MYP Assessment Criteria
Each assessment criterion in every subject group is awarded a level out of
8. These levels are converted into a final grade out of 7 for each subject
group in the written reports, which are sent to parents twice a year.
Language and Literature
This is usually defined as the student’s best language or languages. At AAGE we
offer English, Danish and Japanese Language and Literature courses. The course
incorporates listening, speaking, reading, writing, viewing and presenting, which
are interactive and interrelated and tied together under four assessment criteria:
A: Analysing
B: Organising
C: Producing Text
D: Using Language
Analysing includes all analysis of content, context, language, structure and style
of texts, as well as the effects of the creator’s choice on an audience and the
ability to form and justify opinions and ideas, using appropriate examples and
terminology. Organising is the ability to present opinions and ideas in a coherent
and logical manner, using appropriate structures and referencing all material
correctly. Producing text includes both written and spoken text and involves
creating a wide variety of texts, which employ linguistic, literary and visual
devices. Using language involves developing the skills to communicate effectively
with appropriate vocabulary, register, accurate grammar, punctuation, syntax
and spelling, as well as non-verbal communication techniques.
Language Acquisition
Language acquisition is defined as a language that the student is learning.
Language acquisition is organized into 6 phases and the student progresses
through the phases, from beginner (Phase 1) to native speaker level (Phase 6).
A: Comprehending spoken and visual text
B: Comprehending written and visual text
C: Communicating in response to spoken, written and visual text
D: Using language in spoken and written form
Comprehending spoken and visual text involves showing understanding and
responding to and interpreting spoken language, either presented on its own or
with images. Comprehending written and visual text involves demonstrating
understanding and engagement with written text and interpreting visual text
that is presented with written text. Communicating in response to text will
enable the student to communicate in various situations and express thoughts,
feelings, ideas opinions and information. Using language will equip students with
the ability to organize their material in a coherent way, both in spoken and
written form and learn to use the target language accurately.
Mathematics
The objectives and assessment criteria in MYP Mathematics are designed to
equip students with the knowledge to use mathematics in a variety of contexts
(including real-life situations), perform investigations and communicate
mathematics clearly. Students should demonstrate knowledge and
understanding of the concepts and skills of the four branches of mathematics;
number, algebra, geometry and trigonometry, and statistics and probability.
A: Knowing and Understanding
B: Investigating Patterns
C: Communicating
D: Applying Mathematics in Real-Life Contexts
Knowledge and understanding are fundamental to studying mathematics and
form the base from which to explore concepts and develop skills. This objective
assesses the extent to which students can select and apply mathematics to solve
problems in both familiar and unfamiliar situations in a variety of contexts.
Investigating patterns allows students to experience the excitement and
satisfaction of mathematical discovery. The ability to inquire is central to the
MYP and contributes to lifelong learning. Mathematics provides a powerful and
universal language. Students are expected to use appropriate mathematical
language and different forms of representation when communicating
mathematical ideas, reasoning and language. MYP mathematics encourages
students to see mathematics as a tool for solving problems in an authentic reallife context.
Sciences
MYP Sciences include Physics, Chemistry and Biology, which are delivered as an
integrated Sciences course throughout the MYP. The sciences objectives and
assessment criteria reflect the holistic nature of science and the real world work
of scientists. They enable students to engage with all aspects of science, either
through individual objectives or connected processes.
A: Knowing and Understanding
B: Inquiring and Designing
C: Processing and Evaluating
D: Reflecting on the Impacts of Science
Criterion A measures students’ scientific knowledge (facts, ideas, concepts,
processes, laws, principles, models and theories) and apply it to solve problems
and express scientifically supported judgments. Criterion B measures intellectual
and practical skills through designing, analyzing and performing scientific
investigations. Although the scientific method involves a wide variety of
approaches, the MYP emphasizes experimental work and scientific inquiry. For
criterion C, students collect, process and interpret qualitative and/or
quantitative data, and explain conclusions that have been appropriately reached,
while for criterion D, students show global understanding of science by
evaluating the implications of scientific developments and their applications to a
specific problem or issue.
Individuals and Societies
Individuals and Societies includes subjects such as History, Geography,
Economics, Philosophy, Psychology, Sociology, Political Science and World
Religions. The course is delivered as an integrated course throughout the MYP.
The assessment criteria reflect the knowledge, skills and attitudes that students
need to understand in order to encourage the development of different domains
of learning; they represent essential aspects of individuals and societies courses.
A: Knowing and Understanding
B: Investigating
C: Communicating
D: Thinking Critically
Criterion A assesses the students’ factual and conceptual knowledge about
individuals and societies, while criterion B assesses the students’ systematic
research skills and processes associated with disciplines in the humanities and
social sciences. Students develop successful strategies for investigating
independently and in collaboration with others. Criterion C assesses students’
skills to organize, document and communicate their learning using a variety of
media and presentation formats. Criterion D shows how students can use their
critical thinking skills to develop and apply their understanding of the subject
and the process of investigation.
Arts
The arts subjects studied at AAGE are Visual Arts, Music and Drama. Students
study a balance of all the subjects throughout the programme. The assessment
criteria for Arts apply across the subjects and emphasise both the theory and
history of arts as well as practical application and evaluation.
A: Knowing and Understanding
B: Developing Skills
C: Thinking Creatively
D: Responding
Criterion A assesses knowledge and understanding of the arts; students study
theorists and practitioners and are able to analyse and communicate in
specialized language. Criterion B assesses the acquisition and development of
skills, providing the opportunity for active participation in arts and in the
process of creating art. Skills are evident in both process and product. Criterion C
assesses students’ ability to explore the unfamiliar and experiment in innovative
ways to develop their artistic intentions, their processes and their work.
Criterion D allows the students to show their ability to respond to art.
Responding to art can come in many forms; creating art as a response
encourages students to make connections and transfer their learning to new
settings. Through reflecting on their artistic intention and the impact of their
work on an audience and on themselves, students become more aware of their
own artistic development and the role that arts play in their lives and in the
world.
Design
Design at AAGE includes many different types of design-related subjects,
including graphic design, digital design, resistant materials and aspects of
architecture. The subject is compulsory in all years of the MYP. The assessment
criteria highlight the importance of the Design Cycle in the MYP subject.
A
B
C
D
Inquiring and Analysing
Developing Ideas
Creating the Solution
Evaluating
MYP design challenges all students to apply practical and creative thinking skills
to solve design problems; encourages students to explore the role of design in
both historical and contemporary contexts; and raises students’ awareness of
their responsibilities when making design decisions and taking action.
Inquiry and problem-solving are at the heart of the subject group. MYP design
requires the use of the design cycle as a tool, which provides the methodology
used to structure the inquiry and analysis of problems, the development of
feasible solutions, the creation of solutions, and the testing and evaluation of the
solution. In MYP design, a solution can be defined as a model, prototype, product
or system that students have developed and created independently.
Physical and Health Education
PHE includes all forms of physical activities, encompassing a range of sports,
including badminton, football, volleyball, hockey, basketball, fitness and many
others. MYP PHE also includes some theory work that covers health, nutrition
and fitness.
A Knowing and Understanding
B Planning for Performance
C Applying and Performing
D Reflecting and Improving Performance
Physical and health education focuses on both learning about and learning
through physical activity. Both dimensions help students to develop approaches
to learning (ATL) skills across the curriculum. Physical and health education
contributes a unique perspective to the development of the attributes of the IB
learner profile, promoting the health of individuals and communities.
Through physical and health education, students can learn to appreciate and
respect the ideas of others, and develop effective collaboration and
communication skills. This subject area also offers many opportunities to build
positive interpersonal relationships that can help students to develop a sense of
social responsibility. At their best, physical and health education courses develop
the enjoyment, engagement and confidence in physical activity that students
need in order to achieve and maintain a balanced, healthy life.