This study aimed to explore the relationship between teachers’ predicted grades and final assessment grades of the high school students in the International Baccalaureate Diploma Program. Simple linear regression analysis was conducted to explore to what extent the teachers’ estimated grades predict the final assessment grades in Turkish, English, Physics, Chemistry, Biology, and Mathematics courses in the International Baccalaureate Diploma Program. The quantitative analysis revealed that predictions were varied (from .18 to .53 for standard level and from .3 to .54 in high-level courses). Furthermore, the correlation coefficient was utilized to explain the degree to which the teachers’ predicted grades are associated with the final assessment grades awarded by the International Baccalaureate. This quantitative analysis similarly revealed that the results varied from low to moderate relationships (ranging from .42 to .73 in standard level and from .17 to .73 in high-level courses). Besides, contrary to the earlier findings in the literature, the study also revealed that students were under-predicted (pessimistic grades rather than optimistic grades). These findings highlight some important implications for educators regarding the reliability of teachers’ predicted grades, which may be used in the university admissions or used by the international organizations for awarding the final marks.
Cite this article as: Özcan, O., Metli, A., & Akış, D. (2022). The relationship betweens predicted grades and final assessment grades in the international baccalaureate diploma program. HAYEF: Journal of Education., 19(2), 155-163.