Note! The IB subject specific assessment criteria are used during the MYP studies as one means of varied ways of assessment, because they give the student more detailed feedback on the learning and skills. Yet, the final assessment is based on the descriptions given in the Finnish national core curriculum.

9th grade | MYP 5 assessment criteria (Civics, Ethics, Religion, Health Education)

Criterion A: Knowing and understanding

Maximum: 8

At the end of year 5, students should be able to:

i. use a wide range of terminology in context

ii. demonstrate knowledge and understanding of subject-specific content and concepts through developed descriptions, explanations

and examples.

Achievement level and level descriptor

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

1–2

The student:

i. uses limited relevant terminology

ii. demonstrates basic knowledge and understanding of content and concepts with minimal descriptions and/or examples.

3–4

The student:

i. uses some terminology accurately and appropriately

ii. demonstrates adequate knowledge and understanding of content and concepts through satisfactory descriptions, explanations and

examples.

5–6

The student:

i. uses a range of terminology accurately and appropriately

ii. demonstrates substantial knowledge and understanding of content and concepts through accurate descriptions, explanations and

examples.

7–8

The student:

i. consistently uses a wide range of terminology effectively

ii. demonstrates excellent knowledge and understanding of content and concepts through thorough, accurate descriptions, explanations

and examples.

Criterion B: Investigating

Maximum: 8

At the end of year 5, students should be able to:

i. formulate a clear and focused research question and justify its relevance

ii. formulate and follow an action plan to investigate a research question

iii. use research methods to collect and record appropriate, varied and relevant information

iv. evaluate the process and results of the investigation.

Achievement level and level descriptor

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

1–2

The student:

i. formulates a research question that is clear or focused and describes its relevance

ii. formulates a limited action plan to investigate a research question or does not follow a plan

iii. collects and records limited information, not always consistent with the research question

iv. makes a limited evaluation of the process and results of the investigation.

3–4

The student:

i. formulates a research question that is clear and focused and describes its relevance in detail

ii. formulates and somewhat follows a partial action plan to investigate a research question

iii. uses a research method(s) to collect and record mostly relevant information

iv. evaluates some aspects of the process and results of the investigation.

5–6

The student:

i. formulates a clear and focused research question and explains its relevance

ii. formulates and follows a substantial action plan to investigate a research question

iii. uses research method(s) to collect and record appropriate, relevant information

iv. evaluates the process and results of the investigation.

7–8

The student:

i. formulates a clear and focused research question, thoroughly justifying its relevance with appropriate evidence

ii. formulates and effectively follows a comprehensive action plan to investigate a research question

iii. uses research methods to collect and record appropriate, varied and relevant information

iv. thoroughly evaluates the investigation process and results.

Criterion C: Communicating

Maximum: 8

At the end of year 5, students should be able to:

i. communicate information and ideas effectively using an appropriate style for the audience and purpose

ii. structure information and ideas in a way that is appropriate to the specified format

iii. document sources of information using a recognized convention.

Achievement level and level descriptor

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

1–2

The student:

i. communicates information and ideas in a limited way, using a style that is limited in its appropriateness to the audience and purpose

ii. structures information and ideas according to the specified format in a limited way

iii. documents sources of information in a limited way.

3–4

The student:

i. communicates information and ideas satisfactorily by using a style that is somewhat appropriate to the audience and purpose

ii. structures information and ideas in a way that is somewhat appropriate to the specified format

iii. sometimes documents sources of information using a recognized convention.

5–6

The student:

i. communicates information and ideas accurately by using a style that is mostly appropriate to the audience and purpose

ii. structures information and ideas in a way that is mostly appropriate to the specified format

iii. often documents sources of information using a recognized convention.

7–8

The student:

i. communicates information and ideas effectively and accurately by using a style that is completely appropriate to the audience and

purpose

ii. structures information and ideas in a way that is completely appropriate to the specified format

iii. consistently documents sources of information using a recognized convention.

Criterion D: Thinking critically

Maximum: 8

At the end of year 5, students should be able to:

i. discuss concepts, issues, models, visual representation and theories

ii. synthesize information to make valid, well-supported arguments

iii. analyse and evaluate a range of sources/data in terms of origin and purpose, examining value and limitations

iv. interpret different perspectives and their implications.

Achievement level and level descriptor

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

1–2

The student:

i. analyses concepts, issues, models, visual representation and theories to a limited extent

ii. summarizes information to a limited extent to make arguments

iii. describes a limited number of sources/data in terms of origin and purpose and recognizes nominal value and limitations

iv. identifies different perspectives and minimal implications.

3–4

The student:

i. analyses concepts, issues, models, visual representation and theories

ii. summarizes information to make arguments

iii. analyses and/or evaluates sources/data in terms of origin and purpose, recognizing some value and limitations

iv. interprets different perspectives and some of their implications.

5–6

The student:

i. discusses concepts, issues, models, visual representation and theories

ii. synthesizes information to make valid arguments

iii. effectively analyses and evaluates a range of sources/data in terms of origin and purpose, usually recognizing value and limitations

iv. interprets different perspectives and their implications.

7–8

The student:

i. completes a detailed discussion of concepts, issues, models, visual representation and theories

ii. synthesizes information to make valid, well-supported arguments

iii. effectively analyses and evaluates a range of sources/data in terms of origin and purpose, consistently recognizing value and limitations

iv. thoroughly interprets a range of different perspectives and their implications.