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Assessment in the MYP is criterion-related, which means that students are assessed against set criteria determined by the IB.

In each subject there are four assessment criteria, which are directly linked to the learning objectives in the subject. Normative assessment practices or student rankings are not part of MYP assessment. Instead, teachers use a wide range of different assessment tools to evaluate students’ progress, including tests and examinations, open-ended problem-solving activities, investigations and research tasks, debates and seminars, hands-on experiments, analysis and reflection.

MYP assessment has descriptions for each level of achievement in all assessment criteria, which helps teachers provide students detailed feedback on their progress. Peer and self-assessment also have an important role in MYP assessment.

Below is a table of the individual subject criteria and grade boundaries.

MYP Subject Criteria (MYP: From Principles to Practice, p. 81)

The rubrics below show the descriptors for the four criteria in each subject group for different grade levels. These rubrics are used for assessment and reporting. Please note that these rubrics display the generic criteria and teachers may adapt these to be more ‘student friendly’ or specific to individual tasks. Please check with the MYP Coordinator (laura.ream@cis.dk) if you have specific questions about assessment. 

Reporting:

At the end of each semester, students receive a detailed progress report, with their current, sustained level of achievement in all four assessment criteria in each subject:

• The scores for each assessment criteria determine the student’s overall grades (they are equally weighted at 8 points each).
• These four criteria grades are added together to give a total out of 32 points.
• This total is then converted into a final grade of 1 – 7, the grade boundaries of which are set by the IB.
• A breakdown of how the final grade is awarded is explained on the semester reports.
• Students’ levels of achievement – or grades – are not carried forward from one semester to another.

In addition to teacher assessment in the MYP,  the Personal Project, a self-directed research project in Grade 10, is also completed. It is grades and moderated by the supervisor and a team of teachers here at CIS before being sampled and externally moderated by the IB.

Students’ achievement in each semester of Grades 9 and 10 also contributes to credits  for the CIS High School Diploma. Each passing grade (3 or above) is awarded 0.5 of a credit for each semester.

MYP General Grade Descriptors (MYP: From Principles to Practice, p. 94)

For CIS students to enter the IB Diploma Programme, they must:

• Achieve a minimum score of 36 points out of a maximum total of 56  to progress to the Diploma Programme
• Have gained at least a ‘5’ in three subjects at minimum
• Have achieved at least a ‘3’ for the Personal Project
• Have met the Community and Service expectations to the satisfaction of the school
• Have a base level of English that the school considers sufficient for a student to be successful in their Diploma studies.

*Students enrolling from outside of CIS will be considered on a case-by-case basis in line with the school’s Admissions policy.

Approaches to Learning Skills

To best support student learning, teachers complement reports on academic attainment with reports on five approaches to learning skills detailed below. These are skills designed to support students’ learning across all subject groups and provide a common language when reflecting on the process of learning. When assessing a student’s level for an ATL skill, teachers use the rating descriptors listed.

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