In each of the eight subject groups, the progress of students is assessed against four subject specific MYP criteria. (See Table 1 below)

While the eight subject groups are taught and assessed separately, students will have the opportunity to engage in one unit of study, yearly, that combines two or more subject groups - the Interdisciplinary Unit (IDU).

Table (1): MYP Criteria per Subject Group

MYP Subject Group Category A Category B Category C Category D
Language and Literature Analysing Organising Producing test Using Language
Language Acquisition Comprehending spoken and visual text Comprehending written and visual text Communicating Using Language
Individuals and Societies Knowing and understanding Investigating Communicating Thinking critically
Sciences Knowing and understanding Inquiring and designing Processing and evaluating Reflecting on the impact of Science
Mathematics Knowing and understanding Investigating patterns Communicating Applying Mathematics in real-world contexts
Arts Knowing and understanding Developing skills Thinking creatively Responding
Physical and Health Education Knowing and understanding Planning for performance Applying and performing Reflecting and improving performance
Design Inquiring and analysing Developing ideas Creating the solution Evaluating
MYP Year 5
The Interdisciplinary Unit (e-assessment) Evaluating Synthesizing Reflecting  
The MYP Project Investigating Planning Taking action Reflecting

Each subject specific MYP criterion is assessed on a 0 - 8 Achievement Level scale, yielding a total score of 32 for each subject. All MYP subjects share the same 0 - 8 Achievement Level scale. However, the achievement levels descriptors differ from one subject to another reflecting the specific nature of the subject itself.

Teachers, within their taught subjects, will assess the achievement levels of their students for one or more criteria in every assessment task. When the assessment task covers more than one criterion, teachers will assess the student’s achievement level in each criterion independent of the others. The student will be allocated a 0 - 8 score per assessed criterion. For every assessed criterion, teachers define the different achievement levels (from 0 to 8) using descriptors that best illustrate and represent each level for that specific criterion. They start with level 0, until they reach a descriptor that describes an achievement level that the work being assessed has not been attained. The work is therefore best described by the preceding descriptor. This assessment model supports the professional judgment of teachers in deciding the achievement levels of individual students.

The four MYP criteria will be progressively assessed over the course of the semester. Each of the four criteria will be assessed at least twice yearly in every subject. However, it is important to note that not all of the four criteria will necessarily be assessed in each grading period for every subject. In such a case, no Level of Achievement will show in the student’s mid-semester progress report (November) for that unassessed criterion. By the end of the semester, teachers will be able to assess all four criteria, which then will be reflected in the end of semester report.

For teachers to "determine the final achievement level in each of the criteria for each student, whether at the end of a marking period or the end of a year, teachers must gather sufficient evidence from a range of assessment tasks to enable them to make a professional and informed judgment.

The judgments will reflect the teacher’s professional opinion on the achievement level of each student in each of the criteria at the end of the marking period or year. In gathering the evidence for the judgment to be made, teachers will analyse the achievement levels of students over the course of the marking period or year, which represents their summative performance for that period, paying particular attention to patterns in the data (such as an increasing level of performance), consistency and mitigating circumstances."

Source: "International Baccalaureate Middle Years Programme Award." International Baccalaureate, 2016, www.ibo.org/globalassets/digital-tookit/brochures/1702-myp-brief-awards-en.pdf.

While the achievement levels of students per criterion are assessed using a 0 - 8 scale, yielding to a maximum score of 32 for every subject, the Overall Subject Grade of the students in the subject itself is reported using a 1 - 7 scale.

Table 2 provides a means of converting the total criteria score per subject (0ut of 32) into an Overall Subject Grade based on a scale of 1–7.

Table 2: Converting the total criteria score per subject into an overall Achievement Level

Total Score in the four criteria per subject Overall Subject Grade Overall Subject Grade Descriptors
1 - 5 1 Produces work of very limited quality. Conveys many significant misunderstandings or lacks understanding of most concepts and contexts. Very rarely demonstrates critical or creative thinking. Very inflexible, rarely using knowledge or skills.
6 - 9 2 Produces work of limited quality. Expresses misunderstandings or significant gaps in understanding for many concepts and contexts. Infrequently demonstrates critical or creative thinking. Generally inflexible in the use of knowledge and skills, infrequently applying knowledge and skills.
10 - 14 3 Produces work of an acceptable quality. Communicates basic understanding of many concepts and contexts, with occasionally significant misunderstandings or gaps. Begins to demonstrate some basic critical and creative thinking. Is often inflexible in the use of knowledge and skills, requiring support even in familiar classroom situations.
15 - 18 4 Produces good-quality work. Communicates basic
    understanding of most concepts and contexts with few misunderstandings and minor gaps. Often demonstrates basic critical and creative thinking. Uses knowledge and skills with some flexibility in familiar classroom situations, but requires support in unfamiliar situations.
19 - 23 5 Produces generally high-quality work. Communicates secure understanding of concepts and contexts. Demonstrates critical and creative thinking, sometimes with sophistication. Uses knowledge and skills in familiar classroom and real-world situations and, with support, some unfamiliar real-world situations.
24 - 27 6 Produces high-quality, occasionally innovative work. Communicates extensive understanding of concepts and contexts. Demonstrates critical and creative thinking, frequently with sophistication. Uses knowledge and skills in familiar and unfamiliar classroom and real world situations, often with independence.
28 - 32 7 Produces high-quality, frequently innovative work. Communicates comprehensive, nuanced understanding of concepts and contexts. Consistently demonstrates sophisticated critical and creative thinking. Frequently transfers knowledge and skills with independence and expertise in a variety of complex classroom and real-world situations."

Source: "International Baccalaureate Middle Years Programme Award." International Baccalaureate, 2016, www.ibo.org/globalassets/digital-tookit/brochures/1702-myp-brief-awards-en.pdf.


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