Assessment in the IBMYP

IB MYP Standards and Strands

Continuous Assessment

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
  • investigations
  • 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
Criteria (Skills)
Subject Areas A B C D
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+