Assessment is integral to all teaching and learning. In order to provide students with opportunities to achieve at the highest level, MYP teachers develop tasks that embrace a variety of assessment strategies and with different purposes.
Formative assessments are for learning. They guide teacher instruction and give students feedback on their learning progress. As units of study unfold, teachers use formative assessments to monitor student learning along the way and adjust instruction where necessary to meet the needs of the students. Formative assessments are not calculated into the course grades communicated on progress reports and report cards (unless a student is missing summative assessments and the teacher must refer to formative work instead).
Formative assessment feedback may be communicated using the MYP criterion 8-point scale, a teacher-created system unrelated to the MYP criterion 8-point scale, and/or teacher comments.
Summative assessments are summaries of learning. They are assigned to students at key points within a unit so students can demonstrate the knowledge and skills they learned. Teachers provide students with a MYP task-specific rubric with every summative assessment they assign so that students understand how they will be assessed on that specific assessment.
Summative assessment feedback is communicated using the four subject-specific criteria and the MYP criterion 8-point scale. Although each subject communicates subject-specific details within their rubrics, the chart below is a guide for understanding how the MYP criterion 8-point scale communicates learning progress in all subject areas.