We cater to students studying many IB Middle Years Programme subjects.
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We cater to students studying many IB Middle Years Programme subjects.
The IB uses both internal and optional external assessment (eAssessment) in the MYP.
MYP internal assessment focuses on tasks created and marked by classroom teachers, who make judgments about student achievement. These tasks embrace a variety of assessment strategies. The MYP assessment criteria across subject groups can be summarised as follows:
| Subject Group | Criterion A | Criterion B | Criterion C | Criterion D |
|---|---|---|---|---|
| Language and Literature | Analysing | Organising | Producing text | Using language |
| Language Acquisition | Comprehending spoken and visual text | Comprehending written and visual text | Communicating in response to spoken and/or written and/or visual text | Using language in spoken and/or written form |
| Individuals and Societies | Knowing and understanding | Investigating | Communicating | Thinking critically |
| Sciences | Knowing and understanding | Inquiring and designing | Processing and evaluating | Reflecting on the impacts 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 Projects | Investigating | Planning | Taking action | Reflecting |
| Interdisciplinary learning | Disciplinary grounding | Synthesising and applying | Communicating | Reflecting |
At the end of each semester, students' total grades for each of the four criteria in a subject are converted into an IB MYP achievement level, from 1 to 7. Below is a generic explanation of each IB MYP achievement level. The descriptors concentrate on positive achievement, although for the lower levels failure to achieve may be included in the description.
| Grade | Boundary Guidelines | Descriptor |
|---|---|---|
| Level 7 | 28-32 | 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. |
| Level 6 | 24-27 | 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. |
| Level 5 | 19-23 | 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. |
| Level 4 | 15-18 | 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. |
| Level 3 | 10-14 | 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. |
| Level 2 | 6-9 | 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. |
| Level 1 | 1-5 | 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. |
In the final year of the programme, each MYP student must develop a personal project independently, which the IB externally validates. At the same time, schools can register for optional external assessment (eAssessment) in all other elements of the programme. It offers students the chance to earn a formal, internationally recognized certificate if they meet the success criteria.
Once a school registers for eAssessment in the MYP, students can participate in any of two types of examinations - ePortfolios of coursework, including a compulsory ePortfolio for the personal project, and on-screen examinations.
Click on the links to learn more about IB MYP eAssessments.
The IB MYP certificate and the IB MYP bilingual certificate are available to students who complete the MYP course of study. These represent IB-validated recognition of students' achievements in the MYP and their preparation for future study. Candidates for the internationally-recognised IB MYP certificate must complete eight eAssessments. These are:
The maximum total score for the IB MYP certificate is 56, with a grade from 1-7 assigned to each required eAssessment. Students must achieve a total of at least 28 points, with a grade of '3' or higher in each eAssessment component, to be eligible to receive the IB MYP certificate.
For students who complete more than one eAssessment for each required or selected subject group, the highest available grade for that requirement contributes to the certificate total.
Click here to view the MYP Assessment and Exams page of the IB website for more information.