Arts Assessment Criterion

The following assessment criteria have been established by the IB for arts in the MYP. All final assessment in the final year of the MYP must be based on these assessment criteria even if schools are not registering students for IB validated grades and certification.

Criterion A		Knowledge and understanding		Maximum 8
Criterion B		Application		Maximum 10
Criterion C		Reflection and evaluation		Maximum 8
Criterion D		Personal engagement		Maximum 8

For each assessment criterion, a number of band descriptors are defined. These describe a range of achievement levels with the lowest represented as 0.

The descriptors concentrate on positive achievement, although failure to achieve may be included in the description for the lower levels.

Criterion A: Knowledge and understanding

Maximum: 8

Students should be able to:

• demonstrate knowledge and understanding of the art form studied in relation to societal, cultural, historical and personal contexts
• demonstrate knowledge and understanding of the elements of the art form studied, including specialized language, concepts and processes
• communicate a critical understanding of the art form studied in the context of their own artwork

Achievement level		Level descriptor
0		The student does not reach a standard described by any of the descriptors below.
1–2		The student shows limited knowledge and understanding of the art form studied in relation to societal or cultural or historical or personal contexts. The student is able to demonstrate limited knowledge and understanding of the elements of the art form studied. The student is able to communicate a limited critical understanding of the art form studied, in the context of his or her own work.
3–4		The student is able to demonstrate satisfactory knowledge and understanding of the art form studied in relation to societal or cultural or historical or personal contexts. The student is able to demonstrate satisfactory knowledge and understanding of the elements of the art form studied. The student is able to communicate satisfactory critical understanding of the art form studied, in the context of his or her own work although some opportunities are not pursued.
5–6		The student is able to demonstrate good knowledge and understanding of the art form studied in relation to societal or cultural or historical or personal contexts. The student is able to demonstrate good knowledge and understanding of the elements of the art form studied. The student is able to communicate a good level of critical understanding of the art form studied, in the context of his or her own work.
7–8		The student is able to demonstrate excellent knowledge and understanding of the art form studied in relation to societal or cultural or historical or personal contexts. The student is able to demonstrate excellent knowledge and understanding of the elements of the art form studied. The student is able to communicate a well developed critical understanding of the art form studied, in the context of his or her own work.

Notes

• For moderation and monitoring of assessment requirements, all three strands of the objective must be met across the work submitted although not necessarily in each task.
• The tasks used for assessment for criterion A will vary according to the outcomes of the unit of work or inquiry. Examples of forms of tasks might include a research piece or investigation; an oral presentation including presentation notes and any supporting visuals or music; a statement of artistic intent looking at contextual research, skills developed, themes investigated; an appraisal of other artists’ work; a comparison or analysis of art practices in the context of the themes being investigated; a test that includes extended writing and so on.
• This assessment criterion needs to be clarified for students according to the outcomes for the unit of work or task, providing them with details of what they need to show or attain at different levels for tasks assessed using criterion A.

It is important that these details are also included in the background information folder for moderation or monitoring samples of assessed work.

Criterion B: Application

Maximum: 10

Students should be able to:

• develop an idea, a theme or a personal interpretation to a point of realization, expressing and communicating their artistic intentions
• apply skills, techniques and processes to create, perform and/or present art

Achievement level		Level descriptor
0		The student does not reach a standard described by any of the descriptors below.
1–2		There is very limited expression and communication of artistic intentions in the student’s work, which may not have reached a point of realization. Skills and techniques are applied at a very limited level of proficiency. The student attempts to apply the artistic processes.
3–4		There is limited expression and communication of artistic intentions in the student’s work, which has reached a point or partial point of realization. Skills and techniques are applied at a limited level of proficiency. The student attempts to apply the artistic processes.
5–6		The student is able to elaborate an idea, a theme or a personal interpretation to a point of realization. There is satisfactory expression and communication of artistic intentions. Skills and techniques are applied at a satisfactory level of proficiency. The student shows a satisfactory ability to apply the artistic processes involved in creating art.
7–8		The student is able to elaborate an idea, a theme or a personal interpretation to a point of realization. There is evidence of good expression and communication of artistic intentions. Skills and techniques are applied at a good level of proficiency. The student shows a good ability to apply the artistic processes involved in creating art.
9–10		The student is able to elaborate an idea, a theme or a personal interpretation to a point of realization. There is evidence of purposeful expression and effective communication of artistic intentions. Skills and techniques are applied at a high level of proficiency. The student shows an excellent ability to apply the artistic processes involved in creating art.

Notes

• For moderation and monitoring of assessment requirements, both strands must be met in each task submitted.
• Evidence of process work for criterion B will include extracts from the developmental workbook showing work from the beginning of the process to a certain point of realization, and materials and artifacts that relate to the work such as diagrams, photos, texts, visual influences. Reflection and evaluation assessed using criterion C will link directly to work produced in relation to criterion B and should be placed together in the student’s folder.
• This assessment criterion needs to be clarified for students according to the outcomes for the unit of work or task, providing them with details of what they need to show or attain at different levels for tasks assessed using criterion B.

It is important that these details are also included in the background information folder for moderation or monitoring samples of assessed work.

Criterion C: Reflection and evaluation

Maximum: 8

Students should be able to:

• reflect critically on their own artistic development and processes at different stages of their work
• evaluate their work
• use feedback to inform their own artistic development and processes

Achievement level		Level descriptor
0		The student does not reach a standard described by any of the descriptors below.
1–2		The student records his or her artistic development and processes with little reflection. The student carries out a limited evaluation of his or her work, with guidance.
3–4		The student reflects on his or her artistic development and processes. The student carries out a satisfactory evaluation of his or her work. Some aspects of the evaluation may be unrealistic or incomplete. The student attempts to use feedback in his or her artistic development and processes, with guidance.
5–6		The student reflects critically on his or her artistic development and processes at different stages of his or her work. The student carries out a good evaluation of his or her work. The evaluation includes an appraisal of the quality of work produced and an identification of some areas of improvement. The student uses feedback in his or her artistic development with little guidance, which informs his or her own artistic development and processes.
7–8		The student reflects critically and in depth on his or her artistic development and processes at different stages of his or her work. The student carries out an excellent evaluation of his or her work. This shows a considered appraisal of the quality of work produced and details of improvements that could be made. The student intentionally uses feedback in his or her artistic development, which shows an appropriate consideration of his or her artistic processes.

Notes

• For moderation and monitoring of assessment requirements, all three strands must be met in each task submitted.
• The purpose of this criterion is to focus students’ attention on their own creative work and their development in the art form. Students need to be guided in their evaluation of their strengths and weaknesses and their development in the subject. This includes their analysis of the process of working, discussion of themes and issues raised by the work, and responses to feedback from the teacher and from other students. Reflection and evaluation should be an ongoing process in MYP arts, so feedback and responses to it, as well as self appraisal, need to be recorded in the developmental workbook. When compiling samples for moderation or monitoring of assessment, teachers are asked to include examples of both ongoing and retrospective reflection and evaluation for criterion C.
• Reflections on, appraisals and critiques of the work of other artists should be assessed using criterion A.

Criterion D: Personal engagement

Maximum: 8

Students should be able to:

• show commitment in using their own artistic processes
• demonstrate curiosity, self motivation, initiative and a willingness to take informed risks
• support, encourage and work with their peers in a positive way
• be receptive to art practices and artworks from various cultures, including their own

Achievement level		Level descriptor
0		The student does not reach a standard described by any of the descriptors below.
1–2		The student shows limited commitment in using his or her own artistic processes. The student demonstrates limited curiosity, self motivation, initiative and a willingness to take informed risks. The student works with his or her peers in a positive way, with encouragement. The student is rarely receptive to art practices and artworks from various cultures, including his or her own.
3–4		The student shows satisfactory commitment in using his or her own artistic processes. The student demonstrates satisfactory curiosity, self motivation, initiative and a willingness to take informed risks. The student supports, encourages and works with his or her peers in a positive way, with encouragement. The student is occasionally receptive to art practices and artworks from various cultures, including his or her own.
5–6		The student shows good commitment in using his or her own artistic processes. The student generally demonstrates curiosity, self motivation, initiative and a willingness to take informed risks. The student supports, encourages and works with his or her peers in a positive way, with little encouragement. The student is generally receptive to art practices and artworks from various cultures, including his or her own.
7–8		The student shows excellent commitment in using his or her own artistic processes. The student actively demonstrates curiosity, self motivation, initiative and a willingness to take informed risks. The student actively supports, encourages and works with his or her peers in a positive way. The student is actively receptive to art practices and artworks from various cultures, including his or her own.

Notes

• For moderation and monitoring of assessment requirements, the level provided should relate to the work submitted in the sample and teacher comments should be included in each student’s folder. The comments should highlight the specific strands that have been met during the completion of the work.

Humanities Assessment Criterion

The following assessment criteria have been established by the IB for humanities in the MYP. All final assessment in the final year of the MYP must be based on these assessment criteria even if schools are not registering students for IB validated grades and certification.

Criterion A		Knowledge		Maximum 10
Criterion B		Concepts		Maximum 10
Criterion C		Skills		Maximum 10
Criterion D		Organization and presentation		Maximum 8

For each assessment criterion, a number of band descriptors are defined. These describe a range of achievement levels with the lowest represented as 0.

The descriptors concentrate on positive achievement, although failure to achieve may be included in the description for the lower levels.

Criterion A: Knowledge

Maximum 10

Knowledge is fundamental to studying humanities, and forms the base from which to explore concepts and develop skills. Knowledge and understanding can be assessed through a wide variety of tasks that involve factual recall or description, and explanation. Tasks may include tests, examinations, written assignments, oral interviews and presentations, extended writing, projects and exhibits.

Achievement level		Level descriptor
0		The student does not reach a standard described by any of the descriptors given below.
1–2		The use of terminology is inconsistent or incorrect. Facts and examples are either absent, or those used are irrelevant or do not show understanding. The student provides descriptions that are inaccurate or that have insufficient detail; explanations are absent or superficial.
3–4		The use of terminology is mostly accurate and usually appropriate, though some errors remain. Facts and examples used are mostly relevant, and usually show understanding. The student provides basic descriptions that may need more detail; explanations are usually adequate but sometimes superficial.
5–6		Terminology is used accurately and appropriately. Relevant facts and examples are used to show understanding. The student provides accurate descriptions; explanations are adequate but not well developed.
7–8		A range of terminology is used accurately and appropriately. A range of relevant facts and examples are used to show understanding. The student provides accurate and detailed descriptions; explanations are developed.
9–10		The student shows an excellent command of a wide range of terminology, and uses it appropriately. An extensive range of relevant facts and examples are used to show understanding. Descriptions are accurate and detailed and explanations are fully developed.

Criterion B: Concepts

Maximum 10

Concepts are powerful ideas that have relevance within and across the MYP, and students must explore and re-explore these in order to develop understanding. Students develop their understanding of a concept to increasing levels of sophistication by applying acquired knowledge and skills.

Assessment tasks should allow students to demonstrate and apply the full extent of their understanding of the concepts specified within, or across, disciplines. It is not intended that any one piece of work will assess all of the humanities concepts (time, place and space, change, systems, and global awareness). Suggested tasks for assessment include extended writing, oral presentations, research projects, case studies, essays and tests, and must give students the opportunity to demonstrate the requirements of the highest level descriptor.

Achievement level		Level descriptor
0		The student does not reach a standard described by any of the descriptors given below.
1–2		Application of concepts is inappropriate. The student may demonstrate some conceptual awareness and understanding by recognizing basic connections to the subject matter.
3–4		Application of concepts is not always appropriate. The student demonstrates conceptual awareness and understanding by describing basic connections to the subject matter.
5–6		Application of concepts is appropriate but superficial. The student demonstrates conceptual awareness and understanding by describing connections to the subject matter. The student attempts to apply concepts to other situations but is not always successful.
7–8		Application of concepts is appropriate and shows some depth. The student demonstrates conceptual awareness and understanding by explaining connections to the subject matter. The student applies concepts to other situations.
9–10		Application of concepts is appropriate and sophisticated. The student demonstrates conceptual awareness and understanding by explaining in detail connections to the subject matter. The student applies concepts effectively to other situations.

Criterion C: Skills

Maximum 10

The development of skills in humanities is critical in enabling the student to undertake research and demonstrate an understanding of knowledge and concepts. Developments in the student’s technical, analytical, decision-making and investigative skills will be invaluable in transferring these skills to other subject groups in the MYP, and for lifelong learning.

Assessment tasks may give the student the opportunity to demonstrate one or more of the skills described in the objectives. Tasks for assessment may include fieldwork, data analysis, map analysis, evaluation of sources and/or evidence, a research paper or similar piece of extended writing, case studies, and oral presentations/interviews.

Achievement level		Level descriptor
0		The student does not reach a standard described by any of the descriptors given below.
1–2		The student can select and use some relevant information. The student displays minimal analytical skills. The student’s arguments, decisions or judgments are not always relevant, or may be absent. The student attempts to carry out investigations, demonstrating few skills.
3–4		The student selects and uses mostly relevant information. The student’s work lacks the required depth in analysis. The student makes some relevant arguments, decisions or judgments though these are unsupported. The student demonstrates basic investigative skills.
5–6		The student selects and uses relevant information. Work shows satisfactory evidence of analysis. Arguments, decisions and judgments are supported and balanced but superficial. The student demonstrates adequate investigative skills.
7–8		The student selects and uses a range of relevant information. Work shows a good level of critical analysis. Arguments, decisions and judgments are well supported and balanced. The student demonstrates effective investigative skills.
9–10		The student selects and uses a wide range of relevant information. Work shows a high level of critical analysis. Arguments, decisions and judgments are fully supported and well balanced. The student demonstrates sophisticated investigative skills.

Note

• Certain elements within each descriptor apply to specific skills. Teachers should use only the relevant elements of the descriptors when assessing different skills.

Criterion D: Organization and presentation

Maximum 8

Students need to develop the ability to organize and present information and ideas in order to be able to demonstrate their grasp of humanities knowledge, concepts and skills.

Criterion D is more suited to assessing extended pieces of work, for example, fieldwork, research projects or essays. Teachers should use only the relevant elements of the descriptors when assessing organization and presentation.

Schools must ensure that there is a set of recognized conventions for students to adhere to when documenting sources.

Achievement level		Level descriptor
0		The student does not reach a standard described by any of the descriptors given below.
1–2		The student communicates information that may not always be relevant. The student attempts to structure the work, but it may be unclear and/or inappropriate to the format required. Presentation and expression are unclear and imprecise. There may be some evidence of documentation.
3–4		The student communicates information that is mostly relevant. The student attempts to structure and sequence the work but is not always successful. Presentation and expression are occasionally unclear. Sources of information are documented, though there may be omissions or consistent errors in adhering to conventions.
5–6		The student communicates information that is relevant. The student uses a structure appropriate to the task and sequences the content logically. Presentation and expression are clear; attention is paid to the audience and purpose in terms of appropriate language, style and visual representation. Sources of information are documented, with occasional errors in adhering to conventions.
7–8		The student communicates information that is always relevant. The student organizes information into a well-developed and logical sequence, appropriate to the format required. Presentation and expression are clear, concise and effective, and the language, style and visual representation used are always appropriate to the audience and purpose. All sources of information are documented according to a recognized convention.

Note

• When submitting samples for moderation or monitoring of assessment, at least one task must allow students to show evidence of documenting sources according to a recognized convention.

Language A Assessment Criterion

The following assessment criteria have been established by the IB for language A in the MYP. All final assessment in the final year of the MYP must be based on these assessment criteria even if schools are not registering students for IB-validated grades and certification.

Criterion A		Content (receptive and productive)		Maximum 10
Criterion B		Organization		Maximum 10
Criterion C		Style and language mechanics		Maximum 10

For each assessment criterion, a number of band descriptors are defined. These describe a range of achievement levels with the lowest represented as 0.

The descriptors concentrate on positive achievement, although failure to achieve may be included in the description for lower levels.

Criterion A: Content (receptive and productive)

Maximum: 10

How well can the student:

• understand and analyse language, content, structure, meaning and significance of both familiar and previously unseen oral, written and visual texts?
• compare and contrast works, and connect themes across and within genres?
• analyse the effects of the author’s choices on an audience?
• express an informed and independent response to literary and non-literary texts?
• compose pieces that apply appropriate literary and/or non-literary features to serve the context and intention?
• apply language A terminology in context?

Achievement level		Level descriptor
0		The student does not reach a standard described by any of the descriptors below.
1–2		The student demonstrates very limited understanding of the text and topic, and little or no awareness of the author’s choices. There is little or no detail, development or support. In creative work, pieces show very limited imagination or sensitivity; the student rarely employs literary features, or employs literary and/or non-literary features that do not serve the context or intention. The use of terminology is missing, inconsistent and/or incorrect.
3–4		The student demonstrates limited understanding of the text and topic, and sometimes shows an awareness of the author’s choices, although detail, development and/or support are insufficient. In creative work, pieces show limited imagination or sensitivity; the student attempts to employ literary and/or non-literary features; these sometimes serve the context and intention. The use of terminology is sometimes accurate and appropriate.
5–6		The student demonstrates a sufficient understanding of the text and topic, and an awareness of the author’s choices, using adequate detail, development and support. In creative work, pieces reflect some imagination and sensitivity; the student generally employs literary and/or non-literary features that serve the context and intention. Terminology is usually accurate and appropriate.
7–8		The student demonstrates a good understanding of the text, topic and the author’s choices, using substantial detail, development and support. In creative work, pieces reflect imagination and sensitivity; the student employs literary and/or non-literary features that serve the context and intention. Relevant terminology is used accurately and appropriately.
9–10		The student demonstrates a perceptive understanding of the text, topic and the author’s choices, consistently using illustrative detail, development and support. In creative work, pieces reflect a lot of imagination and sensitivity; the student employs literary and/or non-literary features effectively that serve the context and intention. The student shows a sophisticated command of relevant terminology, and uses it appropriately.

Notes

• The quality and explanation of supporting material is assessed against criterion A, while the structure, ordering and integration of supporting material are assessed under criterion B.
• The task being assessed against criterion A may involve more than one work or more than one author.
• Students should be working with both familiar and previously unseen texts, in order to practise, develop and demonstrate their language A skills.
• Responses to literature must reflect a meaningful personal interaction with the text that shows genuine understanding and analysis.
• This criterion can be applied to oral, written and visual work.

Criterion B: Organization

Maximum: 10

How well can the student:

• create work that employs organizational structures and language-specific conventions throughout a variety of text types?
• organize ideas and arguments in a sustained, coherent and logical manner?
• employ appropriate critical apparatus?

Achievement level		Level descriptor
0		The student does not reach a standard described by any of the descriptors below.
1–2		The student rarely employs organizational structures and/or language-specific conventions, or uses those that do not serve the context and intention. The work is generally disorganized, unclear and/or incoherent. The student employs critical apparatus inappropriately or not at all.
3–4		The student sometimes employs organizational structures and/or language-specific conventions that serve the context and intention. The work shows the beginnings of organization but lacks coherence. The student employs critical apparatus with limited success.
5–6		The student usually employs organizational structures and language-specific conventions that serve the context and intention. The work is generally organized, clear and coherent. The student generally employs critical apparatus correctly.
7–8		The student consistently employs organizational structures and language-specific conventions that serve the context and intention. The work is usually well-organized, clear and coherent and the ideas being expressed build on each other. The student employs critical apparatus correctly.
9–10		The student consistently employs sophisticated organizational structures and language-specific conventions that serve the context and intention. The work is consistently well-organized, clear and coherent and the ideas being expressed build on each other in a sophisticated manner. The student integrates critical apparatus correctly and effectively.

Notes

• Organizational structures and language-specific conventions include the systems used in a language A, for example, paragraphs and transitions. What is considered as appropriate structure or convention will be dependent on the language.
• Examples of “critical apparatus” include quotations, citations, references, footnotes, bibliographies, table of contents, outlines, appendices, tables, graphs, labels, headings, italicizing, underlining, superscripting, subscripting.
• The quality and explanation of supporting material is assessed against criterion A, while the structure, ordering and integration of supporting material are assessed under criterion B.
• This criterion can be applied to oral, written or visual work.

Criterion C: Style and language mechanics

Maximum: 10

How well can the student:

• use appropriate and varied register, vocabulary and idiom?
• use correct grammar and syntax?
• use appropriate and varied sentence structure?
• use correct spelling/writing?
• use language to narrate, describe, analyse, explain, argue, persuade, inform, entertain and express feelings?
• use language accurately?

Achievement level		Level descriptor
0		The student does not reach a standard described by any of the descriptors below.
1–2		The student employs a very limited range of appropriate vocabulary, idiom and sentence structure. There are very frequent errors in grammar and syntax, which persistently hinder communication. There is little or no evidence of a register and style that serve the context and intention. There are very frequent errors in punctuation and spelling/writing, which persistently hinder communication. In oral/presentation work there is little or no competence in oratory technique.
3–4		The student employs a limited range of appropriate vocabulary, idiom and sentence structure. There are frequent errors in grammar and syntax, which hinder communication. There is some evidence of a register and style that serve the context and intention. There are frequent errors in punctuation and spelling/writing, which hinder communication. In oral/presentation work there is some competence in oratory technique.
5–6		The student generally employs a range of appropriate vocabulary, idiom and sentence structure. Grammar and syntax are generally accurate; occasional errors sometimes hinder communication. The student often uses a register and style that serve the context and intention. Punctuation and spelling/writing are generally accurate; occasional errors sometimes hinder communication. In oral/presentation work there is adequate competence in oratory technique.
7–8		The student employs a range of appropriate vocabulary, idiom and sentence structure. Grammar and syntax are accurate; occasional errors rarely hinder communication. The student consistently uses a register and style that serve the context and intention. Punctuation and spelling/writing are accurate; occasional errors rarely hinder communication. In oral/presentation work there is a good level of competence in oratory technique.
9–10		The student employs a wide and effective range of appropriate vocabulary, idiom and sentence structure. Grammar and syntax are accurate; very infrequent errors do not hinder communication. The student demonstrates mastery of a register and style that serve the context and intention. Punctuation and spelling/writing are accurate; very infrequent errors do not hinder communication. In oral/presentation work there is a high level of competence in oratory technique.

Notes

• “Spelling” applies to alphabetic languages, whereas “writing” applies to character languages. This criterion deals with issues of accuracy of spelling/writing and not the aesthetics of handwriting.
• Spelling/writing: students should consistently use a standard form of the language being studied, appropriate to the task.
• The same recurring error should be treated as a single error.
• “Oratory technique” refers to a combination of pronunciation, intonation, tone, pitch, inflection, pace, pausing, voice control, volume, projection, body language, gesture, eye contact, as applicable to the language being studied.
• Pronunciation: clarity must be considered here, rather than issues of accent.
• This criterion can be applied to oral, written and visual work. Please note that the punctuation and spelling aspect will not apply to oral work, and the oratory technique aspect will not apply to written work. For visual work, these aspects will depend on the task and the teacher must clarify for students how they apply.

Language B

In the final year of the MYP, students need to be designated as aiming for one of three levels within language B: language B foundation, language B standard and language B advanced. If schools are applying for IB validated grades, students will need to be registered under one of these levels. Teachers will need to use the corresponding criteria to assess students at their designated level. (For more information on which level to register students for, please see sections “Introduction to MYP language B”, “Requirements”, and the answers to “Language B frequently asked questions” under the heading “General”.)

The following assessment criteria have been established by the IB for language B in the MYP. All final assessment in the final year of the MYP must be based on these assessment criteria even if schools are not registering students for IB validated grades and certification.

Language B foundation

Oral communication
Criterion A		Speaking and listening—message and interaction		Maximum 8
Criterion B		Speaking—language		Maximum 8
Writing
Criterion C		Writing—message and organization		Maximum 8
Criterion D		Writing—language		Maximum 8
Reading comprehension
Criterion E		Reading comprehension		Maximum 16

Language B standard

Oral communication
Criterion A		Oral communication—message and interaction		Maximum 8
Criterion B		Oral communication—language		Maximum 8
Writing
Criterion C		Writing—message and organization		Maximum 8
Criterion D		Writing—language		Maximum 8
Reading comprehension
Criterion E		Reading comprehension		Maximum 16

Language B advanced

Oral communication
Criterion A		Oral communication—message and interaction		Maximum 8
Criterion B		Oral communication—style and language use		Maximum 8
Writing
Criterion C		Writing—message and organization		Maximum 8
Criterion D		Writing—style and language use		Maximum 8
Text interpretation
Criterion E		Text interpretation		Maximum 16

For each assessment criterion, a number of band descriptors are defined. These describe a range of achievement levels with the lowest represented as 0.

The descriptors concentrate on positive achievement, although failure to achieve may be included in the description for the lower levels.

It is intended that oral skills, writing skills, and reading comprehension and interpretive skills are equally weighted, hence the need to double the final level for criterion E when determining final grades at each certification level.

Detailed descriptions of the assessment criteria and band descriptors follow.


Mathematics Assessment Criterion

The following assessment criteria have been established by the IB for mathematics in the MYP. All final assessment in the final year of the MYP must be based on these assessment criteria even if schools are not registering students for IB-validated grades and certification.

Criterion A		Knowledge and understanding		Maximum 8
Criterion B		Investigating patterns		Maximum 8
Criterion C		Communication in mathematics		Maximum 6
Criterion D		Reflection in mathematics		Maximum 6

Knowledge and understanding are fundamental to studying mathematics and form the base from which to explore concepts and develop skills. This criterion expects students to use their knowledge and to demonstrate their understanding of the concepts and skills of the prescribed framework in order to make deductions and solve problems in different situations, including those in real-life contexts.

This criterion examines to what extent the student is able to:

• know and demonstrate understanding of the concepts from the five branches of mathematics (number, algebra, geometry and trigonometry, statistics and probability, and discrete mathematics)
• use appropriate mathematical concepts and skills to solve problems in both familiar and unfamiliar situations, including those in real-life contexts
• select and apply general rules correctly to solve problems, including those in real-life contexts.

Assessment tasks for this criterion are likely to be class tests, examinations, real-life problems and investigations that may have a variety of solutions.

Achievement level		Level descriptor
0		The student does not reach a standard described by any of the descriptors given below.
1–2		The student attempts to make deductions when solving simple problems in familiar contexts.
3–4		The student sometimes makes appropriate deductions when solving simple and more-complex problems in familiar contexts.
5–6		The student generally makes appropriate deductions when solving challenging problems in a variety of familiar contexts.
7–8		The student consistently makes appropriate deductions when solving challenging problems in a variety of contexts including unfamiliar situations.

Notes

• Context: the situation and the parameters given to a problem.
• Unfamiliar situation: challenging questions or instructions set in a new context in which students are required to apply knowledge and/or skills they have been taught.
• Deduction: reasoning from the general to the particular/specific.

Criterion B: Investigating patterns

Maximum: 8

Students are expected to investigate a problem by applying mathematical problem-solving techniques, to find patterns, and to describe these mathematically as relationships or general rules and justify or prove them.

This criterion examines to what extent the student is able to:

• select and apply appropriate inquiry and mathematical problem-solving techniques
• recognize patterns
• describe patterns as relationships or general rules
• draw conclusions consistent with findings
• justify or prove mathematical relationships and general rules.

Assessment tasks for this criterion should be mathematical investigations of some complexity, as appropriate to the level of MYP mathematics. Tasks should allow students to choose their own mathematical techniques to investigate problems, and to reason from the specific to the general. Assessment tasks could have a variety of solutions and may be set in real-life contexts. Teachers should clearly state whether the student has to provide a justification or proof.

Teachers should include a good balance between tasks done under test conditions and tasks done at home in order to ensure the development of independent mathematical thinking.

Achievement level		Level descriptor
0		The student does not reach a standard described by any of the descriptors given below.
1–2		The student applies, with some guidance, mathematical problem-solving techniques to recognize simple patterns.
3–4		The student selects and applies mathematical problem-solving techniques to recognize patterns, and suggests relationships or general rules.
5–6		The student selects and applies mathematical problem-solving techniques to recognize patterns, describes them as relationships or general rules, and draws conclusions consistent with findings.
7–8		The student selects and applies mathematical problem-solving techniques to recognize patterns, describes them as relationships or general rules, draws conclusions consistent with findings, and provides justifications or proofs.

Notes

• Pattern: the underlining order, regularity or predictability between the elements of a mathematical system. To identify pattern is to begin to understand how mathematics applies to the world in which we live. The repetitive features of patterns can be identified and described as relationships or generalized rules.
• Justification: a clear and logical mathematical explanation of why the rule works.
• Proof: a mathematical demonstration of the truth of a given proposition.

Criterion C: Communication in mathematics

Maximum: 6

Students are expected to use mathematical language when communicating mathematical ideas, reasoning and findings—both orally and in writing.

This criterion examines to what extent the student is able to:

• use appropriate mathematical language (notation, symbols, terminology) in both oral and written explanations
• use different forms of mathematical representation (formulae, diagrams, tables, charts, graphs and models)
• communicate a complete and coherent mathematical line of reasoning using different forms of representation when investigating complex problems.

Students are encouraged to choose and use appropriate ICT tools such as graphic display calculators, screenshots, graphing, spreadsheets, databases, drawing and word-processing software, as appropriate, to enhance communication.

Assessment tasks for this criterion are likely to be real-life problems, tests, examinations and investigations. Tests and examinations that are to be assessed against criterion C must be designed to allow students to show complete lines of reasoning using mathematical language.

Achievement level		Level descriptor
0		The student does not reach a standard described by any of the descriptors given below.
1–2		The student shows basic use of mathematical language and/or forms of mathematical representation. The lines of reasoning are difficult to follow.
3–4		The student shows sufficient use of mathematical language and forms of mathematical representation. The lines of reasoning are clear though not always logical or complete. The student moves between different forms of representation with some success.
5–6		The student shows good use of mathematical language and forms of mathematical representation. The lines of reasoning are concise, logical and complete. The student moves effectively between different forms of representation.

Notes

• Mathematical language: the use of notation, symbols, terminology and verbal explanations.
• Forms of mathematical representation: refers to formulae, diagrams, tables, charts, graphs and models, used to represent mathematical information.

Criterion D: Reflection in mathematics

Maximum: 6

Reflection allows students to reflect upon their methods and findings.

This criterion examines to what extent the student is able to:

• explain whether his or her results make sense in the context of the problem
• explain the importance of his or her findings in connection to real life
• justify the degree of accuracy of his or her results where appropriate
• suggest improvements to the method when necessary.

Assessment tasks are most likely to be investigations and real-life problems. Generally these types of tasks will provide students with opportunities to use mathematical concepts and skills to solve problems in real-life contexts.

Achievement level		Level descriptor
0		The student does not reach a standard described by any of the descriptors given below.
1–2		The student attempts to explain whether his or her results make sense in the context of the problem. The student attempts to describe the importance of his or her findings in connection to real life.
3–4		The student correctly but briefly explains whether his or her results make sense in the context of the problem and describes the importance of his or her findings in connection to real life. The student attempts to justify the degree of accuracy of his or her results where appropriate.
5–6		The student critically explains whether his or her results make sense in the context of the problem and provides a detailed explanation of the importance of his or her findings in connection to real life. The student justifies the degree of accuracy of his or her results where appropriate. The student suggests improvements to the method when necessary.

Notes

• Describe: present an account without providing reasons or explanations.
• Explain: give a detailed account including reasons, causes or justifications. Explanations should answer the questions “why” and “how”.

PE Assessment Criterion

The following assessment criteria have been established by the IB for physical education in the MYP. All final assessment in the final year of the MYP must be based on these assessment criteria even if schools are not registering students for IB-validated grades and certification.

Criterion A		Use of knowledge		Maximum 8
Criterion B		Movement composition		Maximum 6
Criterion C		Performance		Maximum 10
Criterion D		Social skills and personal engagement		Maximum 8

For each assessment criterion, a number of band descriptors are defined. These describe a range of achievement levels with the lowest represented as 0.

The criteria are not equally weighted.

The descriptors concentrate on positive achievement, although failure to achieve may be included in the description for the lower levels.

Criterion A: Use of knowledge

Maximum 8

Students are expected to have a knowledge and understanding of the physical activities or topics studied. They are also expected to be able to use this knowledge and understanding critically, and apply it to analyse situations and solve problems.

As described in “Balancing the physical education curriculum”, topics studied and assessed through criterion A should include not only sport but also sport-related and health-related fitness, and international perspectives on physical activity, sport and health education. Topics that do not have a physical activity focus (for example, substance abuse or nutrition studied in isolation) are not suitable for the assessment of this criterion. Topics should always have a focus on physical activity, and be an integral part of the teaching and learning process.

Criterion A is best assessed through written or oral activities, and must be assessed in a non-performance/non-playing situation. Please note that for moderation, the task assessed against criterion A must be written.

Achievement level		Descriptor
0		The student does not reach a standard described by any of the descriptors below.
1–2		The use of terminology is inconsistent, inappropriate or incorrect. Demonstrates a limited knowledge of principles, concepts, strategies, techniques and rules related to the physical education topic or activity. Sometimes uses this knowledge to analyse and solve problems in familiar situations.
3–4		Uses basic terminology that is sometimes inaccurate or inappropriate. Demonstrates a basic knowledge of principles, concepts, strategies, techniques and rules related to the physical education topic or activity. Uses this knowledge to analyse and solve problems in familiar situations.
5–6		Uses a range of terminology accurately and appropriately in some situations. Demonstrates a good knowledge of principles, concepts, strategies, techniques and rules related to the physical education topic or activity. Uses this knowledge to analyse and solve problems in familiar and some unfamiliar situations.
7–8		Uses a wide range of physical education terminology accurately and appropriately in most situations. Demonstrates a thorough knowledge of principles, concepts, strategies, techniques and rules related to the physical education topic or activity. Uses this knowledge wisely and effectively to analyse and solve problems in familiar and unfamiliar situations.

Notes

• Range: it will depend on the sport/topic as to what constitutes a “range” of terminology.
• Unfamiliar: describes a situation that the student has not encountered before, but relates to work already studied. By giving students the opportunity to respond to unfamiliar situations, students can use their knowledge to analyse and solve problems. For example, after studying principles of fitness, a student may be asked to apply their knowledge to a sport or situation that they have not been in contact with before, or students could be given a game scenario and devise tactics or strategies to defeat their opponent. Tasks that only require students to recall or demonstrate knowledge prevent students from meeting the higher levels in this criterion.

Criterion B: Movement composition

Maximum 6

Students are expected to be able to compose sequences of aesthetic movement, through exploring movement possibilities and variations in accordance with the principles and concepts of a particular aesthetic activity and using this as inspiration.

Compositions are best assessed using criteria B, C and D. This allows all stages of the creative process—plan and design, perform, evaluate—to be assessed. For assessment of this objective, the student must perform the sequence.

Achievement level		Descriptor
0		The student does not reach a standard described by any of the descriptors below.
1–2		The student selects some aesthetic moves that are appropriate to the requirements of the task. The student has some difficulty in adapting and/or creating moves. The sequence shows a simple use of space, time, level, force and flow. The composition is generally incoherent with many pauses, and shows limited creativity.
3–4		The student selects, adapts and creates aesthetic moves that are appropriate to the requirements of the task. The sequence shows a competent use of space, time, level, force and flow. The composition is mostly coherent, and shows some aspects of imagination and creativity.
5–6		The student selects, adapts and creates a wide range of aesthetic moves that are appropriate to the requirements of the task. The sequence shows a sophisticated use of space, time, level, force and flow. The composition is coherent, and shows aspects of imagination, creativity and style.

Notes

• Coherent: this refers to the logical development of the composition.
• Range: it will depend on the nature of the activity as to what constitutes a “range” of moves.

Criterion C: Performance

Maximum 10

Students are expected to be able to perform in a range of activities, and show skills and techniques ranging from basic to complex. They should be able to apply tactics, strategies and rules in both individual and group situations.

When assessing performance, teachers should use only the strands of this criterion that are relevant to the activity. In all cases, at least two of the three strands will apply. The third strand referring to student performance with precision, synchronization or energy will apply for movement composition activities.

This objective must be assessed in a performance/playing situation.

Achievement level		Descriptor
0		The student does not reach a standard described by any of the descriptors below.
1–2		The student demonstrates little competence in basic moves, skills and techniques in the performance or playing situation. The student shows some awareness of movement concepts, tactics, strategies and rules. The student performs with little precision, synchronization or energy.
3–4		The student demonstrates competence in basic moves, skills and techniques in the performance or playing situation. The student shows awareness of movement concepts, tactics, strategies and rules, but has difficulty in applying them. The student performs with some precision, synchronization and/or energy.
5–6		The student demonstrates competence in basic and some complex moves, skills and techniques in the performance or playing situation. The student applies some movement concepts, tactics, strategies and rules. The student performs with precision, synchronization and energy most of the time.
7–8		The student demonstrates competence in basic and many complex moves, skills and techniques in the performance or playing situation. The student applies movement concepts, tactics, strategies and rules appropriately. The student performs with a high degree of precision, synchronization and energy.
9–10		The student shows a high level of competence in both basic and complex moves, skills and techniques in the performance or playing situation. The student applies movement concepts, tactics, strategies and rules in a critical and effective manner. The student performs with a high degree of precision, synchronization, energy, style and flair.

Notes 1. Competence: this could include characteristics such as accuracy, efficiency, control, coordination, timing, fluency, speed and power. Depending on the nature of the activity, these sorts of characteristics should be considered when determining competency. 2. Precision: this could include balance, stability, amplitude, exactness, extension and body form. 3. Synchronization: this indicates synchronization with the music, a partner or partners, or both.

Criterion D: Social skills and personal engagement

Maximum 8

Students are expected to be able to communicate with others in a manner that enhances the working environment. This includes showing respect, support and encouragement, as well as demonstrating positive attitudes and strategies to improve relationships.

As part of taking responsibility for and enhancing their own learning, students are expected to be able to evaluate their own performance and achievement, including incorporating feedback from others, and use this to set appropriate and achievable goals for the future.

Achievement level		Descriptor
0		The student does not reach a standard described by any of the descriptors below.
1–2		The student demonstrates attitudes and strategies that maintain their communication and relationships with others. The student shows respect and sensitivity to themselves, others and the physical environment some of the time. The student takes responsibility for their own learning some of the time, but shows little enthusiasm and/or commitment to physical education. The student shows difficulty in reflecting on their achievements and in setting and taking action to achieve goals.
3–4		The student demonstrates attitudes and strategies that maintain their communication and relationships with others. The student shows respect and sensitivity to themselves, others and the physical environment most of the time. The student takes responsibility for their own learning most of the time, and shows some enthusiasm and commitment to physical education. The student reflects on their own achievements to a satisfactory level, usually sets appropriate goals but may need encouragement to take action towards achieving them.
5–6		The student demonstrates attitudes and strategies that improve their communication and relationships with others. The student consistently shows respect and sensitivity to themselves, others and the physical environment. The student takes responsibility for their own learning and usually shows enthusiasm and commitment to physical education. The student reflects critically on their own achievements, sets appropriate goals and takes some action towards achieving them.
7–8		The student demonstrates attitudes and strategies that deepen and enhance their communication and relationships with others. The student consistently shows a high degree of respect and sensitivity to themselves, others and the physical environment. The student takes responsibility for their own learning and consistently shows enthusiasm and commitment to physical education. The student reflects critically on their own achievements, sets appropriate goals that enhance learning, and takes action towards achieving them.

Science Assessment Criterion

The following assessment criteria have been established by the IB for sciences in the MYP. All final assessment in the final year of the MYP must be based on these assessment criteria even if schools are not registering students for IB validated grades and certification.

Criterion A		One world		Maximum 6
Criterion B		Communication in science		Maximum 6
Criterion C		Knowledge and understanding of science		Maximum 6
Criterion D		Scientific inquiry		Maximum 6
Criterion E		Processing data		Maximum 6
Criterion F		Attitudes in science		Maximum 6

For each assessment criterion, a number of band descriptors are defined. These describe a range of achievement levels with the lowest represented as 0. The descriptors concentrate on positive achievement, although failure to achieve may be included in the description for the lower levels.

Criterion A: One world

Maximum: 6

One world enables students to gain a better understanding of the role of science in society and allows them to explore how scientific developments and applications are applied and used to address specific problems or issues in local and global contexts.

Students should be able to:

• explain the ways in which science is applied and used to address a specific problem or issue
• discuss the effectiveness of science and its application in solving the problem or issue
• discuss and evaluate the moral, ethical, social, economic, political, cultural and environmental implications of the use of science and its application in solving specific problems or issues.

Assessment tasks should give students the opportunity to explore how science is used to address a specific problem or issue. Students are required to critically discuss and evaluate the implications associated with the use and application of science by considering moral, ethical, social, economic, political, cultural and environmental factors.

Suitable assessment tasks for criterion A include written pieces of work, essays, case studies and research projects, as well as debates, oral and multimedia presentations.

Achievement level		Level descriptor
0		The student does not reach a standard described by any of the descriptors below.
1–2		The student states how science is applied and how it may be used to address a specific problem or issue in a local or global context. The student states the effectiveness of science and its application in solving the problem or issue.
3–4		The student describes how science is applied and how it may be used to address a specific problem or issue in a local or global context. The student describes the effectiveness of science and its application in solving the problem or issue. The student describes the implications of the use and application of science interacting with at least one of the following factors: moral, ethical, social, economic, political, cultural and environmental.
5–6		The student explains how science is applied and how it may be used to address a specific problem or issue in a local or global context. The student discusses the effectiveness of science and its application in solving the problem or issue. The student discusses and evaluates the implications of the use and application of science interacting with at least two of the following factors: moral, ethical, social, economic, political, cultural and environmental.

Describe: to give a detailed account.

Discuss: to give an account including, where possible, a range of arguments for and against the relative importance of various factors and comparisons of alternative hypotheses.

Evaluate: to assess the implications and limitations.

Explain : to give a clear account, including causes and reasons or mechanisms.

State: to give a specific name, value or other brief answer without explanation or calculation.

Criterion B: Communication in science

Maximum: 6

Communication in science enables students to develop the communication skills to become competent and confident when communicating information in science.

Students should be able to use different communication modes, including verbal (oral, written) and visual (graphic, symbolic), as well as appropriate communication formats (laboratory reports, essays, and multimedia presentations) to effectively communicate scientific ideas, theories, findings and arguments in science.

Students should be able to:

• use scientific language correctly
• use appropriate communication modes and formats
• acknowledge the work of others and the sources of information used by appropriately documenting them using a recognized referencing system. Suitable assessment tasks for criterion B include scientific investigation reports, research essays, case studies, written responses, debates and multimedia presentations among others.

Achievement level		Level descriptor
0		The student does not reach a standard described by any of the descriptors below.
1–2		The student uses a limited range of scientific language correctly. The student communicates scientific information with limited effectiveness. When appropriate to the task, the student makes little attempt to document sources of information.
3–4		The student uses some scientific language correctly. The student communicates scientific information with some effectiveness. When appropriate to the task, the student partially documents sources of information.
5–6		The student uses sufficient scientific language correctly. The student communicates scientific information effectively. When appropriate to the task, the student fully documents sources of information correctly.

Document: to credit fully all sources of information used by referencing (or citing), following one recognized referencing system. References should be included in the text and also at the end of the piece of work in a reference list or bibliography.

Notes

• The first strand of the criterion requires students to use scientific language correctly. Teachers are expected to determine within the context of the task what constitutes acceptable evidence for “limited range”, “some” and “sufficient” scientific language and communicate this to students.
• Effective communication in this context implies that the work achieves what it intends to, including being successful and convincing, well structured and presented in a logical sequence, and supported by evidence as appropriate. It involves the use of appropriate communication modes and formats to communicate scientific ideas, theories or findings to a particular audience in a successful way.
• Criterion B can be used with a range of tasks such as written pieces of work as well as oral and multimedia presentations. In all cases students are expected to acknowledge the work of others and the sources of information used by referencing (or citing). The IB does not prescribe any particular referencing system. Schools are allowed to follow a recognized referencing system of their choice in a consistent manner.
• The statement “when appropriate to the task” means that, depending on the nature of the tasks (and generally for written pieces of work), students are required to fully document the sources used.

Criterion C: Knowledge and understanding of science

Maximum: 6

Knowledge and understanding of science enables students to demonstrate their understanding of science by applying scientific knowledge to construct scientific explanations, solve problems and formulate scientifically supported arguments.

Students should be able to:

• recall scientific knowledge and use scientific understanding to construct scientific explanations
• apply scientific knowledge and understanding to solve problems set in familiar and unfamiliar situations
• critically analyse and evaluate information to make judgments supported by scientific understanding.

Suitable assessment tasks for criterion C include tests, examinations, case studies, written responses and other assignments that combine a range of problems of different complexity, and opportunities for students to makes scientifically supported judgments.

Achievement level		Level descriptor
0		The student does not reach a standard described by any of the descriptors below.
1–2		The student recalls some scientific ideas, concepts and/or processes. The student applies scientific understanding to solve simple problems.
3–4		The student describes scientific ideas, concepts and/or processes. The student applies scientific understanding to solve complex problems in familiar situations. The student analyses scientific information by identifying parts, relationships or causes.
5–6		The student uses scientific ideas, concepts and/or processes correctly to construct scientific explanations. The student applies scientific understanding to solve complex problems including those in unfamiliar situations. The student analyses and evaluates scientific information and makes judgments supported by scientific understanding.

Analyse: to identify parts and relationships and to interpret information to reach a conclusion.

Complex problems: refers to problems that are set in a familiar or unfamiliar context and require analysis. These problems can often be broken down into sub-problems or stages, each of which requires the selection and application of the appropriate principle, rule, equation or method.

Evaluate: to assess the implications and limitations; to make judgments about the value of ideas, works, solutions and methods in relation to selected criteria.

Simple problems: refers to straightforward problems that are clearly stated and set in a familiar context, and require the student to apply the appropriate principle, rule, equation or method.

Unfamiliar situation: refers to a problem or situation in which the context or the application is modified so that it is considered unfamiliar for the student.

Notes

• The first strand of the criterion refers to students using scientific knowledge. It requires students to “recall/describe/use scientific ideas, concepts and/or processes”. However, this list is not exclusive and may also include scientific models, laws, principles and theories as appropriate to the task.
• To reach the highest level of the criterion, students are required to make scientifically supported judgments about the validity and/or quality of the information presented to them. For this purpose assessment tasks could include questions dealing with “scientific claims” presented in media articles (newspapers, television, the internet, and so on), or the results and conclusions from experiments carried out by others, or any question that challenges students to critically analyse and evaluate the information and that allows them to formulate arguments about its validity and/or quality using their knowledge and understanding of science.

Criterion D: Scientific inquiry

Maximum: 6

This criterion enables students to design and carry out scientific investigations independently.

Students should be able to:

• state a focused problem or research question to be tested by a scientific investigation
• formulate a testable hypothesis and explain it using scientific reasoning
• design and carry out scientific investigations that include variables and controls, material and/or equipment needed, a method to be followed, and the way in which the data is to be collected and processed
• evaluate the validity and reliability of the method
• judge the validity of the hypothesis based on the outcome of the investigation
• suggest improvements to the method or further inquiry, when relevant.

Suitable assessment tasks for criterion D should provide students with the opportunity to design and carry out a scientific investigation independently. Some of the possible types of suitable practical work include laboratory experiments, investigations and field studies among others.

Achievement level		Level descriptor
0		The student does not reach a standard described by any of the descriptors below.
1–2		The student attempts to state a focused problem or research question. The method suggested is incomplete. The student attempts to evaluate the method and respond to the focused problem or research question.
3–4		The student states a focused problem or research question and makes a hypothesis but does not explain it using scientific reasoning. The student selects appropriate materials and equipment and writes a mostly complete method, mentioning some of the variables involved and how to manipulate them. The student partially evaluates the method. The student comments on the validity of the hypothesis based on the outcome of the investigation. The student suggests some improvements to the method or makes suggestions for further inquiry when relevant.
5–6		The student states a clear focused problem or research question, formulates a testable hypothesis and explains the hypothesis using scientific reasoning. The student selects appropriate materials and equipment and writes a clear, logical method, mentioning all of the relevant variables involved and how to control and manipulate them, and describing how the data will be collected and processed. The student evaluates the method, commenting on its reliability and validity. The student comments on the validity of the hypothesis based on the outcome of the investigation. The student suggests realistic improvements to the method and makes suggestions for further inquiry when relevant.

Explain: to give a detailed account of causes, reasons or mechanisms.

Reliability of the method: refers to whether the method allows for the collection of sufficient reliable data to answer the question. This depends upon the selection of the measuring instrument, the precision and accuracy of the measurements, errors associated with the measurement instrument, the size of the sample, the sampling techniques used and the number of readings.

Validity of the method: refers to whether the method allows for the collection of sufficient valid data to answer the question. This includes factors such as whether the measuring instrument measures what it is supposed to measure, the conditions of the experiment and the manipulation of variables (fair testing).

Notes

• To explain the hypothesis using scientific reasoning requires students to include in their explanations the scientific concepts, theories or understanding that support their thinking of why or how something might happen the way they have hypothesized or predicted.
• When designing a scientific investigation, students should develop a method that will allow them to collect sufficient data so that the research question can be answered and the reliability of the data evaluated.
• To allow students to develop scientific investigations independently teachers must ensure that they provide students with an open-ended problem to investigate. An open-ended problem is one that has several independent variables from which students can/could choose one as a suitable basis for the investigation. This should ensure that students formulate a range of plans and that there is sufficient scope to identify both independent and controlled variables. To ensure that the task is appropriate for the assessment of criterion D, teachers should not give students closed or very directed experiments, where the focused problem or research question and relevant variables are given.

Criterion E: Processing data

Maximum: 6

Processing data refers to enabling students to organize, process and interpret quantitative and qualitative data.

Students should be able to:

• collect and record data using units of measurement as and when appropriate
• organize, transform and present data using numerical and visual forms
• analyse and interpret the data
• draw conclusions consistent with the data and supported by scientific reasoning.

Suitable assessment tasks for criterion E include scientific investigations carried out by students, as well as laboratory reports and studies that provide students with sufficient raw data for processing and further analysis.

Achievement level		Level descriptor
0		The student does not reach a standard described by any of the descriptors below.
1–2		The student collects some data and attempts to record it in a suitable format. The student organizes and presents data using simple numerical or visual forms. The student attempts to identify a trend, pattern or relationship in the data. The student attempts to draw a conclusion but this is not consistent with the interpretation of the data.
3–4		The student collects sufficient relevant data and records it in a suitable format. The student organizes, transforms and presents data in numerical and/or visual forms, with a few errors or omissions . The student states a trend, pattern or relationship shown in the data. The student draws a conclusion consistent with the interpretation of the data.
5–6		The student collects sufficient relevant data and records it in a suitable format. The student organizes, transforms and presents data in numerical and/or visual forms logically and correctly. The student describes a trend, pattern or relationship in the data and comments on the reliability of the data. The student draws a clear conclusion based on the correct interpretation of the data and explains it using scientific reasoning.

Numerical forms: may include mathematical calculations such as averaging, or determining values from a graph or table.

Qualitative data: refers to non-numerical data or information that it is difficult to measure in a numerical way.

Quantitative data: refers to numerical measurements of the variables associated with the investigation.

Transforming data: involves processing raw data into a form suitable for visual representation. This process may involve, for example, combining and manipulating raw data to determine the value of a physical quantity (such as adding, subtracting, squaring or dividing), and taking the average of several measurements. It might be that the data collected is already in a form suitable for visual representation, for example, distance travelled by a woodlouse. If the raw data is represented in this way and a best-fit line graph is drawn, the raw data has been processed.

Suitable format: may include tables with appropriate headings and units, large clearly labelled diagrams or concisely worded observations.

Visual forms: may include drawing graphs of various types appropriate to the kind of data being displayed (line graphs, bar graphs, histograms, pie charts, and so on).

Notes

• Suitable assessment tasks can include scientific investigations carried out by students where students collect and record raw data for themselves, as well as data from investigations carried out by others (generally data from scientific articles in journals, books or the internet). When students are provided with the data by the teacher, the first strand (sentence) of the descriptor that refers to data collection should not be considered for assessment. Also, students are not expected to comment on the reliability of the data because they would not have enough information to make judgments about the uncertainties incurred during the experiment (such as the choice of measuring instrument, precision and accuracy of the measurements, errors associated with the measurements, number of readings, size of the sample, sampling techniques used and so on).
• Assessment tasks where the data is provided in preformatted tables with columns, headings and units of measurement are unlikely to allow students to reach the highest level of achievement for this criterion.

Criterion F: Attitudes in science

Maximum: 6

Attitudes in science encourages students to develop safe, responsible and collaborative working practices when carrying out experimental work in science.

During the course students are expected to:

• work safely and use material and equipment competently
• work responsibly with regards to the living and non-living environment
• work effectively as individuals and as part of a group by collaborating with others.

Evidence of performance for this criterion should be collected from the observation of students when working individually and in groups. This criterion should be internally assessed but is not externally moderated.

Achievement level		Level descriptor
0		The student does not reach a standard described by any of the descriptors below.
1–2		The student requires some guidance to work safely and some assistance when using material and equipment. The student requires some guidance to work responsibly with regards to the living and non-living environment. When working as part of a group, the student needs frequent reminders to cooperate with others.
3–4		The student requires little guidance to work safely and little assistance when using material and equipment. The student works responsibly with regards to the living and non-living environment. When working as part of a group the student cooperates with others on most occasions.
5–6		The student requires no guidance to work safely and uses material and equipment competently. The student works responsibly with regards to the living and non-living environment. When working as part of a group, the student cooperates with others.

Technology Assessment Criterion

All final assessment in the final year of the MYP must be based on the following criteria even if schools are not registering students for IB validated grades and certification.

Criterion A		Investigate		Maximum 6
Criterion B		Design		Maximum 6
Criterion C		Plan		Maximum 6
Criterion D		Create		Maximum 6
Criterion E		Evaluate		Maximum 6
Criterion F		Attitudes in technology		Maximum 6

For each assessment criterion, a number of band descriptors are defined. These describe a range of achievement levels with the lowest represented as 0.

The criteria are equally weighted.

The descriptors concentrate on positive achievement, although failure to achieve may be included in the description for the lower levels.

Detailed descriptions of the assessment criteria and band descriptors follow.

Criterion A: Investigate

Maximum: 6

Investigation is an essential stage in the design cycle. Students are expected to identify the problem, develop a design brief and formulate a design specification. Students are expected to acknowledge the sources of information and document these appropriately.

Achievement level		Level descriptor
0		The student does not reach a standard described by any of the descriptors given below.
1–2		The student states the problem. The student investigates the problem, collecting information from sources. The student lists some specifications.
3–4		The student describes the problem, mentioning its relevance. The student investigates the problem, selecting and analysing information from some acknowledged sources. The student describes a test to evaluate the product/solution against the design specification.
5–6		The student explains the problem, discussing its relevance. The student critically investigates the problem, evaluating information from a broad range of appropriate, acknowledged sources. The student describes detailed methods for appropriate testing to evaluate the product/solution against the design specification.

Notes

• Design brief: The student’s response to the challenge, showing how they intend to solve the problem they have been presented with. This will guide their investigation as they work to develop a more detailed design specification.
• Design specification: A detailed description of the conditions, requirements and restrictions with which a design must comply. This is a precise and accurate list of facts such as conditions, dimensions, materials, process and methods that are important for the designer and for the user. All appropriate solutions will need to comply with the design specification.

Criterion B: Design

Maximum: 6

Students are expected to generate several feasible designs that meet the design specification and to evaluate these against the design specification.

Students are then expected to select one design, justify their choice and evaluate this in detail against the design specification.

Achievement level		Level descriptor
0		The student does not reach a standard described by any of the descriptors given below.
1–2		The student generates one design, and makes some attempt to justify this against the design specification.
3–4		The student generates a few designs, justifying the choice of one design and fully evaluating this against the design specification.
5–6		The student generates a range of feasible designs, each evaluated against the design specification. The student justifies the chosen design and evaluates it fully and critically against the design specification.

Criterion C: Plan

Maximum: 6

Students are expected to construct a plan to create their chosen product/solution that has a series of logical steps, and that makes effective use of resources and time.

Students are expected to evaluate the plan and justify any modifications to the design.

Achievement level		Level descriptor
0		The student does not reach a standard described by any of the descriptors given below.
1–2		The student produces a plan that contains some details of the steps and/or the resources required.
3–4		The student produces a plan that contains a number of logical steps that include resources and time. The student makes some attempt to evaluate the plan.
5–6		The student produces a plan that contains a number of detailed, logical steps that describe the use of resources and time. The student critically evaluates the plan and justifies any modifications to the design.

Criterion D: Create

Maximum: 6

Students are expected to document, with a series of photographs or a video and a dated record, the process of making their product/solution, including when and how they use tools, materials and techniques. Students are expected to follow their plan, to evaluate the plan and to justify any changes they make to the plan while they are creating the product/solution.

Students will sometimes embark upon a very ambitious project, or they may encounter unforeseen circumstances. In some circumstances a product/solution that is incomplete or does not function fully can still achieve one of the levels awarded for this criterion.

Achievement level		Level descriptor
0		The student does not reach a standard described by any of the descriptors given below.
1–2		The student considers the plan and creates at least part of a product/solution.
3–4		The student uses appropriate techniques and equipment. The student follows the plan and mentions any modifications made, resulting in a product/solution of good quality.
5–6		The student competently uses appropriate techniques and equipment. The student follows the plan and justifies any modifications made, resulting in a product/solution of appropriate quality using the resources available.

Notes

• Appropriate quality: This is the best product/solution that the student can produce, taking into account the resources available, the skills and techniques they have used, their educational development, how the product/solution addresses the identified need, and aspects of safety and ergonomics.

Criterion E: Evaluate

Maximum: 6

Students are expected to evaluate the product/solution against the design specification in an objective manner based on testing, and to evaluate its impact on life, society and/or the environment. They are expected to explain how the product/solution could be improved as a result of these evaluations.

Students are expected to evaluate their own performance at each stage of the design cycle and to suggest ways in which their performance could be improved.

Achievement level		Level descriptor
0		The student does not reach a standard described by any of the descriptors given below.
1–2		The student evaluates the product/solution or his or her own performance. The student makes some attempt to test the product/solution.
3–4		The student evaluates the product/solution and his or her own performance and suggests ways in which these could be improved. The student tests the product/solution to evaluate it against the design specification.
5–6		The student evaluates the success of the product/solution in an objective manner based on the results of testing, and the views of the intended users. The student provides an evaluation of his or her own performance at each stage of the design cycle and suggests improvements. The student provides an appropriate evaluation of the impact of the product/solution on life, society and/or the environment.

Notes

• Product testing: A stage in the design process where versions of products (for example, prototypes) are tested against the need, applied to the context and presented to the end user or target audience.

Criterion F: Attitudes in technology

Maximum: 6

This criterion refers to students’ attitudes when working in technology. It focuses on an overall assessment of two aspects:

• personal engagement (motivation, independence, general positive attitude)
• attitudes towards safety, cooperation and respect for others.

By their very nature these qualities are difficult to quantify and assess, and assessment should therefore take into account the context in which the unit of work was undertaken.

Achievement level		Level descriptor
0		The student does not reach a standard described by any of the descriptors given below.
1–2		The student occasionally displays a satisfactory standard in one of the aspects listed above.
3–4		The student frequently displays a satisfactory standard in both of the aspects listed above.
5–6		The student consistently displays a satisfactory standard in both of the aspects listed above.