From MYP objectives to assessment criteria

MYP objectives and assessment criteria
Sciences and Design

Word Cloud

The IB provides MYP subject groups with specific learning objectives. What do you think these objectives represent?

Multiple Select

What are the dimensions of learning that the MYP Sciences and Design objectives encompass?

(Check all applicable answers)

• Factual learning

• Conceptual learning

• Procedural learnind

• Metacognitive learning

Multiple Select

Acheivement of the learning objectives are assessed using the specific MYP criteria. The Sciences and the Design guides provide you with criteria appropriate to assess the work of wich age groups of students?

(Select all of the appropriate answers)

• MYP 1

  (Grade 6)

• MYP 2

  (Grade 7)

• MYP 3

  (Grade 8)

• MYP 4

  (Grade 9)

• MYP 5

  (Grade 10)

© International Baccalaureate Organization 2024

Objectives and assessment criteria—MYP
Design and Sciences guides

The objectives represent the structure of knowledge of
the MYP.

Objectives encompass four different dimensions.

• Factual
• Conceptual
• Procedural
• Metacognitive

The objectives and their strands for years 1, 3, and 5 of
the programme are provided in the MYP subject-group
guides, and their use is mandatory.

© International Baccalaureate Organization 2024

Summary of
the MYP
assessment
criteria
across
subject
groups

Multiple Choice

If you design a task for MYP 2 students, which criteria will you use to assess their work?

• MYP 1

• MYP 2

• MYP 3

• MYP 1 at beginning, and MYP 3 at the end of the school year

© International Baccalaureate Organization 2024

Reminder

• If you teach year 1 of the MYP, use year 1 criteria.

• If you teach year 2 of the MYP, you may want to use

year 1 criteria for the first semester and
year 3 criteria for the second semester.

• If you teach year 3 of the MYP, use year 3 criteria

• If you teach year 4 or 5 of the MYP, use year 5

criteria.

© International Baccalaureate Organization 2024

Appropriateness of tasks

✓ The summative assessment task(s)

developed for each unit should
address at least one MYP subject-
group objective.

✓ Student work that stems from these

tasks

is

then

assessed

using

criteria

that

matches

the

objectives.

Source: FPIP

© International Baccalaureate Organization 2024

Deciding on subject-specific content

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Aligning the written and assessed curriculums

Multiple Choice

When designing a task, which level of acheivment should you target?

• 1 - 2

• 3 - 4

• 5 - 6

• 7 - 8

© International Baccalaureate Organization 2024

Appropriateness of summative tasks

✓ Teachers will need to

ensure that assessment
tasks not only address
an objective but allow
students access to all the
achievement levels in the
corresponding criterion.

Sources: FPIP

Multiple Choice

When I chose an objective upon designing a task, I have to cover all of its respective criterion strands to assess it.

• Yes

• No

• Maybe

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Reminder

• Remember to look at the objective

strands under your chosen objective
and decide which strand(s) are
appropriate for assessing the
summative task.

• Remember … teachers need to be

selective with their strands, as they
should not assess what they have
not taught!

Open Ended

Why are command terms so imprtant in the criterion strands?

​Command terms

© International Baccalaureate Organization 2024

Command terms: It’s all in the action

Command terms are embedded in the objectives

and assessment criteria of each subject group in
the MYP. The outcome of using command terms is
that students understand and know what to do.

Teachers use command terms when giving

instructions, when questioning students, when
posing problems and when eliciting responses from
a class. Students are expected to understand and
be able to respond effectively to the command
terms present in teaching instructions, questions
and problems presented to them. (FPIP p. 83)