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

Criterion A: Analysing

Maximum: 8

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

i. analyse the content, context, language, structure, technique and style of text(s) and the relationship among texts

ii. analyse the effects of the creator’s choices on an audience

iii. justify opinions and ideas, using examples, explanations and terminology

iv. evaluate similarities and differences by connecting features across and within genres and texts.

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. provides limited analysis of the content, context, language, structure, technique and style of text(s) and the relationship among texts

ii. provides limited analysis of the effects of the creator’s choices on an audience

iii. rarely justifies opinions and ideas with examples or explanations; uses little or no terminology

iv. evaluates few similarities and differences by making minimal connections in features across and within genres and texts.

3–4

The student:

i. provides adequate analysis of the content, context, language, structure, technique and style of text(s) and the relationship among texts

ii. provides adequate analysis of the effects of the creator’s choices on an audience

iii. justifies opinions and ideas with some examples and explanations, though this may not be consistent; uses some terminology

iv. evaluates some similarities and differences by making adequate connections in features across and within genres and texts.

5–6

The student:

i. competently analyses the content, context, language, structure, technique, style of text(s) and the relationship among texts

ii. competently analyses the effects of the creator’s choices on an audience

iii. sufficiently justifies opinions and ideas with examples and explanations; uses accurate terminology

iv. evaluates similarities and differences by making substantial connections in features across and within genres and texts.

7–8

The student:

i. provides perceptive analysis of the content, context, language, structure, technique, style of text(s) and the relationship among texts

ii. perceptively analyses the effects of the creator’s choices on an audience

iii. gives detailed justification of opinions and ideas with a range of examples, and thorough explanations; uses accurate terminology

iv. perceptively compares and contrasts by making extensive connections in features across and within genres and texts.

Criterion B: Organizing

Maximum: 8

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

i. employ organizational structures that serve the context and intention

ii. organize opinions and ideas in a sustained, coherent and logical manner

iii. use referencing and formatting tools to create a presentation style suitable to the context and intention.

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. makes minimal use of organizational structures though these may not always serve the context and intention

ii. organizes opinions and ideas with a minimal degree of coherence and logic

iii. makes minimal use of referencing and formatting tools to create a presentation style that may not always be suitable to the context and

intention.

3–4

The student:

i. makes adequate use of organizational structures that serve the context and intention

ii. organizes opinions and ideas with some degree of coherence and logic

iii. makes adequate use of referencing and formatting tools to create a presentation style suitable to the context and intention.

5–6

The student:

i. makes competent use of organizational structures that serve the context and intention

ii. organizes opinions and ideas in a coherent and logical manner with ideas building on each other

iii. makes competent use of referencing and formatting tools to create a presentation style suitable to the context and intention.

7–8

The student:

i. makes sophisticated use of organizational structures that serve the context and intention effectively

ii. effectively organizes opinions and ideas in a sustained, coherent and logical manner with ideas building on each other in a sophisticated

way

iii. makes excellent use of referencing and formatting tools to create an effective presentation style.

Criterion C: Producing text

Maximum: 8

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

i. produce texts that demonstrate insight, imagination and sensitivity while exploring and reflecting critically on new perspectives and ideas

arising from personal engagement with the creative process

ii. make stylistic choices in terms of linguistic, literary and visual devices, demonstrating awareness of impact on an audience

iii. select relevant details and examples to develop ideas.

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. produces texts that demonstrate limited personal engagement with the creative process; demonstrates a limited degree of insight,

imagination and sensitivity and minimal exploration of, and critical reflection on, new perspectives and ideas

ii. makes minimal stylistic choices in terms of linguistic, literary and visual devices, demonstrating limited awareness of impact on an

audience

iii. selects few relevant details and examples to develop ideas.

3–4

The student:

i. produces texts that demonstrate adequate personal engagement with the creative process; demonstrates some insight, imagination

and sensitivity and some exploration of, and critical reflection on, new perspectives and ideas

ii. makes some stylistic choices in terms of linguistic, literary and visual devices, demonstrating adequate awareness of impact on an

audience

iii. selects some relevant details and examples to develop ideas.

5–6

The student:

i. produces texts that demonstrate considerable personal engagement with the creative process; demonstrates considerable insight,

imagination and sensitivity and substantial exploration of, and critical reflection on, new perspectives and ideas

ii. makes thoughtful stylistic choices in terms of linguistic, literary and visual devices, demonstrating good awareness of impact on an

audience

iii. selects sufficient relevant details and examples to develop ideas.

7–8

The student:

i. produces texts that demonstrate a high degree of personal engagement with the creative process; demonstrates a high degree of insight,

imagination and sensitivity and perceptive exploration of, and critical reflection on, new perspectives and ideas

ii. makes perceptive stylistic choices in terms of linguistic, literary and visual devices, demonstrating good awareness of impact on an

audience

iii. selects extensive relevant details and examples to develop ideas with precision.

Criterion D: Using language

Maximum: 8

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

i. use appropriate and varied vocabulary, sentence structures and forms of expression

ii. write and speak in a register and style that serve the context and intention

iii. use correct grammar, syntax and punctuation

iv. spell (alphabetic languages), write (character languages) and pronounce with accuracy

v. use appropriate non-verbal communication techniques.

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 a limited range of appropriate vocabulary and forms of expression

ii. writes and speaks in an inappropriate register and style that do not serve the context and intention

iii. uses grammar, syntax and punctuation with limited accuracy; errors often hinder communication

iv. spells/writes and pronounces with limited accuracy; errors often hinder communication

v. makes limited and/or inappropriate use of non-verbal communication techniques.

3–4

The student:

i. uses an adequate range of appropriate vocabulary, sentence structures and forms of expression

ii. sometimes writes and speaks in a register and style that serve the context and intention

iii. uses grammar, syntax and punctuation with some degree of accuracy; errors sometimes hinder communication

iv. spells/writes and pronounces with some degree of accuracy; errors sometimes hinder communication

v. makes some use of appropriate non-verbal communication techniques.

5–6

The student:

i. uses a varied range of appropriate vocabulary, sentence structures and forms of expression competently

ii. writes and speaks competently in a register and style that serve the context and intention

iii. uses grammar, syntax and punctuation with a considerable degree of accuracy; errors do not hinder effective communication

iv. spells/writes and pronounces with a considerable degree of accuracy; errors do not hinder effective communication

v. makes sufficient use of appropriate non-verbal communication techniques.

7–8

The student:

i. effectively uses a range of appropriate vocabulary, sentence structures and forms of expression

ii. writes and speaks in a consistently appropriate register and style that serve the context and intention

iii. uses grammar, syntax and punctuation with a high degree of accuracy; errors are minor and communication is effective

iv. spells/writes and pronounces with a high degree of accuracy; errors are minor and communication is effective

v. makes effective use of appropriate non-verbal communication techniques.