MYP Assessment can be described as internal and continuous. Tasks, strategies and tools are designed, developed and applied by ASAD teachers.  Moreover, assessment in the MYP takes places throughout the programme.  Not just at the end of the programme.

Assessments can be of two forms, based on how they are used.  These are:

  • Formative Assessment – ongoing assessment aimed at providing information to guide teaching and improve student performance
  • Summative Assessment – a culminating assessment for a unit, term or course of study, providing information on a student’s achievement level against specific objectives

Internal Assessment

There are no external exams through the IBO. Internal assessment is carried out by teachers in each subject in classroom conditions or as an investigation outside the classroom with set requirements. Tasks vary and can include:

  • Projects, Group assignments and Practical work
  • Class tests
  • Oral work
  • Homework
  • Demonstrations, Essays and reports

Final Assessment

  • Students do several appropriate common assessment tasks (CATs) in each subject over the course of the year.  Each task should cover at least one of the assessment criteria.  Each common assessment task should include a rubric. Rubric means assessment table that clarifies what is needed of the students.
  • Each criterion (in each subject) should be assessed at least 2 times over the course of the year.
  • The teacher uses professional judgement to determine the final level of the student at that point in time
  • It is NOT an arithmetical average
  • NO fractions can be used– whole numbers only
  • All of the criterion levels for that subject are added together
  • The total is converted to a 1 – 7 grade using a table

MYP Grade Boundaries

Grade

Boundary guidelines

Descriptor

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.

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.

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.

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.

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.

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.

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.