Grading and Criteria in Science MYP year 3

The Baldwin School of Puerto Rico is an MYP authorized IB World School. The IB philosophy emphasizes providing students
with feedback and opportunities for reflection upon development in established criteria.

How were these criteria selected?

All MYP schools around the world are required to use the
MYP Criteria as established by the International
Baccalaureate. Each subject has four criteria. These criteria
are skill-based and progress across the 5 years of the
Middle Years Program.

What do the numbers mean?

The International Baccalaureate Organization (IBO)
provides the criteria rubrics in each subject area. All
criterion provides a description for each level or mark
band like the sample from Science MYP Year 1 to the
right. The description column contains the descriptions of
the skills at each of 4 different levels. The score is not to
be converted to a percentage (4/8=50%) as the numbers
or score represents a continuum of growth and the
description indicates the level of student sophistication
with the task. As one moves down the criterion
descriptions, the skills required in the description increase
in sophistication, as does the requirement to expertly
demonstrate critical thinking skills.

How can the MYP Achievement levels be used as

a reflection of growth?
Looking at the descriptions for each criterion, students
are able to identify their growth in the skills needed for
success in each subject area in the MYP. In the Sciences
Criterion C: Processing and evaluating example on the
right, a student moves down the C criterion (improves the
score) from “collecting and presenting data in numerical
and/or visual forms” in the 1-2 mark band to “correctly
collect and presenting data in numerical and/or visual
forms” in the 3-4 mark band, to “correctly collect,
organize and present data in numerical and/or visual
forms” in the 5-6 mark band to “correctly collect,
organize, transform and present data in numerical and/or
visual forms” in the final 7-8 mark band.

How are the criteria used on formative and

summative assessments?
The MYP Criteria are used on some formative assessment and all summative assessments to allow students the opportunity
to score at the highest level. An informal formative assessment of a quick, one-day activity would not allow students to
achieve in the 7-8 mark band on a criterion, which is why they are not assessed against the criteria. Teachers may use formal
formative assessment tasks (quizzes, lab activities, in-class discussions, writing prompts, interactive activities) to ascertain
skill development and content knowledge needed for the summative assessment. Teachers create summative assessment
tasks that would allow a student to reach the highest level.
 Does my student know about how they will be scored with the criteria?
When an assessment is assigned, students are informed about the MYP criterion/criteria that will be used to assess the task.
Teachers will help students identify in the MYP criteria rubric specific skills or requirements that will improve the MYP score.
Upon completion of the assessment task, students also receive the MYP rubric with the score. Students and teachers use
this to reflect upon areas of strength and areas where there are opportunities for improvement.

Best Fit approach

Levels of performance are described using multiple indicators per level. This means that a student can demonstrate
performances that fit into different levels. To accommodate this, the IB assessment models use mark bands and advise teachers
to use a best-fit approach in deciding the appropriate mark for a particular criterion. The aim is to find the descriptor that
conveys most accurately the level attained by the student's work, using the best-fit approach. A best-fit approach means that
compensation will be made when a piece of work matches different aspects of a mark band at different levels. The mark
awarded will be one that most fairly reflects the balance of achievement against the mark band. There are a number of marks
available within a level; the upper marks are awarded if the student’s work demonstrates the qualities described to a greater
extent. The lower marks are awarded if the student’s work demonstrates the qualities described to a lesser extent.

To determine the final achievement level in each of the criteria for each student, whether at the end of a marking period or the
end of a year, teachers must gather sufficient evidence from a range of assessment tasks to enable them to make a professional
and informed judgment. The table below shows four assignments, one for each row. Some assignments use more than one
criterion.

F = Formative
Criteria
Criteria Criteria Criteria
Assignments
In formal Formative assessments judgements of a students’ achievement level and feedback for student improvement is given.
A B C D
S = Summative
#1 - F 6 In summative assessments judgements of a
#2 - F 8 6 students’ achievement level of independent work is
given.
#3 - F 4 4
#4 - S 3 5 6 5
Over the course of four different assignments, the student received the following scores:
• 6, 8, 4, and 3 on Criterion A.
• 4 and 5 in Criterion B.
• 6 in Criterion C.
• 6 and 5 in Criterion D.
At key reporting times, teachers use all assessment data to determine the student’s BEST FIT level of achievement for each
criterion. Teachers look at the progress of the student in each criterion, giving weight to the most recent, consistently achieved
scores. Also, summative assessments carry more weight than formative.

The teacher applies BEST FIT scores for each of the criteria as follows:
• Criterion A would be awarded a 4 because 3 and 4 are both in the same level on the rubric, and the student had achieved
that level in the most recent two attempts. The teacher chose 4 over 3 because of the evidence of higher achievement earlier
in the school year. Also, 3 was the summative assessment while the others were formative.

• Criterion B would be awarded a 5. With two pieces of evidence, the student showed improvement from one assignment
to the next in higher order skills.

• Criterion C would be awarded a 6 as this was the only piece of evidence. Usually, two pieces of evidence are
recommended per semester; however, different situations might not allow this.

• Criterion D would be awarded a 5. With two pieces of evidence, the summative assessment outweighs the formative score.

In the MYP, subject group objectives correspond to assessment criteria. Each criterion has nine possible levels of achievement
(0–8), divided into four bands that generally represent limited (1–2); adequate (3–4); substantial (5–6); and excellent (7–8)
performance. Each band has its own unique descriptor which teachers use to make “best-fit” judgments about students’
progress and achievement.
 Science Assessment Criteria for MYP year 3
Criterion A: Knowing and understanding
Maximum: 8
At the end of year 3, students should be able to:

i. describe scientific knowledge

ii. apply scientific knowledge and understanding to solve problems set in familiar and unfamiliar
situations

iii. analyze information to make scientifically supported judgments.

Achievement
Level descriptor
level

0 The student does not reach a standard indicated by any of the descriptors below.

The student is able to:

i. recall scientific knowledge

1–2 ii. apply scientific knowledge and understanding to suggest solutions to
problems set in familiar situations

iii. apply information to make judgments.

The student is able to:

i. state scientific knowledge

3–4 ii. apply scientific knowledge and understanding to solve problems set in
familiar situations

iii. apply information to make scientifically supported judgments.

The student is able to:

i. outline scientific knowledge

5–6 ii. apply scientific knowledge and understanding to solve problems set in
familiar situations and suggest solutions to problems set in unfamiliar
situations

iii. interpret information to make scientifically supported judgments.

The student is able to:

i. describe scientific knowledge

7–8 ii. apply scientific knowledge and understanding to solve problems set in
familiar and unfamiliar situations

iii. analyze information to make scientifically supported judgments.

Criterion A is assessed formatively through quizzes and summatively through exams.

The difference between the answers that would be awarded the different mark bands is outlined below.

Question: Describe the Physical Education Uniform used in The Baldwin School of Puerto Rico.

“Students in Baldwin school use gray

“Students in Baldwin school use shorts and a burgundy shirt as their
“Students in Baldwin school “Students in Baldwin school use
gray shorts and a burgundy PE uniform on the days that they
use a PE uniform on the days a gray and burgundy PE
shirt as their PE uniform on the have physical education class. Both
that they have physical uniform on the days that they are lightweight and are able to dry
days that they have physical
education class.” have physical education class.” reasonably fast to provide comfort
education class.”
while exercising.”
Level 1-2: recall Level 3-4: state Level 5-6: outline Level 7-8: describe
Remember or recognize from prior learning Give a specific name, value or other brief Give a brief account. Give a detailed account or picture of a
experiences answer without explanation or calculation situation, event, pattern or process
 Criterion B: Inquiring and designing
Maximum: 8
At the end of year 3, students should be able to:

i. describe a problem or question to be tested by a scientific investigation

ii. describe how to manipulate the independent variable and measure the dependent variable.

iii. describe how to develop a fair test through the control of variables.

Achievement levels will be determined using the rubric below:

ii. describe how to manipulate the independent ii. describe how to develop a fair test through
variable & measure the dependent variable the control of variables

The student stated the independent & dependent The student stated factors to be controlled.
variables.

The student outlined the variables by summarizing
how the independent variable was manipulated
and how the dependent variable was measured.
How relevant data is meant to be collected is
stated.
The student stated at least 3 factors to be
controlled. Factors identified would directly
affect the outcome of the investigation.

The student outlined the variables by summarizing
how the independent variable was manipulated
and how the dependent variable was measured.
How sufficient relevant data is meant to be
collected is outlined.
The student outlined at least 3 factors to be
controlled. Factors identified would directly
affect the outcome of the investigation.
The effect of not controlling each factor
presented on the outcome of the investigation
is included with limited success.

The student described how the independent
variable was manipulated and how the dependent
variable was measured to collect sufficient relevant
data, in a way that reflects analysis.
The student described at least 3 factors to be
controlled. Factors identified would directly
affect the outcome of the investigation.
The effect of not controlling each factor
presented on the outcome of the investigation
is included in a way that reflects analysis.

Criterion B is assessed formatively and summatively through For students to describe a problem or question and use
the following parts of Lab reports: correct scientific reasoning in their hypothesis, they must
conduct research that is presented as Background
I. Research question information. The information presented as Background
II. Background information must:
III. Variables
IV. Materials - be written in paragraph form,
V. Procedure - include in-text citations,
- provide sufficient information to show that the
For details on what needs to be included in each part, please student has enough knowledge to conduct and
see the “Communication in Science” Guide. analyze the results of the investigation.
 Criterion C: Processing and evaluating
Maximum: 8
At the end of year 3, students should be able to:

i. present collected and transformed data

ii. interpret data and describe results using scientific reasoning

iii. discuss the validity of the method

iv. describe improvements or extensions to the method.

Achievement levels will be determined using the rubric below:

Criterion C is assessed formatively and summatively through When students process data they are transforming it in
the following parts of Lab reports: numerical and visual forms. When data processing the
students must:
VI. Raw Data
VII. Processed Data
- select a calculation that will allow them to reduce the
VIII. Conclusion
raw data so that it can be analyzed for the purpose of
IX. Evaluation of Method
answering the research question,
X. Improvements - present the processed data,
- create a graph that will present the processed data
For details on what needs to be included in each part, please appropriately.
see the “Communication in Science” Guide.
 Criterion D: Reflecting on the
impacts of science
Maximum: 8
At the end of year 3, students should be able to:

i. describe the ways in which science is applied and used to address a specific problem or issue
ii. discuss and analyze the various implications of using science and its application in solving a
specific problem or issue
iii. apply scientific language effectively
Inevitably as Science finds new solutions to
iv. document the work of others and sources of information used.
“problems”, those solutions will have an impact
(negative or positive) on different areas of society.
Achievement levels will be determined using the rubric below: Some areas (factors) that you may consider in order to
Achievement
describe how it has been impacted include:
Level descriptor  Moral – Refers to an issue with the potential to help
level
or harm anyone, including oneself. Involves a
0 The student does not reach a standard identified by any of the descriptors below.
difference of belief and not a matter of preference.
The student is able to:  Political – Refers to an issue associated with the
i. state the ways in which science is used to address a specific problem or governance of a country or an area. This includes,
issue
but is not limited to, lawmaking.
1–2 ii. state the implications of the use of science to solve a specific problem or  Ethical – Refers to a problem or situation that
issue, interacting with a factor
requires a person or organization to choose
iii. apply scientific language to communicate understanding but does so with
limited success
between alternatives that must be evaluated as
right (ethical) or wrong (unethical).
iv. document sources, with limited success.
The student is able to:  Cultural – Refers to the shared knowledge,
i. outline the ways in which science is used to address a specific problem or
behavioral norms, values and beliefs that help
issue people to live in families, groups and communities.
3–4 ii. outline the implications of using science to solve a specific problem or Different cultures have different patterns of
issue, interacting with a factor behaviors and norms of living.
iii. sometimes apply scientific language to communicate understanding  Social – Refers to an issue that relates to society's
iv. sometimes document sources correctly. perception of people's personal lives and what is
The student is able to:
perceived as "normal" behavior.
 Economic – Refers to the resources that are
i. summarize the ways in which science is applied and used to address a
specific problem or issue available to satisfy the needs and desires of an
ii. describe the implications of using science and its application to solve a individual, a group of people or all human beings.
5–6
specific problem or issue, interacting with a factor  Environmental - Refers to problems with the
iii. usually apply scientific language to communicate understanding clearly planet's systems (air, water, soil, etc.) that have
and precisely developed as a result of human interference or
iv. usually document sources correctly. mistreatment of the planet.

For example: “Up until the 2018-2019 school year,

students at Baldwin School would wear a light blue
shirt and dark blue shorts as their PE uniform. Now,
students wear a burgundy shirt and gray shorts as
their PE uniform.”
This change may have impacted the following areas:

- Environmental – It is possible that, even

Criterion D is assessed formatively and summatively through research-based assignments.
Assignments may be completed in the following formats: though a lot of the old PE uniforms may have
 Any written format of 1000 - 1200 words. (essay, flyer, presentation, been donated to our sister school in Haiti,
infographic) others may have ended up being thrown
o Must include in-text citations and a bibliography. away. This creates more trash that will
 Any oral format* of 3 - 5 minutes in length. (video tutorial, oral report, video remain in landfills for years having a direct
presentation) impact on the soil, and possible water
o Must give verbal credit to sources of information and include a sources that are near them.
bibliography. - Economic – Having to purchase new
*Voice needs to be clearly understood as student will be assessed on what is said. uniforms may require families to review
Details on specific guidelines will be given with the assignments. their budget as buying new uniforms will be
an additional expense that they will need to
Regardless of chosen format, all citations must be presented in APA format.
consider.