The programme encourages a balance between formative and summative assessment, using a range of activities within units to allow students to use and demonstrate a full range of thinking skills. Assessment strategies used by teachers also combine teacher-led assessment, group and/or peer evaluation, and student self-assessment.
Assessment in the MYP is criterion referenced, which means that MBIS teachers measure student attainment against specified criteria rather than against other individuals in the class.
There are no external examinations in the MYP; the teachers at MBIS carry out all assessment of students' work.
Criterion Referenced Assessment
For each of the subject areas taught at MBIS, there is a set of criteria established by the IB MYP.
For each criterion, there is a level awarded, based on student performance at the time of assessment. There are clear descriptors that explain as clearly as possible what each student has been able to achieve at that point in time.
When the points for each criterion are added up, the student‘s overall score falls within a Point Range, which equates to an IB Grade Equivalent. The IB Grade Equivalent gives the student a final grade for that curriculum area of between 1 and 7.
Students get a Best effort award for every subject in each year group. This is decided by the teacher. The student who put in his/her best effort to reach his/ her maximum potential gets this award. This student may not be the highest achiever academically.
The descriptors on the table summarize what the IB grades mean.
| Grades used in the IB MYP Grade |
Descriptor |
| Grade 1
(Very Poor) |
Minimal achievement in terms of the objectives. |
| Grade 2
(Poor) |
Very limited achievement against all the objectives. The student has difficulty in understanding the required knowledge and skills, and is unable to apply them fully in normal situations, even with support. |
| Grade 3
(Needs Support) |
Limited achievement against most of the objectives, or clear difficulties in some areas. The student demonstrates a limited understanding of the required knowledge and skills and is only able to apply them fully in normal situations with support. |
| Grade 4
(Satisfactory) |
A good general understanding of the required knowledge and skills and the ability to apply them effectively in normal situations. There is occasional evidence of the skills of analysis, synthesis and evaluation. |
| Grade 5
(Good) |
A consistent and thorough understanding of the required knowledge and skills, and the ability to apply them in a variety of situations. The student generally shows evidence of analysis, synthesis and evaluation where appropriate and occasionally demonstrates originality and insight. |
| Grade 6
(Very Good) |
A consistent and thorough understanding of the required knowledge and skills, and the ability to apply them in a wide variety of situation. Consistent evidence of analysis, synthesis and evaluation where appropriate. The student generally demonstrates originality and insight. |
| Grade 7
(Excellent) |
A consistent and thorough understanding of the required knowledge and skills, and the ability to apply them almost faultlessly in a wide variety of situations. Consistent evidence of analysis, synthesis and evaluation where appropriate. The student consistently demonstrates originality and insight and always produces work of high quality. |
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