experiments. In most mathematics workshops, time is spent on preparing teachers to teach an unfamiliar and expanded mathematics curriculum, including vectors and matrices; probability and statistics; and the optional topics—statistics, abstract algebra, and further geometry.

A dialogue exists between IB teachers and the IBO that is not a feature of the AP program. Every teacher completes feedback forms following each examination, answering questions about both the emphases of the examination and the content and form of individual test items. The results are summarized by IBCA and provided both to teachers and to the development committees, driving changes in curriculum and instruction the following year, as well as in the assessment instrument itself. After the examinations have been graded, each teacher receives a subject report (general comments about all of the student responses worldwide on the examination) and a school report (specific comments about their students’ performance on the written examination and internal assessment, as well as comments and suggestions about the practical program in each discipline at the school). The comments provided to the schools and teachers serve as the impetus for corresponding changes in the instructional program aimed at improving students’ test scores. Additionally, the IBO maintains an online curriculum site so IB teachers can receive the most current information about the curriculum.