The IB MYP offers a criterion-related model of assessment. This means that students' results are determined by performance against set standards, not by each student's position in the overall rank order. Teachers are responsible for structuring varied and valid assessment tasks that allow students to demonstrate achievement according to the required objectives within each subject group. These may include:
  • open-ended, problem-solving activities and investigations
  • organized debates
  • hands-on experimentation
  • analysis
  • reflection.

Assessment strategies, both quantitative and qualitative, provide feedback on the thinking processes as well as the finished piece of work. There is also an emphasis on self-assessment and peer-assessment within the program.

At J.M. Alexander Middle School, students' progress in every subject is regularly assessed with IB assessment tasks. IB assessment tasks are open-ended assignments related to our IB unit questions.

IB assessment tasks are not evaluated using traditional letter grades or percentages. Rather, IB assessment tasks are evaluated using rubrics that are aligned to the IB objectives. Rubrics report out achievement levels. Achievement levels indicate how much students have achieved and also point to how they can improve.

At JMA, students complete IB assessments in every subject. These assessments are collected in their IB Assessment Portfolio. The assessments are evaluated using the IB rubrics. Achievement levels are recorded on a progress report that goes home twice each year. Parents are invited to view their students' portfolios at annual student-led conferences.

The IB MYP assessment rubrics for each subject are posted below: