Assessment Policy

In Soodeh International School, assessment is totally aligned with IB System. Assessment is integral to all teaching and learning. MYP assessment requires teachers to assess the prescribed subject-group objectives using the assessment criteria for each subject group in each year of the program. In order to provide students with opportunities to achieve at the highest level, MYP teachers develop rigorous tasks that embrace a variety of assessment strategies.

MYP assessment plays a significant role in the development of ATL skills, especially skills that are closely related to subject-group objectives. The MYP approach to assessment recognizes the importance of assessing not only the products, but also the process, of learning.

There are two kinds of assessments: formative and summative. Through effective formative assessment, teachers gather, analyze, interpret and use a variety of evidence to improve student learning and to help student to achieve their potential. Student peer and self –assessment can be important elements of formative assessment plans. Formative assessments can be planned from the start of a unit, although they may change as teachers engage with students to determine the next stages of learning.

Summative assessment provides evidence for evaluating student achievement using required MYP subject –group specific assessment criteria. Teachers use the assessment criteria for each subject in each year of the program. The criteria for each subject group represent the use of knowledge, understanding and skills that must be taught. Each objective is aligned with its corresponding assessment criterion: objective A is aligned with criterion A, objective B with criterion B, and so on. The general description of objective A is reflected in the general information provided about criterion A. The general information gives teachers guidance on how the criterion should be used to design appropriate tasks and how it should be applied to measure student performance.

 Each achievement level describes student performance in ways that teachers can use to determine how successfully each student has met the objective. Internal summative and formative assessments are closely linked, and teachers use their knowledge of IB assessment expectations and practices to help students improve performance through consistent, timely and meaningful feedback.

The MYP assessment criteria across subject groups can be summarized as follows.








Language and literature



Producing text

Using language


Language acquisition

Comprehending spoken and visual text

Comprehending  written and visual text


Using language

Individuals and societies

Knowing and understanding



Thinking critically


Knowing and understanding

Inquiring and designing

Processing and evaluating

Reflecting on the impacts of science


Knowing and understanding

Investigating patterns


Applying mathematics in real-world contexts


Knowing and understanding

Developing skills

Thinking creatively


Physical and health education

Knowing and understanding

Planning for performance

Applying and performing

Reflecting and improving performance


Inquiring and analyzing

Developing ideas

Creating the solution


MYP projects



Taking action



Disciplinary grounding





Each subject group has 4 criteria based on its subject. Each criteria is scored out of 8 points which will be added to other three criteria to be counted out of 32.To arrive at a criterion levels total for each student , teachers add together the students’ final achievement levels in all criteria of the subject group. Then the final score will be converted into a grade based on a scale of 1 to 7. In the MYP, teachers make decisions about student achievement using their professional judgment, guided by mandated criteria that are public, known in advance and precise, ensuring that assessment is transparent.


 Myp general grade descriptor


Boundary guidelines







Produces work of very limited quality. Conveys many significant misunderstandings or lacks understanding of most concepts and contexts. Very rarely demonstrates critical or creative thinking. Very inflexible, rarely using knowledge or skills.




Produces work of limited quality. Expresses misunderstandings or significant gaps in understanding for many concepts and contexts. Infrequently demonstrates critical or creative thinking. Generally inflexible in the use of knowledge and skills, infrequently applying knowledge and skills.




Produces work of an acceptable quality. Communicates basic understanding of many concepts and contexts, with occasionally significant misunderstandings or gaps. Begins to demonstrate some basic critical and creative thinking. Is often inflexible in the use of knowledge and skills, requiring support even in familiar classroom situations.




Produces good-quality work.

Communicates basic understanding of most concepts and contexts with few misunderstandings and minor gaps. Often demonstrates basic critical and creative thinking. Uses knowledge and skills with some flexibility in familiar classroom situations, but requires support in unfamiliar situations.






Produces generally high-quality work. Communicates secure understanding of concepts and contexts. Demonstrates critical and creative thinking, sometimes with sophistication. Uses knowledge and skills in familiar classroom and real-world situations and, with support, some unfamiliar real-world situations.




Produces high-quality, occasionally innovative work. Communicates extensive understanding of concepts and contexts. Demonstrates critical and creative thinking, frequently with sophistication. Uses knowledge and skills in familiar and unfamiliar classroom and real-world situations, often with independence.




Produces high-quality, frequently innovative work. Communicates comprehensive, nuanced understanding of concepts and contexts. Consistently demonstrates sophisticated critical and creative thinking. Frequently transfers knowledge and skills with independence and expertise in a variety of complex classroom and real-world situations.


Achievement Levels

Each criterion is divided into various achievement levels (numerical values) that appear in bands, and each band contains general, qualitative value statements called level descriptors. The levels 1 and 2 appear as the first band, level 3 and 4 as the second, and so on. Level 0 is available for work that is not described by the band descriptor for level 1 and 2.All criteria have four bands and maximum of eight achievement levels. All Myp subject groups have four assessment criteria divided into four bands, each of which represents two achievement levels. Myp criteria are equally weighted. The descriptors, when taken together, describe a broad range of student achievement from the lowest to the highest levels. Each descriptor represents a narrower range of student achievement. Teachers must use their professional judgment to determine whether the student work is at the lower or the higher end of the descriptor, and award the lower or higher numerical level accordingly. Some other factors may also influence the teacher’s decision on an achievement level, including the following.

  • Student support—students will experience varying levels of support in their units, since peer-conferencing, formative assessment with feedback from the teacher, editing and correcting are all essential learning tools. Teachers should be mindful that achievement levels accurately reflect what students can do.
  • Group work—teachers need to document carefully the input of individuals working in a group situation so that the achievement levels for individual students can be determined.

In these ways, at the end of a period of learning, evidence of student learning, gathered from a range of learning experiences in each of the objectives, can be matched to the appropriate assessment criteria to determine the student’s achievement level.

Reporting Student Achievement

SIS updates the parents regarding to students’ progress report four times in an academic year which consisted two informal and two formal reports emailed to parents after each summative assessment. Teachers use descriptors to identify students’ achievement levels against established assessment criteria.


Recording Assessment data

SIS teachers use anecdotal records for reflection on student learning and for formative assessment which can be very useful for teachers to identify learning skills, values and attitudes. The other tool which is used is Continuums. This provides visual representations of developmental stages of learning, and can be very useful for teachers and students when applied to skills development. They show a progression of achievement and can identify where a student has reached in relation to that learning process. The checklist which is applied formatively as another tool as well is a support to the development of ATL skills which can be either used by the teacher or student.

Assessment in the MYP aims to:

  • support and encourage student learning by by  providing feedback on the learning process
  • inform, enhance and improve the teaching process
  • provide opportunity for students to exhibit transfer of skills across disciplines, such as in the personal project and interdisciplinary unit assessments
  • promote positive student attitudes towards learning
  • promote a deep understanding of subject content by supporting students in their inquiries set in real-world contexts
  • promote the development of critical- and creative-thinking skills
  • reflect the international-mindedness of the program by allowing assessments to be set in a variety of cultural and linguistic contexts
  • Support the holistic nature of the program by including in its model principles that take account of the development of the whole student.


MYP command terms

SIS provides opportunities for the explicit explanation of command terms within the context of the subject groups and the development of interdisciplinary ATL skills. By sharing command terms with students, teachers are able to give opportunities to practice relevant skills; to check understanding of the terms used to direct tasks; and to discuss what is expected or required, and the steps involved in completing tasks successfully. Each command term refers to specific thinking skills, practices and processes that constitute a subject or discipline, along with its content. In order to understand a discipline, which is a particular way of knowing, it is necessary to be fluent in the relevant command terms. Most command terms are applicable across subject groups.

Teachers use command terms when giving instructions, when questioning students, when posing problems and when eliciting responses from a class. Students are expected to understand and be able to respond effectively to the command terms present in teaching instructions, questions and problems presented to them. While the definitions for the command terms remain the same, the expectation for the level of sophistication of students’ understanding, responses and performances is expected to progress with students’ maturity and intellectual development.

Having a consistent definition of a command term enables students to understand the meanings and their application across disciplines. This clarity of terminology is especially important for students with diverse learning needs and complex language profiles. Consistent application of command terms reduces stress and confusion about their meaning, and empowers students to manage their own learning and transfer cognitive processes and academic skills.