Assessment as a Tool for Learning
Assessment in the MYP is designed as a teaching and learning tool rather than a ranking or boxing exercise. Instead of relying only on tests, teachers use a range of richer and more meaningful approaches to understand student learning. Assessment is criteria-based, with each subject requiring students to be assessed at least twice against every criterion, ensuring fairness, consistency, and a clear picture of progress.
In the MYP, students experience both formative and summative assessment. Formative assessments support learning by giving feedback along the way, while summative assessments measure achievement at the end of a unit.
In the MYP, each criterion is scored on a scale from 0–8 to show how students are progressing in their learning. A score of 1–2 indicates limited achievement, 3–4 shows adequate progress, 5–6 reflects substantial growth, and 7–8 highlights excellent achievement. This approach gives students clear feedback and helps them understand their next steps and set goals for improvement.
“Teachers use a range of rich and more meaning approaches to understand student learning and provide timely and substantial feedback.”
Criteria for each subject area
| Subject Area | Criterion A | Criterion B | Criterion C | Criterion D |
|---|---|---|---|---|
| Language and Literature | Analysing | Organising | Producing Text | Using Language |
| Language Acquisition | Listening | Reading | Speaking | Writing |
| Individuals and Societies | Knowing and understanding | Investigating | Communicating | Thinking Critically |
| Sciences | Knowing and understanding | Inquiring and designing | Processing and evaluating | Reflecting on the impacts of science |
| Mathematics | Knowing and understanding | Investigating Patterns | Communicating | Applying mathematics in real-world contexts |
| Arts | Investigating | Developing | Creating/Performing | Evaluating |
| Physical and Health Education | Knowing and understanding | Planning for performance | Applying and performing | Reflecting and improving performance |
| Design | Inquiring and analysing | Developing ideas | Creating the solution | Evaluating |
| Personal Project | Planning | Applying skills | Reflecting | |
| Interdisciplinary | Evaluating | Synthesising | Reflecting |
“Every project I did in MYP and every piece of work I submitted in DP was always accompanied with thoughtful, constructive feedback that motivated me to work hard on my skills as a student.”