IB Criterion A: Content
IB Level Descriptor
MPS Level Descriptor
IB
MPS
0
1
The student does not reach a standard described by any of the descriptors
below.
The student is searching for a topic. No identifiable main idea or
story. Little information, simple list of facts or events. Details vague
or not included, random thoughts; rambling
2
The student demonstrates very limited understanding of the text and topic,
and little or no awareness of the author’s choices. There is little or no
detail, development or support. In creative work, pieces show very limited
imagination or sensitivity; the student rarely employs literary features, or
employs literary and/or non-literary features that do not serve the context or
intention. The use of terminology is missing, inconsistent and/or incorrect.
The student has chosen a topic that is too broad or one that he does not
know a lot about. The main idea or story is hard to figure out. The
reader is left wondering what the writer was trying to say. Much
information does not relate to the main idea. Details are limited,
repetitious or off-topic.
3
The student demonstrates limited understanding of the text and topic, and
sometimes shows an awareness of the author’s choices, although detail,
development and/or support are insufficient. In creative work, pieces show
limited imagination or sensitivity; the student attempts to employ literary
and/or non-literary features; these sometimes serve the context and intention.
The use of terminology is sometimes accurate and appropriate.
The student sticks to the topic most of the time, although the topic
needs narrowing. The reader can probably guess the main idea. Some
of the information isn’t related to the main idea or story. The writing
lacks detail, or details given are commonly known, generalities.
4
The student demonstrates a sufficient understanding of the text and topic,
and an awareness of the author’s choices, using adequate detail,
development and support. In creative work, pieces reflect some imagination
and sensitivity; the student generally employs literary and/or non-literary
features that serve the context and intention. Terminology is usually accurate
and appropriate.
The student understands the topic and narrows it fairly well. The
reader can get the main idea. Information is sometimes presented in a
new and interesting way. The writing has some well-chosen details
that explain the main idea.
5
The student demonstrates a good understanding of the text, topic and the
author’s choices, using substantial detail, development and support. In
creative work, pieces reflect imagination and sensitivity; the student employs
literary and/or non-literary features that serve the context and intention.
Relevant terminology is used accurately and appropriately.
The student has a well-defined and manageable topic. The main idea
is easily understood by the reader. Information shows insight into the
topic. The writer has carefully chosen details that clearly explain the
main idea.
6
The student demonstrates a perceptive understanding of the text, topic and
the author’s choices, consistently using illustrative detail, development and
support. In creative work, pieces reflect a lot of imagination and sensitivity;
the student employs literary and/or non-literary features effectively that serve
the context and intention. Sophisticated command of relevant terminology
is used appropriately.
The student has an extremely clear and focused topic. The main idea
is obvious to the reader. The information makes connections and
shows significant insight. The writer has utilized relevant and precise
details that go beyond the obvious.
1–2
3–4
Achievement Levels
MPS: Ideas
5–6
7–8
9 - 10
IB Criterion B: Organization
IB
0
Achievement Levels
1–2
3–4
5–6
7–8
9 - 10
MPS
MPS: Organization, Presentation, Conventions (Expository)
IB Level Descriptor
MPS Level Descriptor
1
The student does not reach a standard described by any of the descriptors below.
There is no pattern to the organization. There is no lead or
conclusion. Ideas and details are difficult to follow; the writing does
not make sense. No transitions are attempted. Citations missing.
Visuals missing or distracting.
2
The student rarely employs organizational structures and/or language-specific
conventions, or uses those that do not serve the context and intention. The
work is generally disorganized, unclear and/or incoherent. The student
employs critical apparatus inappropriately or not at all.
There is no clear structure or pattern; the writing goes off in many
directions. The lead and conclusion are either missing or need work.
Sequencing is attempted, but hard to follow. Transitions are used in
a way that does not connect ideas in a clear way. Sources incomplete
and formatted incorrectly. Visuals added do not support the text.
3
The student sometimes employs organizational structures and/or languagespecific conventions that serve the context and intention. The work shows the
beginnings or organization but lacks coherence. The student employs critical
apparatus with limited success.
Structure is too obvious and distracts from the meaning. A lead and
conclusion are attempted, but do not engage the reader in an effective
way. Some parts are out of sequence or are not needed. Obvious
transitions are used to connect some ideas. Most sources listed and
most correctly cited. Visuals added do not consistently support or
connect to the text.
4
The student usually employs organizational structures and language-specific
conventions that serve the context and intention. The work is generally
organized, clear and coherent. The student generally employs critical
apparatus correctly.
There is a structure to the writing that fits the purpose. An adequate
lead and conclusion are both included in the paper. The sequence
develops the message. Transitions are effective in connecting ideas
together. Sources are listed and most correctly cited. Visuals are
used to help the reader understand the text.
5
6
The student consistently employs organizational structures and languagespecific conventions that serve the context and intention. The work is usually
well-organized, clear and coherent and the ideas being expressed build on each
other. The student employs critical apparatus correctly.
The student consistently employs sophisticated organizational structures and
language-specific conventions that serve the context and intention. The work is
consistently well-organized, clear and coherent and the ideas being expressed
build on each other in a sophisticated manner. The student integrates critical
apparatus correctly and effectively.
The organizational structure works well for the topic, purpose and
audience. The lead introduces the reader to the paper and the
conclusion wraps up the main points in an effective way.
Sequencing strengthens the message; nothing is out of place.
Transitions smoothly connect ideas. All sources are listed and
correctly cited. Visuals are integrated with text to enhance meaning.
The organizational structure enhances and showcases the central idea
or theme. An inviting lead draws the reader in and a satisfying
conclusion leaves the reader with a sense of closure. The sequence is
logical and effective with well-controlled pacing. Thoughtful
transitions clearly show how ideas connect. A variety of sources are
listed and correctly cited. Visuals clearly aligned and effectively
integrated with the text to enhance meaning.
IB Criterion C: Style and Language Mechanics
MPS
0
1
The student does not reach a standard described by any of the descriptors
below.
Flat, lifeless writing with no connection to audience. Words used are
vague, incorrect or repetitive. Sentence structure is confusing;
difficult to read aloud. Convention errors impede understanding.
2
The student employs a very limited range of appropriate vocabulary, idiom
and sentence structure. There are very frequent errors in grammar and syntax,
which persistently hinder communication. There is little or no evidence of a
register and style that serve the context and intention. There are very frequent
errors in punctuation and spelling/writing, which persistently hinder
communication. In oral/presentation work there is little or no competence in
oratory technique.
Mostly flat, lifeless writing that almost always fails to connect.
Generic, overused words create no clear picture. Monotonous
sentences, fragments, run-ons or incorrect dialogue makes it difficult
to follow. Dialogue doesn’t sound like natural conversation. Frequent
and significant errors in conventions make the writing difficult to read
and understand. There is need for editing in nearly every line.
1–2
3–4
Achievement Levels
MPS: Voice, Word Choice, Fluency, Conventions
IB
5–6
7–8
9 - 10
IB Level Descriptor
MPS Level Descriptor
The student employs a limited range of appropriate vocabulary, idiom and
sentence structure. There are frequent errors in grammar and syntax, which
hinder communication. There is some evidence of a register and style that
serve the context and intention. There are frequent errors in punctuation and
spelling/writing, which hinder communication. In oral/presentation work there
is some competence in oratory technique.
Safe, uninvolved writing makes an attempt to connect. Attempts to
use a variety of words result in clutter or words that do not fit the
purpose. Choppy or rambling sentences impede flow, although some
variety in beginnings, lengths and patterns are evident. Dialogue
sounds natural some of the time. Somewhat frequent mistakes in
conventions impede understanding. There is a need for significant
editing.
4
The student generally employs a range of appropriate vocabulary, idiom and
sentence structure. Grammar and syntax are generally accurate; occasional
errors sometimes hinder communication. The student often uses a register and
style that serve the context and intention. Punctuation and spelling/writing are
generally accurate; occasional errors sometimes hinder communication. In
oral/presentation work there is adequate competence in oratory technique.
Writing occasionally evokes a personal tone, flavor or feeling that
engages the reader. A variety of clear words that attempt to create
images are present. A variety of sentence patterns and lengths creates
a natural tone. Dialogue sounds natural most of the time. Some
mistakes in conventions do not make the writing difficult to
understand. There is a need for some editing.
5
The student employs a range of appropriate vocabulary, idiom and sentence
structure. Grammar and syntax are accurate; occasional errors rarely hinder
communication. The student consistently uses a register and style that serve the
context and intention. Punctuation and spelling/writing are accurate;
occasional errors rarely hinder communication. In oral/presentation work
there is a good level of competence in oratory technique.
Writing evokes a personal tone, flavor or feeling that engages the
reader using a voice that stands out from the others. Well-chosen
words and a variety of strong verbs and sensory words create images.
Sentences create a smooth flow that is easy to read aloud with
expression. Dialogue sound natural. Conventions are used correctly
and make the writing easy to understand. There is little need for
editing.
6
The student employs a wide and effective range of appropriate vocabulary,
idiom and sentence structure. Grammar and syntax are accurate; very
infrequent errors do not hinder communication. The student demonstrates
mastery of a register and style that serve the context and intention. Punctuation
and spelling/writing are accurate; very infrequent errors do not hinder
communication. In oral/presentation work there is a high level competence in
oratory technique.
Writing evokes a lasting personal tone with awareness and respect for
purpose to create a strong connection using natural, engaging
language. Skillfully placed, powerful words create vivid images and
work together to create depth. An easy flow, rhythm and cadence
invites expression is created with stylistic elements. Dialogue sounds
natural and strengthens the writing. Stylistic use of conventions
enhances readability. Very close to being published.
3
Mesa Academy for Advanced Studies
Language A Assessment Criteria
The following assessment criteria have been established by the IB for language A in the Middle Years Programme. All final
assessment in the final year of the MYP must be based on these assessment criteria.
Criterion A
Content (receptive and productive) Maximum 10
Criterion B
Organization
Maximum 10
Criterion C
Style and Language Mechanics
Maximum 10
For each assessment criterion, a number of band descriptors are defined. These describe a range of achievement levels with the lowest
represented as 0. The descriptors concentrate on positive achievement, although failure to achieve may be included in the description
for lower levels.
Criterion A: Content
How well the student can:
 understand and analyze language, content, structure, meaning and significance of both familiar and previously unseen oral,
written and visual texts.
 compare and contrast works, and connect themes across and within genres.
 analyze the effects of the author’s choices on an audience.
 express an informed and independent response to literary and non-literary texts.
 compose pieces that apply appropriate literary and/or non-literary features to serve the context and intention.
 apply language A terminology in context.
Notes
 the quality and explanation of supporting material is assessed against criterion A, while the structure, ordering and integration of
supporting material are assessed under criterion B.
 The task being assessed against criterion A may involve more than one work or more than one author.
 Students should be working with both familiar and previously unseen texts, in order to practice, develop and demonstrate their
language A skills.
 Responses to literature must reflect a meaningful personal interaction with the text that shows genuine understanding and
analysis.
 This criterion can be applied to oral, written and visual work.
Criterion B: Organization
.
How well the student can:
 create work that employs organizational structures and language-specific conventions throughout a variety of text types.
 organize ideas and arguments in a sustained, coherent and logical manner.
 employ appropriate critical apparatus.
Notes
 Organizational structures and language-specific conventions include the systems used in a language A, for example, paragraphs
and transitions. What is considered as appropriate structure or convention will be dependent on the language.
 Examples of “critical apparatus” include quotations, citations, references, footnotes, bibliographies, table of contents, outlines,
appendices, tables, graphs, labels, headings, italicizing, underlining, superscripting, subscripting.
 The quality and explanation of supporting material is assessed against criterion A, while the structure, ordering and integration of
supporting material are assessed under criterion B.
 This criterion can be applied to oral, written or visual work.
Criterion C: Style and Language Mechanics
How well the student can:
 use appropriate and varied register, vocabulary and idiom.
 use correct grammar and syntax.
 use appropriate and varied sentence structure.
 use correct spelling/writing.
 use language to narrate, describe, analyze, explain, argue, persuade, inform, entertain and express feelings.
 use language accurately.
Notes
 “Spelling applies to alphabetic languages, whereas “writing” applies to character languages. This criterion deals with issues of
accuracy of spelling/writing and not the aesthetics of handwriting.
 The same recurring error should be treated as a single error.
 “Oratory technique” refers to a combination of pronunciation, intonation, tone, pitch, inflection, pace, pausing, voice control,
volume, projection, body language, gesture, eye contact, as applicable to the language being studied.
 Pronunciation: clarity must be considered here, rather than issues of accent
 This criterion can be applied to oral, written and visual work as appropriate.