Comparison of international baccalaurate and MEB chemistry curriculum with program elements in terms of monitoring, supervision and evaluation

The purpose of this research is to determine the similarities and differences between Secondary School Chemistry Curriculum, approved in 2018 by the Ministry of National Education Board of Education for teaching in secondary education institutions in Turkey, and the International Baccalaureate Chemistry Curriculum dated 2016, applied by IBO as Diploma Program, based on program items such as goals, contents, educational status and assessment and evaluation. In addition, these two programs were compared in terms of educational philosophies, program structures, management and monitoring, supervision and evaluation. In this study, the document analysis technique, one of the descriptive research methods, was used. According to the research findings, it was observed that there are no major differences between these two curricula implemented in our country in terms of their objectives, contents, educational status, and program elements, and the biggest difference was identified in the fields of assesment - evaluation and supervision and evaluation. At this point, it was concluded that student progress monitoring should be included more in the assesment - evaluation, supervision and evaluation parts of the MEB curriculum; feedback should be given more frequently, and also the variety of evaluation methods should be increased, considering diversity in students' learning. As a result of the research, considering the relationship between curriculum of IB DP and MEB, suggestions were made for feeding into the new curriculum, to be created by the Ministry of National Education . This study significantly contributes to the relevant literature with its comparing chemistry curriculums and its enrichment of the comparative education literature.