MYP

 Individuals  and  Societies  assessment  criteria:  Year  3  

  0   1-­‐2   3-­‐4   5-­‐6   7-­‐8  

A. Knowing  and  understanding   The student does not The  student:   The  student:   The  student:   The  student:  
reach a standard
1. Use  a  range  of   1. Makes  limited  use  of   1. Uses  some  terminology   1. Uses  considerable  relevant   1. Consistently uses  a range of
described by any of the
terminology  in  context   descriptors below.   terminology     accurately     terminology  accurately   terminology  accurately  
2. Demonstrate knowledge 2. Demonstrates  basic   2. Demonstrates  satisfactory   2. Demonstrates  substantial 2. Demonstrates  detailed  
and understanding of knowledge  and   knowledge  and   knowledge and knowledge  and  
subject-specific content understanding  of  content   understanding  of  content   understanding of content understanding  of  content  
and concepts, using   and  concepts  through   and  concepts  through   and concepts through and  concepts  through  
descriptions,   limited  descriptions  and/or   simple  descriptions,   descriptions, explanations developed and  accurate    
explanations  and   examples.   explanations  and/or   and examples.   descriptions,  explanations  
examples.     examples   and  examples.  
   

B. Investigating   The student does not The  student:   The  student:   The  student:   The  student:  
reach a standard
1. Formulate/choos described by any of
1. Identifies a  research   1. Formulates/chooses a   1. Formulates/chooses  a   1. Formulates/chooses  a  
e  a  clear  and   the descriptors below.   question  that  is  clear,   research  question  that   clear  and  focused  research   clear  and  focused  research  
focused  research   focused  and  relevant   is  clear  and  focused  and   question  and  describes  its   question  and  explains  its  
question,   2. Formulates  a  limited   describes its  relevance   relevance  in  detail   relevance    
explaining  its   action  plan  or  does  not   2. Formulates  and   2. Formulates  and  mostly   2. Formulates  and  effectively  
relevance  Follow   follow  a  plan   occasionally  follows  a   follows  a  sufficiently   follows  a  consistent  action  
an  action  plan  to     3. Collects and  records partial  action  plan  to   developed  action  plan  to   plan  to  investigate  a  
2. Formulate  and   limited or  sometimes investigate  a  research   investigate  a  research   research  question  
follow  an  action   irrelevant information   question   question   3. Uses  methods  to  collect  
plan  to   4. With guidance,  reflects  on   3. Uses a  method(s)  to   3. Uses  methods  to  collect   and  record  appropriate  
investigate  a   the  research  process  and   collect  and  record  some and  record  appropriate   and  varied  relevant  
research  question     results  in  a  limited  way.   relevant information   relevant  information   information  
3. Use  methods  to     4. With  guidance,  reflects   4. With  guidance,  evaluates   4. With  guidance,  provides  a  
collect  and  record   on  the  research   on  the  research  process   detailed  evaluation  of  the  
relevant   process  and  results.   and  results.   research  process  and  
information     results.  
4. Evaluate  the      
process  and  
results  of  the  
investigation,    
with  guidance.    

 
 MYP  Individuals  and  Societies  assessment  criteria:  Year  3  
C.  Communicating   The student does not The  student:   The  student:   The  student:   The  student:  
reach a standard
1. Communicate   1. Communicates   1. Communicates   1. Communicates  
described by any of 1. Communicates  
information  and   the descriptors below.   information  and  ideas   information  and  ideas   information  and  ideas  in  a   information  and  ideas  in  
ideas  in  a  way   in  a  way  that  is   way  that  is  mostly   a  way  that  is  completely  
in  a  style  that  is  not  
that  is   somewhat  clear   appropriate  to  the   clear  
always  clear  
appropriate  for   2. Somewhat organizes   audience  and  purpose   2. Structures  information  
2. Organizes  information  
the  audience   information  and  ideas   2. Mostly  structures   and  ideas  completely  
and  ideas  in  a  limited  
and  purpose     way 3. Creates an  adequate information  and  ideas   according  to  the  task  
2. Structure   reference  list  and   according  to  the  task   instructions  
3. Lists  sources  of  
information  and   sometimes cites  sources. instruction   3. Creates  a  complete  
information  
ideas  according   3. Create  adequate reference   reference  list  and  always  
Inconsistently.
to  the  task   list  and  usually cites   cites  sources.  
instructions   sources.    
 
3. Create  a  
 
reference  list  
and  cite  sources  
of  information.  
 

 D. Thinking  critically   The student does not The  student:   The  student:   The  student:   The  student:  
reach a standard
1. Analyze concepts, described by any of the
1. Begins to analyze 1. Completes  a  simple   1. Completes  a  substantial   1. Completes  a  detailed  
issues, models, visual descriptors below. concepts,  issues,  models,   analysis  of  concepts,   analysis  of  concepts,   analysis  of  concepts,  issues,  
representation and/or   visual  representation   issues,  models,  visual   issues,  models,  visual   models,  visual  
theories     and/or  theories  in  a   representation  and/or   representation  and/or   representation  and/or  
2. Summarize   limited way   theories   theories   theories  
information  to  make   2. Begins to identify 2. Summarizes information   2. Summarizes information   2. Summarizes information  to  
valid,  well-­‐supported   connections  between   to  make  some adequate to  make  consistent, make  consistent, well-
arguments     information  to  make   argument     usually valid arguments   supported arguments  
3. Analyze  a  range  of   simple arguments     3. Analyses sources/data   3. Analyses a range of   3. Effectively analyses a range
sources/data  in  terms   3. Recognizes the  origin  and   in  terms  of  origin  and   sources/data  in  terms   of  sources/data  in  terms  of  
of  origin  and  purpose,   purpose  of  few purpose,  recognizing   of  origin  and  purpose,   origin  and  purpose,  
recognizing  values  and   sources/data  as  well  as   some values  and   usually recognizing   consistently recognizing  
limitations     few values  and   limitations   values  and  limitations   values  and  limitations  
4. Recognize  different   limitations  of   4. Recognizes different   4. Clearly recognizes 4. Clearly recognizes different
perspectives  and   sources/data.   perspectives  and   different perspectives and perspectives and consistently
explain  their   4. Identifies different   suggests some of  their   describe most of their explains their implications  
implications.     perspectives.   implications   implications.