Mastering IB MYP assessments: A teacher's guide to grading

You're sitting at your desk at 10 o'clock on a Wednesday, staring down at a student's work that's made incredible progress - it's like a whole new person compared to the work we saw back in September. But when you look at those MYP descriptors, they're telling a different story. Do you go with the 5 or the 6? And what exactly are you going to say to that parent when they email you the next morning wanting to know how you came to that decision?

If you're reading this, chances are you've already been there - standing in front of a parent trying to explain why a kid's work isn't translating to a higher grade, with a criterion sheet in your hand, feeling like you're going round in circles. The look on that parent's face, the frustration they're feeling - it's a real wake-up call. And of course, after the meeting, you can't help but wonder if maybe you're the one who's just not getting it. That's the exact feeling that's why so many teachers find IB MYP assessment such a lonely, isolating space - even when you know you're doing the right thing.

The good news is that MYP assessment isn't some mystical, mysterious thing - it's actually a very methodical process. This guide is going to break down the "best-fit" approach, the maths behind the 1-7 scale, and the protocols that will help you grade with confidence, not just crossed fingers and a prayer.

Before we dive in, let's take on the term that's got parents getting anxious and students getting a little skeptical: Professional Judgement. Now in some education circles, this phrase can sound like it means "teacher's opinion", but in the MYP, it's the exact opposite. Professional Judgement is a skill that's been documented, a skill that allows you to look at a kid's data points - maybe a low score in September and a high score in December - and figure out which one is the real story. It's the difference between a calculator (which just averages out the numbers) and a real expert who looks at the bigger picture.

The philosophy shift: Why everything you knew about grading goes out the window when it comes to IB MYP assessments

The fundamental truth that changes everything here is that MYP is all about criterion-related grading, not norm-referenced grading.

In traditional grading systems (that bell curve approach), your student's grade is all about where they sit in relation to everyone else. If the class average is low, a mediocre score might still get you an A. The standard moves with the crowd.

In the IB MYP, it's a whole different story.

Students are being measured against a set of clear, public, pre-set criteria. If every single kid in your class meets the highest descriptor, guess what - every single kid gets the highest grade. The standard is fixed, not moving, and the goal is to measure individual competence and growth, not where they sit in the pack.

This isn't just about a technical difference - it's a complete sea change in what we value about learning.

The architecture: What you're actually grading in IB MYP assessments

Before we get into how to grade, let's get clear on what we're actually grading.

• The four criteria (A, B, C, D)

  Every MYP subject evaluates students across four distinct domains. While the names vary by subject (e.g. "Knowing and understanding" in Science looks different from "Organising" in Arts), the idea is the same: we're looking at a whole picture.This framework isn't just about testing memory; it's about assessing the ability to inquire, create, reflect and apply. That's why you can't just test a kid with a multiple-choice test and expect to get the full picture.

• The 0-8 scale

  Each criterion is scored out of 8, broken down into bands (1-2, 3-4, 5-6, 7-8).Why this structure? It lets us differentiate between performance levels with clarity, without the illusion of precision that comes with percentages. A kid scoring 73% versus 74% is probably not going to be that different, but a kid at level 4 versus level 6 - that's a whole different story - and we can tell you exactly why.

  
  

• The cardinal rule: No averaging

  One thing that will trip up almost every new MYP teacher: you can't average grades across a term. Why? Because learning is a journey. Averaging punishes a kid for what they didn't know three months ago. The MYP values the most accurate demonstration of ability, which is usually the most recent or most consistent evidence.

  
  

  Key takeaway: Your job isn't to calculate an average - it's to make a professional judgement about where the kid is right now.

It's this professional judgement that's going to protect the kid. An average creates a "zombie grade" - a mix of who the kid was before and who they are now. Professional judgement lets you cut loose the outdated stuff and hold onto what really matters - the kid's current level of mastery. This isn't about "fudging" the grade - it's about making a real, honest assessment of where the kid is at the time of reporting.

The 6-step best-fit protocol for IB MYP assessments (or: How to stop second-guessing yourself)

How do I make a sound judgement when grading our students?" is probably the most common question that teachers ask about MYP grading. The good news: it's not just a wild guess. It's a clear, defensible process that you can follow. By following these steps, your grading becomes transparent - to the kids, the parents, and even to yourself.

Step 1: Get all the facts on the table

Round up all the evidence you've got for the criterion you're assessing.

Valid MYP assessment relies on a mix of different types of evidence: presentations, investigations, tasks, journals, and whatnot. Don't rely on just one final test. You need to see the bigger picture. You need to see patterns.

Step 2: Look at the progression (and don't just average it)

Take a long hard look at how the student has progressed over time.

If a kid scored a 3 in September, a 4 in November, and a 6 in March on Criterion A - and that March task was a real doozy - then the best fit is probably a 6. The earlier grades aren't just erased, they're put into context. They show you where the kid was, and where they're at now.

Step 3: The "ascending" process (this is where the magic happens)

This part is non-negotiable. And once you get it right, most of your grading worries disappear.

• Don't just start somewhere in the middle. Don't wing it.\

• Start at the very lowest descriptor (Level 1-2). Read it. Does the student's work match this description?\

• If the answer is yes, move up to the next level (Level 3-4). Does it match that one too?\

• Keep moving up through the levels.\

• Stop when you get to a descriptor that the work definitely doesn't fit.\

• That's the level the student is going to get.

9 times out of 10, you'll find a kid who sits right on the borderline. And that's where your professional judgement comes in - applying it to those grey areas, and it all becomes a bit more obvious.

Don't just flip a coin. Look at the Command Terms and the consistency of the work:

• Frequency: Is the kid consistently producing high-quality work, or is it a one-off?\

• Independence: Did they need a lot of prompting to get to the higher level, or could they do it on their own?\

• Complexity: Did they handle the tougher parts of the task with ease?

• Note for Parents: This is the bit where "Professional Judgement" comes in. It's not some arbitrary bump up or down - it's a decision based on how reliable the evidence is.

Real example:

Let's say you're grading a science investigation (Criterion C: Processing and Evaluating). The kid did all the calculations right, and their graphs were spot on. But they didn't have a clue what to do with the results. They just restated the hypothesis without looking at the data.

• Level 1-2? No - they did a bit more than just show up.

• Level 3-4? Check the descriptor: "Collects and presents data properly." Yeah, they did that. But "Interprets data and explains results?" Nope.

• Level 5-6? No way - they didn't even try to interpret it.

Result: the kid gets a 4 (the top of the 3-4 band, because the presentation and processing were top-notch).

See how that makes grading a whole lot clearer? You're not deciding if you just feel like giving them a 4. You're following the trail the descriptors are laying out.

Step 4: Refine within the band (high or low?)

Since MYP uses bands (e.g. 5-6), you need to decide which end of the band they fit into.

• Award a 5 if the kid just squeaks into the band - if they're a bit inconsistent, or if they just barely meet the standards.\

• Award a 6 if they're consistently producing work that meets the descriptors for that band.

This is where your professional expertise comes in - but the ascending process has already done most of the work.

Step 5: Get your colleagues on board

Fairness demands this. Before you publish your final grades, you and your subject colleagues should all get together to standardise your marking.

Bring some sample work along, compare your scores, and have a chat about where you agree and disagree. This way, when you're handing out Level 4s like candy, you know your colleagues will be doing the same.

This isn't about doubting your judgement - it's about making sure you're all speaking the same language.

Step 6: Add up your criterion scores

Add up the levels for all four criteria (A + B + C + D). That gives you a total of 32 for the whole subject.

Now you're ready to do the final conversion.

From Criterion Scores to Final Grades: The Final Boundaries

You've got your totals. A kid scored:

• Criterion A: 6

• Criterion B: 5

• Criterion C: 7

• Criterion D: 6
  Total: 24/32

So... what's their final grade? This is where the grade boundaries come in . They serve as a bridge between the score you've given on your criteria and the final 1-7 grade.

Who Sets These Boundaries?

The IB has the final say on boundaries for external exams based on the work being submitted from all around the world. For internal assessments, most schools follow these boundaries so that they can keep the standards consistent.

Can boundaries vary?

Between schools, yes, but only slightly. Within a school however, definitely not. All teachers for that subject have to use the same boundaries or you'll be compromising the integrity of the whole program.

The conversion in practice

Using typical boundaries, if 23-27 points = a Grade 6, then our student who scored 24 points should get a Grade 6 for the semester.

Straightforward, honest to goodness, and defendable.

Key takeaway: Once you understand what the boundary table is for your subject, the math all becomes pretty simple from there. The hard part is in making those criterion-by-criterion judgement calls, which is what you've now systematized.

What teachers wish they knew right at the start for IB MYP assessments

Common mistake #1: Treating early work as the final verdict

That September diagnostic stuff ? Its not some definitive judgement - its a starting point. Use it to figure out where your students are at and track their progress from there.

Common mistake #2: Letting one single remarkable task overpower everything

You're trying to get an accurate picture of your students learning, but "accurate" means "representative" not "exceptional". If a student nails one project but generally stumbles elsewhere, dont let that one good paper fool you into giving them a better grade than they deserve.

Common mistake #3: Trying to explain grades without saying why

Never try to back up a grade with a general phrase like "I felt it was a 5" or "Compared to their classmates". Instead point back to the specific language of the descriptor. Thats your safety net and your proof.

Bridging the gap: How to explain your judgement to parents

The biggest hassle point in MYP assessments is usuallynt the actual grade itself - its people thinking that the grade might be just a personal whim. When a parent hears "Professional Judgement" they tend to think "opinion".

Here is how you close that gap. When you're talking to parents about a grade, change your language from "I think..." to "I can show you this...".

By explaining the criteria you were looking at, you turn a subjective opinion into a clear and defensible assessment.

Building your support network for IB MYP assessment

Here's the thing that gets said often enough: IB MYP assessment grading is intentionally complicated . It values real growth, genuine effort, and nuanced judgement over simple maths problems or mindless algorithms. That makes education feel way more human.

But you're not expected to figure this all out by yourself.

The best-fit protocol works best when teachers collaborate, standardise and trust the process. Here is how you build the support structures that make this all sustainable:

• Have regular moderation sessions: Schedule regular meetings with your subject team to go over student work and chat through tough calls. These aren't formal appraisals – they're calibration chats. Bring up work that stumped you. Discuss edge cases. Agree on what good looks like.

• Develop a criterion reference library: Collect and annotate examples of student work that show each achievement level. These are priceless training tools for new teachers and a sanity check for the rest of you. You can pull up a similar piece of work at 10 PM and compare it if you need to.

• Note down your rationale: Keep a quick note about why you gave a particular grade – especially for students who landed on the boundary. Not a thesis statement - just bullet points saying what descriptors applied. This protects you if a parent comes asking questions.

• Get mentorship and offer it back: If you're new to MYP, find someone who's been around the block a few times. If you're an old hand, offer to help out those newer teachers. The grading philosophy clicks at a different time for everyone – sometimes you just need someone to walk you through that tricky example with your actual students.

• Go to your MYP coordinator for help: That's basically what they're there for - to help. When you're stuck or unsure between two achievement levels, go ahead and loop them in. Good coordinators don't want to see you getting into a tight spot and then wishing you'd asked for help.

The bigger picture: What IB MYP assessment grading system really teaches us

At its heart, the MYP grading approach asks us to take a leap of faith. We have to trust that students can grow, document that growth properly and refuse to let early struggles define the final outcome. That 10 PM moment we find ourselves in, staring at student work and wrestling with whether we're doing a grade right, that's not some glitch in the system. That's doing the impossible, the most important stuff in teaching: getting a bead on our students, being honest about where they really are and how they're doing, and having the patience to admit that learning doesn't follow some tidy step-by-step plan.

The rules we have in place, the focus on what's happened recently, the making sure we've got multiple angles to consider - these aren't just a bunch of hoops to jump through. They're there to stop us falling into the easy trap of labelling kids one way and moving on - of giving up on them just because it's easier to do so.

When we give a 6 to a kid who was a 3 at the start of the year, we're not going easy. We're being honest. We're documenting real progress.

And when we can explain that grade by pointing to the exact words we used, the actual work they produced, and the way they showed real growth over time - that's not just a way to stay above water with the MYP requirements.

That's what good teaching looks like.

Trying to teach MYP and got grading questions that we didn't cover? The world of IB educators is full of people who've been right where you are. So reach out to your subject network groups, post in the MYP teacher forums, or have a chat with your coordinator. This kind of work is too tough - and too important - to tackle all by yourself.