Embedded Files
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.
7th grade | MYP 3 assessment criteria
7th grade | MYP 3 assessment criteria
Criterion A: Knowing and understanding
Criterion A: Knowing and understanding
Maximum: 8
At the end of year 3, students should be able to:
i. describe physical and health education factual, procedural and conceptual knowledge
ii. apply physical and health education knowledge to explain issues and solve problems set in familiar and unfamiliar situations
iii. apply physical and health terminology effectively to communicate understanding.
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. recalls physical and health education factual, procedural and conceptual knowledge
ii. identifies physical and health education knowledge to outline issues and suggest solutions to problems set in familiar situations
iii. applies physical and health terminology to communicate understanding with limited success.
3–4
The student:
i. states physical and health education factual, procedural and conceptual knowledge
ii. identifies physical and health education knowledge to describe issues and to solve problems set in familiar situations
iii. applies physical and health terminology to communicate understanding.
5–6
The student:
i. outlines physical and health education factual, procedural and conceptual knowledge
ii. applies physical and health education knowledge to describe issues and to solve problems set in familiar situations and suggest solutions
to problems set in unfamiliar situations
iii. applies physical and health terminology consistently to communicate understanding.
7–8
The student:
i. describes physical and health education factual, procedural and conceptual knowledge
ii. applies physical and health education knowledge to explain issues and solve problems set in familiar and unfamiliar situations
iii. applies physical and health terminology consistently and effectively to communicate understanding.
Notes for criterion A
• Criterion A must be assessed in non-performance/non-playing situations.
• Criterion A can be assessed only through written or oral tasks.
Criterion B: Planning for performance
Criterion B: Planning for performance
Maximum: 8
At the end of year 3, students should be able to:
i. outline goals to enhance performance
ii. design and explain a plan for improving physical performance and health.
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. states a goal to enhance performance
ii. outlines a limited plan for improving physical performance and health.
3–4
The student:
i. lists goals to enhance performance
ii. outlines a plan for improving physical performance and health.
5–6
The student:
i. identifies goals to enhance performance
ii. designs a plan for improving physical performance and health.
7–8
The student:
i. outlines goals to enhance performance
ii. designs and explains a plan for improving physical performance and health.
Notes for criterion B
• Criterion B can be assessed through units that require students to inquire and plan. Examples include: composition of aesthetic movement routines (such as gymnastics, dance, sport aerobics, martial arts), fitness training programmes, coaching programmes, game creation and laboratory investigations (such as fitness, skill acquisition, energy systems).
Criterion C: Applying and performing
Criterion C: Applying and performing
Maximum: 8
At the end of year 3, students should be able to:
i. demonstrate and apply a range of skills and techniques
ii. demonstrate and apply a range of strategies and movement concepts
iii. outline and apply information to perform effectively.
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. recalls and applies skills and techniques with limited success
ii. recalls and applies strategies and movement concepts with limited success
iii. recalls and applies information to perform.
3–4
The student:
i. demonstrates and applies skills and techniques with limited success
ii. demonstrates and applies strategies and movement concepts with limited success
iii. identifies and applies information to perform.
5–6
The student:
i. demonstrates and applies skills and techniques
ii. demonstrates and applies strategies and movement concepts
iii. identifies and applies information to perform effectively.
7–8
The student:
i. demonstrates and applies a range of skills and techniques
ii. demonstrates and applies a range of strategies and movement concepts
iii. outlines and applies information to perform effectively.
Notes for criterion C
• Criterion C must be assessed in performance/playing situations.
• A student’s ability to demonstrate and apply skills and techniques could include: accuracy, efficiency, control, coordination, timing, fluency, speed and power.
• A student’s ability to demonstrate and apply strategies and movement concepts could include:´the use of space, force and flow of movement and adaptation to various situations.
• A student’s ability to outline and apply information to perform effectively could include: reading the situation, processing information, responding to feedback and making appropriate decisions. Depending on the nature of the activity, these sorts of characteristics should be considered.
• Criterion C is not appropriate for assessing replication of movement routines and umpiring/refereeing.
Criterion D: Reflecting and improving performance
Criterion D: Reflecting and improving performance
Maximum: 8
At the end of year 3, students should be able to:
i. describe and demonstrate strategies to enhance interpersonal skills
ii. explain the effectiveness of a plan based on the outcome
iii. explain and evaluate performance.
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. identifies strategies to enhance interpersonal skills
ii. states the effectiveness of a plan
iii. outlines performance.
3–4
The student:
i. identifies and demonstrates strategies to enhance interpersonal skills
ii. states the effectiveness of a plan based on the outcome
iii. outlines and summarizes performance.
5–6
The student:
i. outlines and demonstrates strategies to enhance interpersonal skills
ii. describes the effectiveness of a plan based on the outcome
iii. outlines and evaluates performance.
7–8
The student:
i. describes and demonstrates strategies to enhance interpersonal skills
ii. explains the effectiveness of a plan based on the outcome
iii. explains and evaluates performance.
Notes for criterion D
• Criterion D is appropriate for assessing personal and social development in sports/performance leadership and officiating.
• This criterion is not appropriate for assessing plans for learning how to demonstrate isolated skills. For example, criterion D is not used to assess a student’s plan for demonstrating an isolated skill such as tackling in rugby. However, it is appropriate to assess the effectiveness of a plan for improving defensive performance in rugby by developing a range of skills, strategies and techniques. In this situation, the student may plan to improve multiple areas such as strength, speed, cardiovascular fitness, tackling technique or formation in order to improve overall defensive performance.
9th grade | MYP 5 assessment criteria
9th grade | MYP 5 assessment criteria
Criterion A: Knowing and understanding
Criterion A: Knowing and understanding
Maximum: 8
At the end of year 5, students should be able to:
i. explain physical and health education factual, procedural and conceptual knowledge
ii. apply physical and health education knowledge to analyse issues and solve problems set in familiar and unfamiliar situations
iii. apply physical and health terminology effectively to communicate understanding.
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. states physical and health education factual, procedural and conceptual knowledge
ii. applies physical and health education knowledge to investigate issues and suggest solutions to problems set in familiar situations
iii. applies physical and health terminology to communicate understanding with limited success.
3–4
The student:
i. outlines physical and health education factual, procedural and conceptual knowledge
ii. applies physical and health education knowledge to analyse issues and to solve problems set in familiar situations
iii. applies physical and health terminology to communicate understanding.
5–6
The student:
i. identifies physical and health education factual, procedural and conceptual knowledge
ii. applies physical and health education knowledge to analyse issues and to solve problems set in familiar and unfamiliar situations
iii. applies physical and health terminology consistently to communicate understanding.
7–8
The student:
i. explains physical and health education factual, procedural and conceptual knowledge
ii. applies physical and health education knowledge to analyse complex issues and to solve complex problems set in familiar and unfamiliar
situations
iii. applies physical and health terminology consistently and effectively to communicate understanding.
Notes for criterion A
• Criterion A must be assessed in non-performance/non-playing situations.
• Criterion A can be assessed only through written or oral tasks.
Criterion B: Planning for performance
Criterion B: Planning for performance
Maximum: 8
At the end of year 5, students should be able to:
i. develop goals to enhance performance
ii. design, explain and justify a plan to improve physical performance and health.
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. identifies goals to enhance performance
ii. constructs a plan to improve physical performance and health.
3–4
The student:
i. outlines goals to enhance performance
ii. constructs and describes a plan to improve physical performance and health.
5–6
The student:
i. explains goals to enhance performance
ii. designs and explains a plan to improve physical performance and health.
7–8
The student:
i. develops goals to enhance performance
ii. designs, explains and justifies a plan to improve physical performance and health.
Notes for criterion B
• Criterion B can be assessed through units that require students to inquire and plan. Examples include: composition of aesthetic movement routines (such as gymnastics, dance, sport aerobics, martial arts), fitness training programmes, coaching programmes, game creation and laboratory investigations (such as fitness, skill acquisition, energy systems).
Criterion C: Applying and performing
Criterion C: Applying and performing
Maximum: 8
At the end of year 5, students should be able to:
i. demonstrate and apply a range of skills and techniques effectively
ii. demonstrate and apply a range of strategies and movement concepts effectively
iii. analyse and apply information to perform effectively.
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. demonstrates and applies skills and techniques with limited success
ii. demonstrates and applies strategies and movement concepts with limited success
iii. recalls information to perform.
3–4
The student:
i. demonstrates and applies skills and techniques
ii. demonstrates and applies strategies and movement concepts
iii. identifies and applies information to perform.
5–6
The student:
i. demonstrates and applies a range of skills and techniques
ii. demonstrates and applies a range of strategies and movement concepts
iii. analyses and applies information to perform.
7–8
The student:
i. demonstrates and applies a range of skills and techniques effectively
ii. demonstrates and applies a range of strategies and movement concepts effectively
iii. analyses and applies information to perform effectively.
Notes for criterion C
• Criterion C must be assessed in performance/playing situations.
• A student’s ability to demonstrate and apply skills and techniques could include: accuracy, efficiency, control, coordination, timing, fluency, speed and power.
• A student’s ability to demonstrate and apply strategies and movement concepts could include: the use of space, force and flow of movement and adaptation to various situations.
• A student’s ability to analyse and apply information to perform effectively could include: reading the situation, processing information, responding to feedback and making appropriate decisions. Depending on the nature of the activity, these sorts of characteristics should be considered.
• Criterion C is not appropriate for assessing replication of movement routines and umpiring/refereeing.
• Criterion C, strand iii (analyse and apply information to perform effectively) is not applicable for eAssessment.
Criterion D: Reflecting and improving performance
Criterion D: Reflecting and improving performance
Maximum: 8
At the end of year 5, students should be able to:
i. explain and demonstrate strategies to enhance interpersonal skills
ii. analyse and evaluate the effectiveness of a plan based on the outcome
iii. analyse and evaluate performance.
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. identifies and demonstrates strategies to enhance interpersonal skills
ii. outlines the effectiveness of a plan based on the outcome
iii. outlines and summarizes performance.
3–4
The student:
i. outlines and demonstrates strategies to enhance interpersonal skills
ii. explains the effectiveness of a plan based on the outcome
iii. describes and summarizes performance.
5–6
The student:
i. describes and demonstrates strategies to enhance interpersonal skills
ii. analyses the effectiveness of a plan based on the outcome
iii. explains and evaluates performance.
7–8
The student:
i. explains and demonstrates strategies to enhance interpersonal skills
ii. analyses and evaluates the effectiveness of a plan based on the outcome
iii. analyses and evaluates performance.
Notes for criterion D
• Criterion D is appropriate for assessing personal and social development in sports/performance
leadership and officiating.
• This criterion is not appropriate for assessing plans for learning how to demonstrate isolated skills. For example, criterion D is not used to assess a student’s plan for demonstrating an isolated skill such as tackling in rugby. However, it is appropriate to assess the effectiveness of a plan for improving defensive performance in rugby by developing a range of skills, strategies and techniques. In this situation, the student may plan to improve multiple areas such as strength, speed, cardiovascular fitness, tackling technique or formation in order to improve overall defensive performance.
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