Embedded Files
In the MYP at ICS Addis Ababa, assessment is designed to support student learning and growth by focusing on skill development, meaningful feedback, and clear criteria that reflect what students know and can do. Each MYP subject is organized around four key criteria, which are broad areas of learning—for example, “Communicating” or “Thinking Critically.” Within each criterion, there are smaller parts called strands, which describe the specific skills or understandings we are looking for. Throughout the year, students complete a variety of tasks—like projects, investigations, performances, and written work—that give them opportunities to demonstrate their learning in these different strands.
When teachers assess student work, they use rubrics that describe what each level of achievement looks like for each strand. These levels range from 0 to 8 for each criterion. Teachers gather evidence of learning over time and use their professional judgment to determine a best-fit level for each criterion by the end of the semester or year. The final grade for a subject is based on the total of these four criteria, which is then converted into a number from 1 to 7, following MYP grade boundaries.
This approach helps students understand their strengths and areas for growth, and it supports a growth mindset by emphasizing progress and reflection rather than just final results.
FAQ about MYP Assessment
1. What is MYP assessment based on?
MYP assessment is criteria-based, meaning students are evaluated against specific learning objectives set by the IB for each subject. These objectives are divided into four criteria per subject, and students are assessed on how well they meet each criterion.
2. How often are students assessed in the MYP?
Students are assessed continuously throughout the year. Both formative assessments, which provide ongoing feedback during the learning process, and summative assessments, which evaluate student understanding at the end of a unit, are used to gauge progress.
3. What are formative and summative assessments?
Formative assessments are regular, low-stakes evaluations that help students understand their learning progress and identify areas for improvement. Summative assessments occur at the end of a unit and measure how well students have met the learning objectives for that particular unit.
4. How are grades determined in the MYP?
Grades in the MYP are determined by the level of achievement a student demonstrates in each of the four criteria for a subject. Teachers assess students multiple times for each criterion throughout the year, and the final grade is based on the highest levels of achievement shown in these assessments.
5. What is the scale used for MYP assessment?
MYP assessments are graded on a scale of 1 to 8, with 1 being the lowest and 8 the highest. This scale reflects the student’s overall level of achievement across all criteria for a subject.
6. Can students improve their grades during the year?
Yes, students have multiple opportunities to demonstrate their understanding and skills throughout the year. Teachers consider the most recent and consistent evidence of achievement when determining final grades, allowing students to improve their grades over time.
7. What is the role of feedback in MYP assessment?
Feedback is a crucial part of MYP assessment. Teachers provide constructive feedback on both formative and summative assessments, helping students understand their strengths, areas for improvement, and how to enhance their learning strategies.
8. How do interdisciplinary assessments work in the MYP?
Interdisciplinary assessments involve tasks that require students to apply skills and knowledge from two or more subject areas. These assessments help students make connections between different disciplines and understand complex, real-world issues.
9. How do parents receive information about their child’s progress?
Parents receive regular updates on their child’s progress through report cards, parent-teacher conferences, and access to the school’s learning management system. Teachers may also provide additional feedback or reports as needed throughout the year.
10. What happens if a student is struggling with MYP assessments?
If a student is struggling, teachers will provide additional support and resources to help them improve. This may include differentiated instruction, extra help sessions, or tailored feedback. The goal is to ensure every student has the opportunity to succeed in the MYP.
11. How does MYP assessment prepare students for the Diploma Programme (DP)?
MYP assessment fosters the development of critical thinking, research, communication, and self-management skills, which are essential for success in the IB Diploma Programme. The focus on criteria-based assessment in the MYP also aligns closely with the assessment practices in the DP.
Scheduling
Teachers utilize Toddle in the Middle School to help students proactively keep track of their assessments. The guidelines below are intended to help students remain balanced and manage their learning. With numerous personalised schedules, it is also the responsibility of the student to advocate/speak to a teacher if needed. Where required, teachers will offer a student an additional sitting for a summative.
No more than 2 in-class summatives on the same day (presentations, exams or tests).
Exception for 3rd assessment if it’s a project-based assessment (essay, group project, individual project, etc.) where there has been class time given to complete the project and the student's responsibility is to submit the task on that day.
No more than 5 assessments in a week (some flexibility here for Gr 12 Mock exams, special circumstances, etc.)
Teachers will update the assessment calendars proactively 14 days in advance whenever possible.
Feedback
Teachers will post feedback within 10 days for summative assessments. For summative assessments, teacher comments that summarize the strengths and areas for growth will be included. More specific feedback can be found on the assessment itself.
Modified Grades (Curriculum)
Some students with accommodations may have modifications to the curriculum that reflects their individual learning needs. Grades will be marked as modified if the curriculum, standards or class assessments are significantly altered for that student. This might be done for students who are still learning English or who have verified learning differences.
The Student Support Team (SST) must make a recommendation in order for a student’s curriculum to be modified.
If the curriculum for a course has been modified for a student, it will be marked with an asterisks (*) on the report and on the transcript.
Retaking Assessments
Wherever possible, missed assessments (mostly non-project based) are re-taken to be included as part of a student's body of evidence that is used to create a final grade. In some circumstances (project and non-project based), a missed assessment may be given a "no grade" ("-" on Toddle) if it is not possible to re-take. However, as part of a larger body of work, a teacher will still have enough evidence to create a grade. All retakes must be approved by the MYP Coordinator after a discussion with the teacher, student, and in most cases, parents.
If retakes remains consistent, the matter is brought to the Grade Level Leader and intervention plans created to support.
Submission of Assessments
In extenuating circumstances, teachers can give extensions, but these must be communicated by students and parents. In these circumstances, students may request a teacher to accept an assessment up to 1 week (5 school days) late. This is a privilege, not a right. In some circumstances (emergency, etc.) parents and students should communicate with the school, and teachers will work with students to create new deadlines. All extensions, wherever possible, should be proactively arranged in advance (more than 2 days before the due date). The most important skill this requires from students and parents is communication.
If an assessment is late and/or no communication has taken place, teachers first communicate with parents and students. If no communication is received fro parents, the student will be awarded a "0". In the larger body of work, the teacher should still have enough data to provide evidence in reaching final levels of achievement when required. If late submissions continue consistently, this matter is then raised to the Grade Level Leader and HS Leadership Team and interventions are designed as needed.
Wherever possible, if a student hands in an incomplete piece of work, the teacher will assess the work and mark it as it is.
Reporting
Parents and students are provided with login information to Toddle. This is available and encouraged in both website and app platforms. In the MS, comments on student progress are given on an ongoing basis over the course of a semester in the form of summative feedback.
Progress reports are a snapshot of student's performance over a designated period and provide feedback regarding the level of growth a student has shown at that point in time. They are not the only means of communicating progress. Teachers and parents normally engage in regular communication regarding student progress through conversation, email, or other means.
Progress reports at the end of semester one and an end of year report card are released through the Toddle.
Change of Grade
In cases where a student’s grade is to be changed after the reporting session, due to late submission of work or for other reasons, the MYPC may approve the change. A Change of Grade Form shall be completed and submitted to the MYPC.
Arriving Students
For students that arrive after the start of the year, arrangements are made with the MYP Coordinator, teachers, the student, and parents to ensure that an successful start to life at ICS is possible.
Criteria for every subject
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