Teachers organize continuous assessment over the course of the programme according to specified assessment criteria that correspond to the objectives of each subject group. Regular school assessment and reporting play a major role:
- in the students’ and parents’ understanding of the objectives and assessment criteria
- in the students’ preparation for final assessment
- in the development of the curriculum according to the principles of the programme
Teachers are responsible for structuring varied and valid assessment tasks (including tests and examinations) that will allow students to demonstrate achievement according to the objectives for each subject group. These include:
- open-ended, problem-solving activities
- organized debates
- hands-on experimentation analysis and reflection
In keeping with the ethos of approaches to learning, schools also make use of quantitative and qualitative assessment strategies and tools that provide opportunities for peer- and self-assessment.
The recording and reporting of individual levels of achievement are organized in ways that provide students with detailed feedback on their progress as it relates to the assessment criteria for each subject area.
Below are the criteria, or skills, for each subject area as well as for interdisciplinary assessment tasks and the community project.
|MYP Skills Assessed Across the Curriculum|
|Language and Literature (English Language Arts||Analyzing||Organizing||Producing Text||Using Language|
|Language Acquisition(World Language)||Comprehending spoken and visual text||Comprehending written and visual text||Communicating||Using Language|
|Individuals and Societies (Social Studies)||Knowing and Understanding||Inquiring||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 (Performing and Visual)||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 Analyzing||Developing Ideas||Creating the solution||Evaluating|
|Interdisciplinary Units||Disciplinary Grounding||Synthesizing||Communicating||Reflecting|
|The Community Project||Investigating||Planning||Taking Action||Reflecting|
Scoring Work and Grading
- TJMS teachers will use the grade appropriate IBMYP rubrics for each subject.
- Each student’s achievement on all IBMYP criteria is assessed at least twice during the year in each subject.
- Grade/subject area teams share in the evaluation of several samples of their students’ summative tasks in order to standardize their scoring practices.
- To arrive at a grade, teachers score the student’s work using the IB rubric that has a maximum score of 8points.
- The IB score is automatically converted to an APS percentage. The conversion scale appears in the course syllabi as well and can be found on the TJMS website under the IB tab.
Reporting IB Progress
- Student grades are based on scores on a number of assignments including IBMYP assignments/assessments which are scored using a specific rubric. Please see below.
- IB achievement levels (also known as “scores”) are reported in Synergy. These achievement levels do not reflect student behavior. Teachers provide feedback to students regarding demonstration of Approaches to Learning Skills, such as task completion, organization, etc. but these skills are not formally assessed.
Scoring Rubric for all IBMYP Subjects
8 Point Rubric
I = Incomplete
|0||50% = E|
|1||59% = E|
|2||65% = D|
|3||73% = C|
|4||78% = C+|
|5||83% = B|
|6||88% = B+|
|7||93% = A|
|8||98% = A+|