At Cubahiro International School, assessment is used to improve learning, guide teaching, and maintain alignment with the philosophy of the International Baccalaureate Organization.
Assessment gives meaningful feedback that helps students improve with confidence and clarity.
Varied methods and criterion-based judgment support different abilities, experiences, and learning styles.
Shared criteria, moderation, and standardization help teachers present a reliable picture of achievement.
The primary purpose of assessment and evaluation at CIS is to support and improve student learning while aligning school assessment practices with IB philosophy. The single most important aim of MYP assessment is to support curricular goals and encourage appropriate student learning.
Students are monitored through varied approaches so teachers can see development over time, not only at the end of a unit.
Assessment is designed to provide practical feedback that guides next steps in learning.
Tasks are planned with fairness, variety, and inclusivity in mind to accommodate different learning styles, experiences, and abilities.
Assessment recognizes holistic development, including thinking, communication, reflection, and international-mindedness.
Students are assessed in diverse ways, including hands-on learning activities, experiments, oral presentations, research papers, and written examinations.
Students are evaluated using predetermined MYP subject-group criteria rather than being compared against one another.
Descriptive and timely feedback helps students learn from practice. Learners are actively involved in self-assessment, peer assessment, and goal-setting for improvement.
| Subject Area | Criterion A | Criterion B | Criterion C | Criterion D |
|---|---|---|---|---|
| Language and Literature | Analysing | Organizing | Producing text | Using language |
| Language Acquisition | Comprehending spoken and visual text | Comprehending written and visual text | Communicating | Using language |
| Individuals and Societies | Knowing and understanding | Investigating | Communicating | Thinking critically |
| Sciences | Knowing and understanding | Inquiring and designing | Processing and evaluating | Reflecting on the impacts of science |
| Mathematics | Knowing and understanding | Investigating patterns | Communicating | Applying mathematics in real-world contexts |
| Arts | Knowing and understanding | Developing skills | Thinking creatively | Responding |
| Physical and Health Education | Knowing and understanding | Planning for performance | Applying and performing | Reflecting and improving performance |
| Design | Inquiring and analysing | Developing ideas | Creating the solution | Evaluating |
| MYP Projects | Investigating | Planning | Taking action | Reflecting |
| Interdisciplinary | Disciplinary grounding | Synthesizing and applying | Communicating | Reflecting |
| Grade | Boundary Guidelines | Descriptor |
|---|---|---|
| 1 | 1-5 | Very limited achievement with minimal understanding and very little application of required knowledge and skills. |
| 2 | 6-9 | Limited achievement with basic understanding of some required knowledge and limited application in familiar situations. |
| 3 | 10-14 | Adequate achievement with some understanding and adequate application in familiar situations. |
| 4 | 15-18 | Satisfactory achievement with good understanding and effective application in familiar situations. |
| 5 | 19-23 | Good achievement with consistent and thorough understanding, applied well in familiar and some unfamiliar situations. |
| 6 | 24-27 | Very good achievement with strong understanding and effective application across a wide variety of situations. |
| 7 | 28-32 | Excellent achievement with comprehensive, sophisticated understanding and creative, insightful application. |
Source references in the uploaded document include MYP Principles into Practice (2014), supporting the grade boundary and assessment guidance used on this page.
The standardization process in the MYP at CIS is designed to ensure that administrators, teachers, assistant teachers, and support staff understand and follow IB MYP assessment procedures. It also protects fairness, consistency, and integrity in assessment practices and results.
Teachers collaborate within subject groups to develop or modify assessments so they align with taught content, global contexts, ATL skills, and MYP expectations.
Department heads, project coordinators, and subject teachers moderate criteria, command terms, and strands to maintain clarity, appropriateness, and inclusion.
Teachers review sample marked assessments together, compare judgments, and discuss rationales to strengthen consistency and support colleagues new to the programme.
All assessments are expected to meet the criteria of validity, authenticity, reliability, and conformity to subject requirements.