Indonesian B Teachers’ Views on the Quality and Pedagogical Impact of IB Diploma Programme Paper 2 Assessment (2023–2025)

Abstract

This study investigates Indonesian B teachers’ views on the quality and pedagogical impact of Paper 2 Reading and Listening assessments within the International Baccalaureate (IB) Diploma Programme during the 2023–2025 period. It aims to examine content alignment with the Language B Guide, evaluate assessment design quality, and explore the pedagogical implications of Paper 2 in classroom contexts. A qualitative approach was employed using semi-structured interviews with five experienced Indonesian B teachers, including two IB examiners. Data were analyzed using reflexive thematic analysis and subsequently organized within a SWOT framework to structure interpretive findings.

The results indicate that Paper 2 demonstrates strong alignment with the Language B Guide and supports higher-order thinking and intercultural reflection. However, teachers identified challenges related to linguistic complexity, accent variation in Listening, and fairness across diverse learner groups. The findings also reveal that the pedagogical impact of Paper 2 is mediated by teachers’ assessment literacy and instructional practices. These findings contribute to the understanding of consequential validity and washback in international language assessment, highlighting the role of teachers’ views as critical evidence in evaluating assessment quality.