to the knowledge and skills they really possess.
The tests will be comparable to those made at the international level
and, in particular, the OECD and they will focus on the level of
acquisition of skills. Following the international guidelines, external
evaluation should be careful to measure the results of the learning
process without compromising the desired autonomy of schools, and
must exclude the possibility of any type of training to overcome them.
Assessment does not exhaust the possibilities of evaluation within the
system, although the Education Authorities shall the decision on
conducting further evaluation. The success of the proposed assessments
consists on ensuring that no pupil finds them an insuperable barrier.
Each test should provide options and walkways so that anyone who
wants to keep learning can be, under any circumstances, outside the
system.
Effective teaching and learning requires meaningful assessment. IB
World Schools strive to clarify the purpose of student assessment, the
criteria for success and the methods by which assessments are made. In
IB programmes, assessment is ongoing, varied and integral to the
curriculum. Assessment may be formal or informal, formative or
summative, internal or external; students also benefit by learning how
to assess their own work and the work of others.
In IB programmes, assessment forms an integral aspect of teaching and
learning. To understand what students have learned and to monitor
their progress, teachers use a range of assessment strategies In IB
programmes, assessment forms an integral aspect of teaching and
learning. To understand what students have learned and to monitor
their progress, teachers use a range of assessment strategies that
provide meaningful feedback. IB assessment supports good classroom
practice by encouraging authentic performances of understanding that
call for critical and creative thinking. Final assessments for older
students in the IB continuum are internationally benchmarked.

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ED. PRIMARIA PYP
Formative and summative assessment will be both carried out in this
stage. Formative assessment will be continuous and global, meanwhile
summative assessment will be developed at the end of the last course of
the stage (6th
Grade) in order to check the level of knowledge
acquisition (Languages, Mathematics and Sciences) at that stage. It is
important to highlight that teachers will have to adapt the objectives,
contents, competences, etc. and therefore activities and assessment, for
that students who have any special needs in order to facilitate their
learning. On the other hand, students can only repeat a course once in
the whole stage. Because of that and, in order to avoid having to repeat,
teachers will give students personalized attention to get the school
success.
Assessment in the PYP stresses the importance of both student and
teacher self-assessment and reflection with a primary objective of
providing feedback on the learning process. A range of strategies for
assessing student work take into account the diverse, complicated and
sophisticated ways that individual students employ to understand their
learning experiences.
The principal purposes of assessment in the PYP are to:
- Provide feedback to students, parents and teachers.
- Determine what the student knows and understands about the
world.
- Inform and differentiate teaching and learning.
- Monitor student progress in the development of the IB learner
profile attributes.
- Monitor the effectiveness of the programme.
All assessment in the Primary Years Programme is carried out
internally by teachers within the school.
ESO MYP
In this stage, assessment is continuous, formative and integrative
assessment. Students have to overcome all the subjects of the stage,
however if they do not pass two of that subjects (except: Language or
Assessment in the MYP features a robust design that includes rigorous,
criterion-related internal assessment (course work) for all the subject
groups, as well as an optional range of externally marked or moderated

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Mathematics), they can promote to the next course. In ESO, they can
repeat course twice within the whole stage. On the other hand, in order
to finish ESO, students have to have passed all the subjects (70% of the
final mark) and the final exams (30% of the final mark), I they don’t
pass the subjects and the final exams they get a report which contains
the number of studied years and the acquired competences and
objectives, instead of the certificate that says they have finished ESO.
onscreen examinations and portfolios of student work.
Main features of assessment
Assessment will be continuous and differentiated in Bachillerato. As it
happens in ESO, students can promote to the next course if they have
passed all the subjects or if they have failed two subjects (except
Language or Mathematics) and they can repeat once each course of the
stage.
Finally, students carry out an individualized assessment at the end of
Bachillerato, in which the achievement of the objectives of this stage
and the degree of acquisition of the relevant skills will be checked in
relation to the subjects they have studied in their modality. This
assessment may be submitted to those students who have obtained
positive evaluation in all subjects. Students who do not pass this
assessment, or who wish to raise their final grade, will repeat the
evaluation. The final grade they get at the end of this stage will be
based on the individual assessment that is carried out at schools (60%),
and the final assessment (40%).
The IB assesses student work as direct evidence of achievement against
the stated goals of the Diploma Programme courses. Assessment in the
DP aims to balance valid measurement with reliable results, providing
an internationally recognized university entrance qualification whose
results are based on both coursework and external examinations.

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Formative Assessment
ESO MYP
Formative assessment of the learning process of students in ESO will
be ongoing, formative and integrative. The most appropriate conditions
for conducting evaluations to adapt to the needs of pupils with special
educational needs will be established measures.
Teachers organize continuous assessment over the course of the
programme according to specified assessment criteria that correspond
to the objectives of each subject group. Regular school assessment and
reporting play a major role:
- In the students' and parents' understanding of the objectives and
assessment criteria.
- In the students' preparation for final assessment.
- In the development of the curriculum according to the
principles of the programme.
The recording and reporting of individual levels of achievement are
organized in ways that provide students with detailed feedback on their
progress as it relates to the assessment criteria for each subject group.
ED. PRIMARIA PYP
Formative assessment of student learning processes will be continuous
and comprehensive and so many factors (activities, tests, etc.) will be
considered for summative assessment. Formative assessment should be
adapted to the needs and requirements of students with special needs.
In addition, special attention will be paid during this stage to the
students to establish enforcement mechanisms to achieve school
success.
Formative assessment is embedded in the teaching and learning process
and therefore occurs in the daily routine of a classroom. It aims to
support students to become better learners and helps teachers to plan
the next stage of learning. Teachers should also consider ways of
assessing students’ learning in the context of the lines of inquiry that
support the inquiry into the central idea.

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Summative Assessment
ED. PRIMARIA PYP
At the end of the sixth year of Primary Education, it will be performed
an individualized assessment to all students, in which the degree of
acquisition of linguistic competence in communication, mathematical
competence and basic competences in science and technology checks
will be assessed as well as the achievement of the objectives of the
stage.
Final evaluation’s results will be expressed in levels. The level
achieved by each pupil shall be recorded in a report, which will be
given to parents or guardians and have informative and counselor for
schools where students have completed the sixth year of Primary
Education.
Summative assessment occurs at the end of the teaching and learning
process and provides students with opportunities to demonstrate what
they have learned in a new context. It aims to give teachers, students
and parents clear, evidence-based insight into students' understanding
at a particular moment in time.
Students who are in their final year of the programme are expected to
carry out an extended, collaborative inquiry project, known as the
exhibition, under the guidance of their teachers. It is an opportunity for
students to exhibit the attributes of the Learner profile that have been
developing throughout their engagement with the programme.
Formative assessment of the learning process of students in
Bachillerato will be the same as it is in ESO: ongoing, formative and
integrative. The most appropriate conditions for conducting evaluations
to adapt to the needs of pupils with special educational needs will be
established measures.
Formative assessments provide an ongoing feedback for both students
and teachers to inform them on areas where the students show strength
and those areas where they are not as strong and must identify the
knowledge, skills and understanding set by the goals of each lesson.
Formative assessments may be both formal and informal. These
include: Homework and self-assessment/self-evaluation.

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The students conduct an individualized assessment at the end of the
stage, in which the achievement of the objectives of this stage and the
degree of acquisition of the relevant powers in relation to the following
matters shall be checked:
- All general courses taken in the block of core subjects.
- Two subjects studied in the block of core subjects in any of
the courses.
- One subject studied in the block of specific subjects.
Summative assessments represent a culmination of students’
knowledge, skill and understanding over a period of time. This
assessment will be graded using the mark-schemes provided by IBO.
Assessment data such as IB examination scores, subject reports, TOK
and Extended essay reports will provide information to all stakeholders
to inform teaching and learning. In addition information DRA
assessments, ACER, PSAT, SAT and Math Challenge (UKMT) scores
inform teaching and learning.
ESO MYP
At the end of the fourth year, the students perform an individualized
assessment by the choice of academic teachings or the teachings of
applied, in which the achievement of the objectives of the stage and the
degree of acquisition of the relevant skills are assessed. Students may
be evaluated for either academic training options, regardless of the
attended fourth grade of secondary education option, or both options on
the same occasion. The final evaluation, will be made by those students
who have obtained a positive evaluation in all subjects, or negative in
up to two subjects that are not always simultaneously: Language and
Mathematics. On the other hand, passing this assessment requires a
rating equal to or greater than 5 out of 10. Finally, note that at least two
annual calls, ordinary and extraordinary are held.
Final evaluation takes place at the end of the programme in order to
determine the levels individual students have achieved in relation to the
stated objectives for each subject group and for the personal project.
Teachers administer appropriate sets of assessment tasks and rigorously
apply the prescribed assessment criteria defined for each subject group.
The type of assessment tools available to teachers include all forms of:
- Oral work
- Written work
- Practical work.
There are no formal examinations set or marked by the IB. But, when it
is necessary, IB certificates to those students who reach a required
standard.

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This assessment may be submitted to those students who have obtained
positive evaluation in all subjects. Furthermore, to overcome this
evaluation requires a rating equal to or greater than 5 out of 10. The
students who do not pass this assessment, or who wish to raise their
final grade High School, will repeat the evaluation in successive calls
can be requested.
The Ministry of Education, Culture and Sport, in consultation with the
Autonomous Communities, will establish for the entire Spanish
Education System the evaluation criteria and characteristics of the tests,
and its design and content for each call.
Reporting
LOMCE DIPLOMA
At the end of each term, each pupil and his/her family will receive an
informative reporter about the progress and marks of their children,
even in Bachillerato. Teachers will have to inform parents through
“tutorias” about their child/ children learning process.
Announcements will be made via email communication to all IB World
Schools and via the IB research web pages. Award recipients will be
announced via the IB public website, IB World Magazine, IB
electronic Newsletters, and the IB research web pages.
As a condition of the award, all recipients are expected to provide a
detailed report, using the template provided, of the results of their
projects within six months of the end of their project. They do this on
the understanding that they thereby allow the IB to make the report
available through the IB’s International Education research Database.
The IB research web site will maintain an up-to-date list of past and
present award recipients along with descriptions of their projects and
all final reports received. Award recipients are encouraged to publish

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the outcomes of their work elsewhere (for example, in the Journal of
Research in International Education) but are expected to advise the IB
of such publications and include reference to them in the IB’s
International Education Research Database (IERD).

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