Assessment in the MYP is criterion
referenced. Students are assessed on 4 criteria in each of their
courses. Their progress is reported in levels (0-8) on each criterion which relate to an achievement descriptor. On the
report card, your child will receive a level from 0 to 8 in each criterion that has been assessed. Carson Graham does not report letter grades or percentages for MYP courses. See below for a list of the MYP objectives for each course.
A more detailed description of the criteria and rubrics for each grade and subject is on
the course outline for each course.
By June, each student will receive a level from 0 to 8 on each of the four criteria for a maximum score
of 32. This score out of 32 will be converted into a final level from 0 to 7
and will be reported in the June report card.
Final Overall Level of Achievement Indicators (reported in June)
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.
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 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 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 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 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
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.