Assessment in the MYP
What this domain tests
MYP assessment is criterion-related and standards-based. The exam tests your understanding of the four criteria, levels of achievement, best-fit judgements, formative and summative purposes, and the role of IB moderation and eAssessment.
Core rules and concepts
- Each subject group has four assessment criteria (A–D). Each criterion is marked on an 8-point scale, giving a maximum of 32.
- Teachers make best-fit judgements against level descriptors and task-specific clarifications. Criteria are not percentages and should not be averaged as if they were.
- Formative assessment gives feedback and shapes teaching; summative assessment makes a judgement of achievement at the end of a unit.
- Final MYP grades (1–7) are derived from the total criterion score using grade boundaries set by the school and moderated by the IB.
- eAssessment includes on-screen examinations and ePortfolios in specified subjects; it is optional for schools but required for the MYP certificate.
- Assessment should be inclusive: students need clear criteria, exemplars and opportunities to act on feedback.
Worked example
A student earns 5, 6, 5 and 7 across criteria A–D, a total of 23/32. A teacher says this is '72%, so a grade 5.' Reasoning: the total is converted through the school's grade boundaries, not by treating 23/32 as a percentage. The boundary may place 23 at a grade 5 or 6 depending on the subject and session. The correct response is to consult the boundaries and apply best-fit evidence, not to calculate a percentage.
Traps that cost marks
- Averaging criteria as percentages or awarding zeros for missing work.
- Confusing formative feedback with summative achievement.
- Assessing ATL skills within the subject grade; ATL are reported separately.
- Assuming MYP grades are directly comparable to DP grades.
- Ignoring task-specific clarifications, which make the criteria visible to students.