Abstract
The purpose of this essay is to explore the effectiveness of IBDP, related to the currently ongoing reforms in high school/university articulation, by making clear the characteristics of the evaluation of the International Baccalaureate Diploma Programmme through literature research or field study, and characteristics of IBDP and Art, Crafts and Design of British GCE-A level through the comparison of the contents of evaluation purpose between them. There are art assignments for two external evaluations and one internal evaluation, and the students’ daily attitudes in class are evaluated as they are in all evaluations. Both IB and GCE-A level utilize the grades in high school as a qualification for university enrollment. IB applies evaluations of art and other subjects to university entrance examinations. It is confirmed that IB is effective also in Japanese education for the continuity of study between high school and university and the establishment of broad academic ability.
