IB & JIS Grading Scales and Descriptors
Grade Score JIS Descriptors
The learner is making excellent progress
Displays comprehensive knowledge of factual information and a
thorough command of concepts and principles. The learner
successfully completes open-ended performance tasks often
A*
IB 7 demonstrating originality / creativity. Demonstrates excellent analysis,
synthesis, evaluative, reflective skills. Assessments are complete, of
GPA excellent quality / technique / style, demonstrate high levels of
AP 5
4.3 application and critical thinking and are very well organized.
The learner is making very good progress
Displays a very good knowledge of factual information and a strong
command of concepts and principles. The learner successfully
A completes most open-ended performance tasks sometimes
IB 6
demonstrating originality / creativity. Demonstrates very good
analysis, synthesis, evaluative, reflective skills. Assessments are
GPA AP 4
complete, of a very good quality / technique/style, demonstrate
4.0 moderately high levels of application and critical thinking and are
usually very well organized.
The learner is making good progress
Displays a good knowledge of factual information and a sound
command of concepts and principles. The learner usually completes
B most open-ended performance tasks occasionally demonstrating
IB 5
originality / creativity. Demonstrates good analysis, synthesis,
evaluative, reflective skills. Assessments are complete, of a good
GPA AP 3
quality/technique/style, demonstrate moderate levels of application
3.0 and critical thinking and are usually well organized.
The learner is making satisfactory progress
Displays a satisfactory knowledge of factual information and a
reasonable command of concepts and principles. The learner usually
C
IB 4 completes most open-ended performance tasks but often requires
support, rarely demonstrating originality / creativity. Demonstrates
GPA AP 2 satisfactory analysis, synthesis, evaluative, reflective skills.
2.0 Assignments are usually complete, of a satisfactory quality /
technique/ style, demonstrate moderate levels of application and
critical thinking and are usually satisfactorily organized.
The learner is making limited progress
Displays a basic or poor knowledge of factual information and a
limited command of concepts and principles. The learner can only
D
IB 3 complete most open-ended performance tasks with considerable
support, very rarely demonstrating originality / creativity.
GPA AP 1 Demonstrates limited analysis, synthesis, evaluative, reflective skills.
1.0 Assessments are sometimes complete, of a limited quality /
technique/style, demonstrate low levels of application and critical
thinking and are usually not well organized.
The learner is making very poor progress
Displays a very poor knowledge of factual information and has a
command of few, if any, concepts and principles. The learner usually
F
IB 2 can’t complete open-ended performance tasks even with considerable
support, very rarely demonstrating originality / creativity.
GPA Demonstrates very poor analysis, synthesis, evaluative, reflective skill.
0.0 Assessments are usually incomplete, of a very poor
quality/technique/style, demonstrate low levels of application and
critical thinking and are often very poorly organized.
Notes on Grades: All courses, where appropriate, will define %
boundaries for each grade (A*, A, etc) and these will be applied
JIS consistently to all assessments within that course.
Grade
No Grade: A No Grade (NG) is authorized only rarely where a student has
book
not produced enough summative assessment material to be fairly
Notes
assessed. NG means that no credit is awarded for that course, and it may
have to be repeated. The reason for the NG will be placed in the student
file.
IB Descriptions
The learner demonstrates excellent understanding and appreciation of the interplay
between form and content in regard to the question or task; responses that may be
convincing, detailed, independent in analysis, synthesis and evaluation; highly developed
levels of expression, both orally and in writing; very good degree of accuracy and clarity;
very good awareness of context and appreciation of the effect on the audience/reader;
very effective structure with relevant textual detail to support a critical engagement with
the thoughts and feelings expressed in the work(s). *Demonstrates refined appreciation of
literary style and a full engagement with the act of transforming literature into
performance; the personal qualities necessary to work with others in a purposeful and
effective manner.
Demonstrates very good understanding and appreciation of the interplay between form
and content in regard to the question or task; responses that are, mainly, convincing, as
well as detailed and independent to some degree, in analysis, synthesis and evaluation;
well-developed levels of expression, both orally and in writing; good degree of accuracy
and clarity; good awareness of context and appreciation of the effect on the
audience/reader; effective structure with relevant textual detail to support a critical
engagement with the thoughts and feelings expressed in the work(s). *Demonstrates clear
appreciation of literary style and a solid engagement with the act of transforming literature
into performance; willingness to work with others in a constructive manner
The learner demonstrates good understanding and appreciation of the interplay between
form and content in regard to the question or task; responses that offer generally
considered and valid analysis, synthesis and / or evaluation; good levels of expression, both
orally and in writing; adequate degree of accuracy and clarity; awareness of context and
appreciation of the effect on the audience/reader; clear structure with relevant textual
detail to support an engagement with the thoughts and feelings expressed in the work(s).
*Demonstrates an appreciation of literary style and an engagement with the act of
transforming literature into performance; recognisable involvement to work with others in
a cooperative manner.
The learner demonstrates adequate knowledge and understanding of the question or task;
responses that are generally valid in analysis and / or synthesis; satisfactory powers of
expression, both orally and in writing; only some lapses in accuracy and clarity; some
awareness of context and appreciation of the effect on the audience/ reader; a basic
structure within which the thoughts and feelings of the work(s) are explored.
*Demonstrates some appreciation of literary style and some commitment in the act of
transforming literature into performance; an acceptance of the need to work with others.
The learner demonstrates some knowledge and some understanding of the question or
task; responses that are only sometimes valid and / or appropriately detailed; some
appropriate powers of expression, both orally and in writing; lapses in accuracy and clarity;
limited awareness of context and appreciation of the effect on the audience/reader; some
evidence of a structure within which the thoughts and feelings of the work(s) are explored.
*Demonstrates little appreciation of literary style and modest commitment to the act of
transforming literature into performance; little apparent attempt to work with others
effectively.
The learner demonstrates superficial knowledge and understanding of the question or
task; responses that are of generally limited validity; limited powers of expression, both
orally and in writing; significant lapses in accuracy and clarity; little awareness of context
and appreciation of the effect on the audience/reader; rudimentary structure within which
the thoughts and feelings of the work(s) are explored.
*Demonstrates very little appreciation of literary style and little commitment to the act of
transforming literature into performance; sparse evidence of involvement in working with
others effectively
Demonstrates very rudimentary knowledge and understanding of the question or task;
responses that are of very limited validity; very limited powers of expression, both orally
and in writing; widespread lapses in accuracy and clarity; no awareness of context and
appreciation of the effect on the audience / reader; very rudimentary structure within
which the thoughts and feelings of the work(s) are explored. *Demonstrates very little
appreciation of literary style and negligible involvement with the act of transforming
literature into performance; inability to work with others. *Applies to literature and
performance only
 IB & JIS Grading Scales and Descriptors

Grade 9 English IB English A: Lang and Lit Sl and HL

Rubric Criterion Score Conversion to Letter Grades

0 1 2 3 4 5 6 7 8 9 10

HL F F Low D High D Low C C Low B High B A A* A*

SL F D C B A A*

0 1 2 3 4 5

HL / SL F D C B A A*

JIS Grading Categories: IB Assignment Objectives: Mr. Bilenky’s Informal Feedback

(KU) Knowledge and Understanding (KU) Knowledge and Understanding
(AT) Analytical Thinking (AA) Analysis and Appreciation ✓+ work is thorough and thoughtful beyond the obvious with ample detail
(OD) Organization and Development (OD) Organization and Development ✓ work is adequate, it satisfies the requirements, accurate. It is OK with room to improve
(L) Language (L) Language ✓- work is incomplete, lacking, an improved effort needed, seek extra help

IB Language and Literature Assessment Objectives: There are four assessment objectives at SL & at HL for the language A: language & literature course
IB Language and Literature Assessment Objectives In Practice: Which component addresses this assessment objective? How is assessment objective addressed?

JIS / IB Language & Literature and Literature Conversion Table 2016-17

IB Written Tasks Paper 1 Paper 2 FOA / IOC JIS% JIS
25 30 100
20 20 24 29 98
19 23 28 96
7 19
22 27 94
A*
18
18 21 26 92
17 20 25 90

17 16 19 24
89
16 15 18 23
6 22
A
75
15 14 17 21

14 13 16 20 74
5 12 15 19
60
B
13 11 14 18

12 10 13 17 59
16
4 11 9 12
15
C
10 8 11 45
14

9 7 10 13 44
8 9 12
3 7
6
8 11
D
6 5 7 10 40

5 4 6 9
2 3 3 4 5
39
F
0
2 2 3 4
1 0 0 0 0
 IB & JIS Grading Scales and Descriptors

Resources
IB & JIS Grading Scales and IB Language & Literature Assessment IB Language and Literature IB Language and Literature Learning
Descriptors Objectives Assessment Objectives In Practice Outcomes

JIS HS English 9-10 Learning Goals Academic Integrity in the High School JIS Grading Scales and Descriptors IB Language and Literature
Reflection Form

JIS English Department Grade Scales Creativity, Actions, and Service Program (CAS) Guide

Grade Descriptors: Grade Descriptors:

PowerSchool: “Standards” = JIS Assessment: “Learning Goals” PowerSchool: “Standards” = IB “Assessment Objective”

Additional Resources