IB

IB asks a different kind of question from CBSE, and a tool that treats the two as interchangeable will be wrong about a child in both directions.

What is different

IB assessment rewards explanation. A child who reaches the correct answer by a method they cannot articulate has not fully met the criterion, and a child whose reasoning is sound but whose arithmetic slipped has often done better than their mark suggests. Practice therefore has to look at the working, not only the result.

This suits what Sophoz does. The model being built is of how the child thinks, which is closer to what IB is assessing than a percentage ever was.

Inquiry, without pretending

IB's inquiry-led approach does not decompose neatly into a skill graph, and it would be dishonest to claim otherwise. What Sophoz maps well are the underlying competencies — number sense, proportional reasoning, structuring an argument — that a unit of inquiry draws on. What it does not do is generate the inquiry itself. That is the teacher's work and should stay there.

Who this suits

PYP and MYP students, particularly where a parent wants visibility that the school's reporting cycle does not give them between terms. Parents moving a child from CBSE to IB, or the reverse, also find the reports useful during the transition, when the mark alone is hard to interpret.