External Evaluation of the European Baccalaureate (Annexes)

The level in each part is not as elevated as similar elements in the French Bac. But, on the other hand,
some parts are more developed in France (for example, Complex numbers).
The objectives seem to be clearer in EB, principally because their presentation is simpler and more
precise.
The first column in the French specification is similar in form to the second element in the EB curriculum.
On the other hand, there is nothing like the third column (remarks) of the French text in the EB syllabus.
The presentation of EB syllabus is reminiscent of the presentation of the French curriculum in the 1970s.
On content:
Broadly, the same parts of mathematics are studied in both formations.
It is difficult to determine, from reading the specification alone, exactly what level of outcome is expected
of students. In the explanation within the EB syllabus, there is a part about assessment: 1) general
principles; 2) written examinations; 3) the baccalaureate; 4) content of the written examination 5) permitted
material; 6) criteria for correction and marks awarded. In France, these details are given in a precise form
in a specific text.
In conclusion, on the basis of similar texts, EB carries the possibility of more personal interpretations of
requirement and content than the French text. It is interesting that law about the future of education (2005)
in France asserts this new notion of increased autonomy.
2. The assessment itself
2.1. French bac:
The conditions of bac S are presented in an additional text to the syllabus. Precise details about the
level of outcome required are given in this second text.
For example, in ‘Objectives of test’:
To acquire knowledge and to organize them
To mobilize notions, results and methods to solve a mathematical problem
To take initiative
To understand and to build an argument
To get a comprehensible form to a solution or a demonstration.
The separation of these into a separate document may be a disadvantage in terms of teacher awareness.
Content of the written examination (4 h): the question paper comprises between 3 and 5 exercises,
marked between 3 and 10, in relation to a global notation of 20.
2008 session
Four exercises: marked 5 points.
Exercise 1: analysis – integration
In the first part, candidates must answer four questions. They have no possibility to chose their methods
and to take initiative.
Exercise 2: geometry of three dimensional space
Four independent questions
This exercise allow the marker to check basic knowledge held by the candidates.
Exercise 3: Probability
Question 1: 2 sub questions
Question 2: 3 sub questions
The first part focuses on the same objective as exercise 2
Exercise 4: Complex numbers
Five questions: n°4 with 3 subquestions and n°5, also.
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