# data[].attributes.headline
"Mongolia is a developing nation...most of our students don't use computers, they use their phones"

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"Mongolia is a developing nation...most of our students don't use computers, they use their phones"

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Small Private DP School in Mongolia

1-50 students

BYOD Policy

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"It's not simply a matter of delivering final exams via computers, but rather the importance and support for proper integration of hese approaches in the teachings and assessment leading up to final exams. Does IB plan of offering a host of new resources that are complete? What about subjects that already have scarce representation with regards to support? Some of the language B courses hav eno commerical support, and past papers and audio amples are few and far between."

# data[].attributes.body
Small Public CP School in USA

51-100 students

1:1 school-provided Windows laptops for all students

227 schools have experience administering digital assessments and feel very prepared.

# data[].attributes.headline
“As May exams take place in 'rainy season', it does happen that we lose internet if there is a particularly violent storm. We are located in the tropics.  We have also had issues with racoons eating through cables!”

# data[].attributes.subject
“As May exams take place in 'rainy season', it does happen that we lose internet if there is a particularly violent storm. We are located in the tropics.  We have also had issues with racoons eating through cables!”

# data[].attributes.body
"Currently, in Ecuador, we are with daily electricity cuts of 3 hours."

162 Schools have frequent outages

# data[].attributes.headline
"Usually students are only using their tablets. And in your definition tablets are no computers. So nearly nobody is using a computer in school."

# data[].attributes.subject
"Usually students are only using their tablets. And in your definition tablets are no computers. So nearly nobody is using a computer in school."

# data[].attributes.headline
Concerns with leading with the November Sessions

# data[].attributes.subject
Concerns with leading with the November Sessions

# data[].attributes.body
Schools in the November session have a preconceived notion about the examination being graded harder in November than May due to the smaller cohort size. The ask was to consider leading with the May session.

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Selecting a secure browser application in the logon screen of a Chromebook - school in Round Rock, TX

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44% of schools that responded to the survey use Chromebooks 

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44% of schools that responded to the survey use Chromebooks 

# data[].attributes.body
Compared to 79% using Windows laptops and 73% using MacBooks. Chromebooks are most frequently used in IBA, specifically Public US schools. These are typically school-provided Chromebooks but schools have indicated that students have their own Chromebooks as well.

# data[].attributes.headline
Compatible with a wide range of devices, including BYOD, is highly requested by schools, with some concerns

# data[].attributes.subject
Compatible with a wide range of devices, including BYOD, is highly requested by schools, with some concerns

# data[].attributes.body
"Training [and upskilling] invigilators [and teachers] to inspect [BYO] devices and look [out for potential security risks] will be important."

# data[].attributes.headline
Exam venue, spacing, charging, and cheating concerns

# data[].attributes.subject
Exam venue, spacing, charging, and cheating concerns

# data[].attributes.body
Most challenging as the cohort size increases, the need for space and charging/power supply for students increases. Limited capacity of existing computer rooms. Physical cheating concerns with students being able to view each other's screens.

# data[].attributes.body
"Access to a wide range of practice assessments and student exemplars with examiner comments." "access to past papers without needing to access them on the IBApp; give teachers autonomy to mix and match questions from past papers..."

# data[].attributes.headline
Consider advantages and disadvantages of DA - accessibility, equity and access

# data[].attributes.subject
Consider advantages and disadvantages of DA - accessibility, equity and access

# data[].attributes.body
Science, maths, character based/script languages

# data[].attributes.headline
Opportunities - reducing handwriting issues, accommodations and accessibility tools in a digital platform

# data[].attributes.subject
Opportunities - reducing handwriting issues, accommodations and accessibility tools in a digital platform

# data[].attributes.body
"...allowing students to change font size and other qualities of exams to create a more bespoke access experience."

# data[].attributes.headline
Support for low cost operating systems like Ubuntu

# data[].attributes.subject
Support for low cost operating systems like Ubuntu

# data[].attributes.body
Would we allow support for low cost hardware that could operate on Ubuntu rather than just Window / iOS / Chrome. I'm thinking expansion to some third world regions.

# data[].attributes.headline
Schools will need support through changes in admin processes

# data[].attributes.subject
Schools will need support through changes in admin processes

# data[].attributes.body
As part of transition to Digital Assessment we will be putting more onus on coordinators to manage their rescheduling processes & A&I requests and as such will be creating additional responsibilities for those managing candidature.

# data[].attributes.attachment_link.title
DALL·E 2024-04-16 14.57.54 - A warm and inviting scene of a parent registering their children for an exam at a school. The setting is a school office, with a friendly secretary be

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Would be good to break the cohorts 1,2 and 3 into the school personas - this will help in comms, support etc which is relevant and proportionate for them 

# data[].attributes.subject
Would be good to break the cohorts 1,2 and 3 into the school personas - this will help in comms, support etc which is relevant and proportionate for them 

# data[].attributes.body
Link the change risks to personas

Might want to think through the cultural and political barriers/enablers as well

# data[].attributes.attachment_link.readable_text
The 1EdTech Question & Test Interoperability (QTI®) specification enables the exchange of item and test content and results data between authoring tools, item banks, test construction tools, learning platforms, assessment delivery systems, and scoring/analytics engines.

Conformance

A QTI Conformance Certification program and online validation tool are available for 1EdTech members to test their assessment products against the QTI specification. Contributing Members, Affiliates and e-Assessment Alliance participants have access to the tests in the eAssessment Alliance. Organizations procuring QTI products are strongly encouraged to require 1EdTech conformance certification for all such products to ensure the highest levels of interoperability are achieved across the educational community. Products that have achieved conformance certification are listed in the Product Directory.

For information about QTI, join the discussion at: Question & Test Interoperability Forum.

1EdTech Question and Test Interoperability v3.0 Final Release Specification (11 May 2022)

QTI v3 builds on the earlier versions of QTI and APIP, bringing them together into a single specification with better integration and accommodation solutions. The new specification also includes improved presentation interoperability, web-friendly markup allowing implementations to use standard web components in QTI structures and more native support for Computer Adaptive Testing and Portable Custom Interactions for technology enhanced item creation and delivery.

1EdTech Question and Test Interoperability v3.0 Public Candidate Final Specification (20 August 2020)

The Public Candidate Final specification documents are being made available now as they are finalized and released by the QTI Project Group. Active work continues on the Results Reporting and Usage Data best practices and will be published here as soon as they are ready.

AccessForAll® Personal Needs and Preferences v3.0, Public Candidate Final Draft v2 (updated 18 January 2021)

Computer Adaptive Testing (CAT), Public Candidate Final Specification (09 November 2020)

The 1EdTech CAT v1.0 Specification is available as Public Candidate Final. The QTI project group is working to complete and define the Conformance Certification requirements, test set and documentation. Upon successful certification of multiple delivery and adaptive testing engines, the specification will be presented to the 1EdTech Technical Advisory Board for vote and approval.
Version 3.0 - Example Files Version 3.0 - Response Processing Templates
1EdTech Question and Test Interoperability v2.2 Final Specification (1 September 2015)

An update to the QTI v2.2 specification documents including the XSDs was approved by the QTI Workgroup to correct some errors and bugs in the documentation in v2.2.4 (18 March 2021). A list of the updates and changes is available here.
Version 2.2 - Final Specification - All Files Version 2.2 Final Specification - Examples and Schemas Version 2.2 Final Specification - Response Processing Templates Version 2.2 Final Specification - XML Schema Documents
This is the set of Final Release XSDs developed by 1EdTech to support validation of instances that conform to the 1EdTech Question and Test Interoperability (QTI) v2.2 specification. The namespace and schema location details for the QTIv2.2.4 XSDs are provided in the tables below.

1. Packaging-Related XSDs - the construction of the package manifest for the zipped QTI package;

2. QTI-Specific XSDs - definition of the accessible QTI instances, results reports and usage data statistics;

3. Metadata-Related XSDs - the set of metadata supported in the manifest;

4. Other Required XSDs - other XSDs required for the full validation.

The key for the following tables is:

"Namespace" - the namespace for the XSD (must be supplied in any XML instance referring to the corresponding XSD);

"XSD File Name" - the filename for the XSD;

"Schema Location" - the schema location for the XSD (must be supplied in any XML instance referring to the corresponding XSD).

The following set of XSDs are used for the validation of QTIv2.2:

P1 - used to validate the "imsmanifest.xml" file that must be present in the zipped package;

Q1 - used to validate a QTI instance (uses "Q2" to validate the accessibility content);

Q2 - used to validate the alternative accessibility content for the QTI object;

Q3 - used to validate the HTML5 content for the QTI object;

Q4 - used to validate the reporting of QTI results;

Q5 - used to validate the usage data statistics for presented QTI items;

M1 - used to validate the learning standards annotations, at the manifest and resource level, defined using the Curriculum Standards Metadata (CSM);

M2 - used to validate the metadata, in the "imsmanifest.xml" file, defined using IEEE LOM;

M3 - used to validate the QTI metadata that is associated with a QTI-based resource;

X1 - used to validate the xml-specific attributes;

X2 - used to validate the XInclude features;

X3 - used to validate the MathML 2 features;

X4 - used to validate the MathML 3 features;

X5 - used to validate the SSMLv1.0 features;

X6 - used to validate the SSMLv1.1 features.

Version 2.1
Notice: The following deadlines apply to the QTI 2.1 Certification Program:

1. No new QTI 2.1 product (systems & content) certifications will be issued after December 31, 2023.

2. No recertifications for QTI 2.1 products after September 30, 2024.

3. All QTI 2.1 product (system) certifications will expire December 31, 2024.

4. Existing QTI 2.1 Content certifications will remain in the product directory.

5. The QTI 2.1 standard, including the online validator, will continue to be available on the 1EdTech website.

1EdTech Question and Test Interoperability v2.1 Final Specification (31 August 2012)
On 1 September 2016, the 1EdTech QTI Evolution and Certification Committee approved a minor change to the ASI Information Model document to correct the maxChoices attribute default setting (Section 7.1) to match the QTI v2.1 XSD.
Version 2.1 - Final Specification - All Files Version 2.1 Final Specification - Examples and Schemas
The XSD files are:
Version 2.1 Final Specification - Glossaries Version 2.1 Final Specification - Response Processing Templates
This is the set of Final Release XSDs developed by 1EdTech to support validation of instances that conform to the 1EdTech Question and Test Interoperability (QTI) v2.1 specification. The namespace and schema location details for the QTIv2.1 XSDs are provided in the tables below.

1. Packaging-Related XSDs - the construction of the package manifest for the zipped QTI package;

2. QTI-Specific XSDs - definition of the accessible QTI instances, results reports and usage data statistics;

3. Metadata-Related XSDs - the set of metadata supported in the manifest;

4. Other Required XSDs - other XSDs required for the full validation.

The key for the following tables is:

"Namespace" - the namespace for the XSD (must be supplied in any XML instance referring to the corresponding XSD);

"XSD File Name" - the filename for the XSD;

"Schema Location" - the schema location for the XSD (must be supplied in any XML instance referring to the corresponding XSD).

The following set of XSDs are used for the validation of QTIv2.1:

P1 - used to validate the "imsmanifest.xml" file that must be present in the zipped package;

Q1 - used to validate a QTI instance (uses "Q2" to validate the accessibility content);

Q2 - used to validate the alternative accessibility content for the QTI object;

Q3 - used to validate the reporting of QTI results;

Q4 - used to validate the usage data statistics for presented QTI items;

M1 - used to validate the metadata, in the "imsmanifest.xml" file, defined using IEEE LOM;

M2 - used to validate the QTI metadata that is associated with a QTI-based resource;

X1 - used to validate the xml-specific attributes;

X2 - used to validate the XInclude features;

X3 - used to validate the MathML 2 features.

1EdTech Question and Test Interoperability v2.0 Final Specification
1EdTech Question and Test Interoperability v2.0 Final Specification has three key objectives:
(1) To address relevant issues deferred from v1.0: a new information model has been defined with a new interaction model and a profile of XHTML to replace static material. Authors will now have more control over the behaviour and positioning of feedback and support for cloning using item templates has been added.
(2) To define a method for putting QTI into content packages: a new document has also been created dedicated to meta-data and usage-data (item statistics)
(3) To describe a method for using QTI with Learning Design, Simple Sequencing and the CMI data model

The key document to review is the Overview which describes the purpose of the other documents in the package. The Information Model document contains the detailed information, examples are provided and documented through the Implementation Guide. For those familiar with version 1.x the Migration Guide describes the differences, element by element. An experimental migration script has also been provided.

It should be noted that this specification is focusing on the Item. It is not updating Section and Assessment from v1.x, see the Overview document for more details.
Version 2 - Final Specification - HTML Version 2.0 - Final Specification - PDF Version 2.0 -1EdTech XML Examples and Schemas Version 2.0 -Response Processing Templates
The 1EdTech Question & Test Interoperability Specification provides proposed standard XML language for describing questions and tests. The specification has been produced to allow the interoperability of content within assessment systems. This will be useful for publishers, certification authorities, teachers, trainers, publishers and creators of assessments, and the software vendors whose tools they use. Authoring tools, and publishers, may publish XML and this data can be imported into other authoring tools and delivery systems. An introduction to help you with your initial learning curve has been produced in the form of a white paper.

An Addendum to 1EdTech QTI v1.2 was reviewed by the 1EdTech Technical Advisory Board in March 2003. This addendum describes amendments that should be made by adopters of the 1EdTech QTI Specification V1.2, thereby creating the 1EdTech QTI V1.2.1 Specification. The differences between the V1.2 and the V1.2.1 specifications are limited to:

Typographic corrections - corrections of spelling mistakes, wrong references, phraseology, etc.;

Editorial additions - the provision of improved or new descriptions to clarify the specification;

Functional corrections - changes to the functionality to correct mistakes and to clarify the intended capability of the specification.

Version 1.2.1 - Final Specification- Addendum - HTML Version 1.2.1 -1EdTech XML Examples, and DTDs Version 1.2 - Final Specification - HTML Version 1.2 -1EdTech XML Examples, XSDs and DTDs
Below are DTDs for IBM. For the full set of DTDs (Unix, Mac and PC) download them from the specification download page.

* Note the v1.2 XSD's are now deprecated. Use v1.2.1 xsd's instead*
Version 1.2 Lite- Final Specification - HTML Version 1.2 Lite- DTDs
Below is DTD for IBM. For the full set of DTDs (Unix, Mac and PC) download them from the specification download page.

# data[].attributes.attachment_link.title
1EdTech Question & Test Interoperability Specification Overview

# data[].attributes.attachment_link.description
The 1EdTech Question & Test Interoperability (QTI®) specification enables the exchange of item and test content and results data between authoring tools, item banks, test construction tools, learning platforms, assessment delivery systems, and scoring/analytics engines. A QTI Conformance Certification program and online validation tool are available for 1EdTech members to test their assessment products against the QTI specification.

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It's inevitable, really. The whole world is going this direction. I'm actually glad that IB has waited to let other parties "work the kinks out" so that our rollout can be smoother than theirs was.

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We believe this places an undue burden on schools and has no advantages as an assessment model. This forces schools to use technology in the classroom as an assessment tool to a greater degree. This is not just about the exam cycle in May or November. Students should take the summative exams in their usual way of working so even if we had the infrastructure to do this in May or November it does not mean we have the infrastructure or the interest in doing this on a daily basis. We do not believe that taking exams in a digital format improves learning or learning outcomes and that data suggests students are not at an advantage for having spent more time in their developing years on screens.