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IB MYP Project Assessment Guide

The document provides assessment criteria and descriptors for an 8th grade community project in the International Baccalaureate Middle Years Programme (IBMYP). There are 4 criteria (Investigating, Planning, Taking Action, Reflecting) each scored from 0-8. A total score is calculated by adding the criteria scores, with total scores corresponding to MYP achievement levels 1-7. Higher levels indicate more sophisticated goal-setting, research, proposal/planning, service, thinking, and reflection skills in completing a project to address a community need.

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Christopher Clark
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1K views

IB MYP Project Assessment Guide

The document provides assessment criteria and descriptors for an 8th grade community project in the International Baccalaureate Middle Years Programme (IBMYP). There are 4 criteria (Investigating, Planning, Taking Action, Reflecting) each scored from 0-8. A total score is calculated by adding the criteria scores, with total scores corresponding to MYP achievement levels 1-7. Higher levels indicate more sophisticated goal-setting, research, proposal/planning, service, thinking, and reflection skills in completing a project to address a community need.

Uploaded by

Christopher Clark
Copyright
© © All Rights Reserved
Available Formats
Download as PDF, TXT or read online on Scribd
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IBMYP 8th GRADE COMMUNITY PROJECT ASSESSMENT

Achievement
Level

CRITERIA A
INVESTIGATING

The student does not reach a standard


described by any of the descriptors below.

The student does not reach a standard The student does not reach a
The student does not reach a standard described by any
described by any of the descriptors standard described by any of the
of the descriptors below.
below.
descriptors below.

1-2

- states a goal to address a need within a


community, based on personal interests,
but this may be limited in depth or
accessibility
- identifies prior learning and subjectspecific knowledge, but this may be
limited in occurrence or relevance
- demonstrates limited research skills

- develops a limited proposal for


- demonstrates limited service
action to serve the need in the
as action as a result of the
community
project
- presents a limited or partial plan
- demonstrates limited thinking
and record of the development process
skills
of the project
- demonstrates limited
- demonstrates limited selfcommunication and social skills.
management skills.

34

- outlines an adequate goal to address a


need within a community, based on
personal interests
- identifies basic prior learning and
subject-specific knowledge relevant to
some areas of the project
- demonstrates adequate research skills

- develops an adequate proposal for


action to serve the need in the
community
- presents an adequate plan and
record of the development process of
the project
- demonstrates adequate selfmanagement skills.

- presents an adequate evaluation of the quality of the


- demonstrates adequate service
service as action
as action as a result of the
against the proposal
project
- presents adequate reflections on how completing the
- demonstrates adequate
project has extended their knowledge and understanding
thinking skills
of service learning
- demonstrates adequate
- presents adequate reflections on their development of
communication and social skills.
ATL skills.

56

- defines a clear and challenging goal to


address a need within a community, based
on personal interests
- identifies prior learning and subjectspecific knowledge generally relevant to
the project
- demonstrates substantial research skills

- develops a suitable proposal for


action to serve the need in the
community
- presents a substantial plan and
record of the development process of
the project
- demonstrates substantial selfmanagement skills.

- demonstrates substantial
service as action as a result of
the project
- demonstrates substantial
thinking skills
- demonstrates substantial
communication and social skills.

- presents a substantial evaluation of the quality of the


service as action against the proposal
- presents substantial reflections on how completing the
project has extended their knowledge and understanding
of service learning
- presents substantial reflections on their development of
ATL skills.

78

- defines a clear and highly challenging


goal to address a need within a
community, based on personal interests
- identifies prior learning and subjectspecific knowledge that is consistently
highly relevant to the project
- demonstrate excellent research skills

- develops a detailed, appropriate


and thoughtful proposal for action to
serve the need in the community
- presents a detailed and accurate
plan and record of the development
process of the project
- demonstrates excellent selfmanagement skills.

- demonstrates excellent service


as action as a result of the
project
- demonstrates excellent
thinking skills
- demonstrates excellent
communication and social skills.

- presents an excellent evaluation of the quality of the


service as action against the proposal
- presents excellent reflections on how completing the
project has extended their knowledge and understanding
of service learning
- presents detailed and accurate reflections on their
development of ATL skills

CRITERIA B
PLANNING

NAME
STUDENT NAME and
HOMEROOM TEACHER
MENTOR

CRITERIA C
TAKING ACTION

CRITERIA A
INVESTIGATING

CRITERIA B
PLANNING

CRITERIA D
REFLECTING

- presents a limited evaluation of the quality of the


service as action against the proposal
- presents limited reflections on how completing the
project has extended their knowledge and understanding
of service learning
- presents limited reflections on their development of ATL
skills

CRITERIA C
TAKING ACTION

CRITERIA D
REFLECTING

TOTAL
SCORE

Final IB
LEVEL
(see back)

MYP General Grade Descriptors


To arrive at a criterion levels total for each student, teachers add together the students final achievement levels in all criteria of the subject group.
Schools using the MYP 17 scale should use the grade boundary guidelines table that follows to determine final grades in each year of the MYP. The table provides a means of
converting the criterion levels total into a grade based on a scale of 17.

GRADE
BOUNDARY
ACHIEVEMENT
GUIDELINES
LEVEL

DESCRIPTOR

1-5

Produces work of very limited quality. Conveys many significant misunderstandings or lacks understanding of most concepts
and contexts. Very rarely demonstrates critical or creative thinking. Very inflexible, rarely using knowledge or skills.

6-9

Produces work of limited quality. Expresses misunderstandings or significant gaps in understanding for many concepts and
contexts. Infrequently demonstrates critical or creative thinking. Generally inflexible in the use of knowledge and skills,
infrequently applying knowledge and skills.

10-14

Produces work of an acceptable quality. Communicates basic understanding of many concepts and contexts, with
occasionally significant misunderstandings or gaps. Begins to demonstrate some basic critical and creative thinking. Is often
inflexible in the use of knowledge and skills, requiring support even in familiar classroom situations.

15-18

Produces good-quality work. Communicates basic understanding of most concepts and contexts with few
misunderstandings and minor gaps. Often demonstrates basic critical and creative thinking. Uses knowledge and skills with
some flexibility in familiar classroom situations, but requires support in unfamiliar situations.

19-23

Produces generally high-quality work. Communicates secure understanding of concepts and contexts. Demonstrates critical
and creative thinking, sometimes with sophistication. Uses knowledge and skills in familiar classroom and real-world
situations and, with support, some unfamiliar real-world situations.

24-27

Produces high-quality, occasionally innovative work. Communicates extensive understanding of concepts and contexts.
Demonstrates critical and creative thinking, frequently with sophistication. Uses knowledge and skills in familiar and
unfamiliar classroom and real-world situations, often with independence.

28-32

Produces high-quality, frequently innovative work. Communicates comprehensive, nuanced understanding of concepts and
contexts. Consistently demonstrates sophisticated critical and creative thinking. Frequently transfers knowledge and skills
with independence and expertise in a variety of complex classroom and real-world situations.

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