IBMYP • Assessment • Written by the PrepSeven Editorial Team, reviewed by certified IB Examiners

IBMYP Assessment Criteria Explained (Criterion A, B, C, D)

MYP report cards can be genuinely confusing for both students and parents new to the programme — rather than a single overall grade, subjects are reported as four separate criterion scores (typically labelled A, B, C, and D), each out of a possible 8, which are then combined into an overall 1–7 grade using an IB-defined conversion process. Understanding what each criterion actually measures, and how the four subject-specific criteria differ from subject to subject, makes MYP assessment far less opaque — and gives you a genuinely useful framework for figuring out exactly where to focus improvement effort. This guide, from PrepSeven’s certified and former IB examiners, breaks down how MYP subject criteria work and what students and parents should actually pay attention to.

How MYP Subject Assessment Actually Works

Every MYP subject group has its own subject-specific guide defining four assessment criteria, each addressing a different dimension of learning in that subject, and each marked out of a maximum of 8 using published achievement level descriptors. Unlike the IBDP’s numeric raw-mark system, MYP criteria are assessed using level descriptors — broad qualitative descriptions of what a response at each achievement level (typically bands like 1–2, 3–4, 5–6, and 7–8) demonstrates, rather than a strict point-by-point checklist.

A General Pattern Across Most MYP Subjects

While exact wording and specific skills differ meaningfully by subject, most MYP subject criteria broadly cluster around these underlying dimensions, which is a useful lens for understanding your own subjects even before checking the exact subject-specific descriptors.

• Knowing and understanding: demonstrating accurate knowledge of subject content and concepts, often assessed through use of correct terminology and understanding of underlying principles.
• Applying skills or investigating: demonstrating the ability to use subject-specific skills or methods — conducting an investigation, applying a technique, solving a problem — appropriately and effectively.
• Communicating or analysing: expressing understanding clearly and appropriately for the subject and audience, and analysing or interpreting information rather than simply describing it.
• Reflecting, evaluating, or engaging critically: demonstrating critical thinking, evaluation, or personal engagement and reflection relevant to the subject.

It’s worth stressing again that this is a general pattern, not a universal rule — always check your specific subject’s current official criteria descriptors (available through your teacher or the subject guide) for the precise wording and expectations that actually apply to your work.

Example: How Criteria Differ Across Subject Groups

Sciences

MYP Sciences criteria typically address knowing and understanding scientific content, applying scientific inquiry skills (planning and conducting investigations), processing and evaluating data, and reflecting on the impact of science on society or the environment.

Language and Literature

MYP Language and Literature criteria typically address analysing texts, organising ideas clearly, producing coherent written and spoken text, and using language accurately and effectively.

Individuals and Societies

MYP Individuals and Societies criteria typically address knowing and understanding subject content, investigating, communicating findings clearly, and thinking critically about sources, perspectives, and evidence.

Mathematics

MYP Mathematics criteria typically address knowing and understanding mathematical content, investigating patterns, communicating mathematical reasoning clearly, and applying mathematics to real-world contexts.

Arts

MYP Arts criteria typically address knowing and understanding artistic context and elements, developing skills through the creative process, thinking creatively, and responding or reflecting on the artistic process and outcomes.

Achievement Levels and Level Descriptors

For each criterion, teachers assess your work against published level descriptors — broad qualitative bands (commonly grouped as 1–2, 3–4, 5–6, and 7–8) describing what a response demonstrating that level of achievement looks like. Unlike a strict numeric markscheme, level descriptors ask teachers to form a holistic judgement about which band your work best fits, based on the qualities described at each level, meaning the overall quality and consistency of your work across a task matters more than technically checking off isolated points.

How Criterion Scores Convert Into an Overall Subject Grade

Your four criterion scores (each out of 8, for a possible total of 32) are combined and converted into a final 1–7 grade using an IB-published grade boundary conversion table specific to each subject and year level. This conversion isn’t a simple straight percentage — it’s based on total combined criterion marks mapped to grade boundaries the IB sets and periodically reviews, so always check your school’s specific conversion approach and the current official boundaries for precise detail.

Getting a 7: What the Top Achievement Band Actually Rewards

Across almost every subject’s criteria, the top achievement band (typically 7–8) consistently rewards a combination of: accurate, in-depth understanding of content; sophisticated, effective application of subject-specific skills; clear, well-organised, and precise communication; and genuine critical thinking, evaluation, or reflection, rather than surface-level engagement. Students aiming for top marks should read their specific subject’s level 7–8 descriptors directly and check their own work against that exact language, rather than relying only on general study habits.

Common Mistakes Students Make With MYP Criteria

• Not checking the specific subject’s criteria wording: assuming criteria are generic across subjects rather than reading the actual subject-specific descriptors that apply.
• Focusing only on content knowledge: neglecting skill application, communication quality, or critical reflection, which are typically weighted just as heavily as content knowledge.
• Treating criteria as a simple checklist: rather than understanding that level descriptors require a holistic quality judgement across the whole piece of work.
• Ignoring reflection-focused criteria: many students under-develop reflective or evaluative sections, assuming content knowledge alone will secure a high mark.

How PrepSeven Helps Students Understand and Meet MYP Criteria

PrepSeven’s tutors help MYP students understand exactly what their specific subject’s criteria are asking for, review work against the actual current official level descriptors, and build the specific skills — investigation, analysis, reflection, communication — that MYP assessment consistently rewards across subjects.

• Subject-specific guidance on current official criteria and level descriptors
• Feedback on drafts assessed directly against real MYP achievement levels
• Support building the underlying skills (investigation, analysis, reflection) criteria consistently reward
• Help understanding how criterion scores convert into your overall subject grade

Frequently Asked Questions

Q1. Are MYP criteria the same across all subjects?

No — each subject group defines its own four specific criteria relevant to that discipline’s skills, though many follow a broadly similar underlying pattern of knowledge, skill application, communication, and reflection or critical thinking.

Q2. What do MYP achievement levels 7-8 actually mean?

They represent the top qualitative band of the published level descriptors for each criterion, generally describing sophisticated, in-depth, well-communicated, and critically reflective work — always check your specific subject’s exact descriptor wording for precise detail.

Q3. How many ATL skills must I demonstrate to get high criterion marks?

MYP subject criteria don’t typically require demonstrating a specific fixed number of ATL skills; rather, they assess the quality of your knowledge, skill application, communication, and reflection as described in your subject’s specific level descriptors.

Q4. Can I see my exact criterion scores, or just my overall subject grade?

Most MYP schools do report individual criterion scores (out of 8 for each of the four criteria) alongside or leading to your overall 1–7 subject grade — check with your school if you’re only seeing an overall grade and would like the criterion-level detail.

Q5. Is MYP assessment criteria-referenced or norm-referenced?

It’s criteria-referenced, meaning your work is assessed against fixed, published level descriptors rather than ranked against other students’ performance.

Q6. How is the overall subject grade calculated from four criterion scores?

Criterion scores are combined and converted into a final 1–7 grade using an IB-published boundary conversion process specific to each subject and year, which is not a simple straight average or percentage — check with your school for the specific conversion approach used.

Q7. Do all four criteria carry equal weight in the final grade?

Generally, all four criteria contribute to the combined total that’s converted into your final grade, though it’s worth confirming with your teacher exactly how your school and the current subject guide structure this for your specific subject.