MYP Assessment Guides

Criteria A–D for every subject group, plus IB command terms and band descriptors.

How MYP assessment works: Every MYP subject uses four criteria (A–D), each marked 0–8. Your final grade (1–7) is calculated from the sum of your best criterion levels using the IB grade boundaries.

Knowing and understanding

Demonstrate knowledge of mathematical concepts, recall procedures, and apply them correctly in familiar situations.

i. Select appropriate mathematics when solving problems in familiar situations
ii. Apply the selected mathematics successfully when solving problems
iii. Solve problems correctly in a variety of contexts

Band	Descriptor
7–8	Consistently selects and applies appropriate mathematics in challenging and unfamiliar situations. Solves problems correctly with thorough understanding.
5–6	Selects and applies appropriate mathematics in familiar situations. Generally solves problems correctly.
3–4	Applies mathematics with some success in simple, familiar situations. Makes some errors but demonstrates basic understanding.
1–2	Attempts to apply mathematics but with limited success. Frequent errors in familiar contexts.

Investigating patterns

Select and apply mathematical problem-solving techniques to discover patterns, describe them as relationships, and prove generalisations.

i. Select and apply mathematical problem-solving techniques to discover complex patterns
ii. Describe patterns as general rules consistent with findings
iii. Prove, or verify and justify, general rules

Band	Descriptor
7–8	Selects and applies techniques to discover complex patterns. Describes them correctly as general rules and provides formal proof or thorough justification.
5–6	Applies problem-solving techniques to find patterns. Describes them as rules with adequate justification.
3–4	Applies techniques with some success. Describes patterns but rules may be incomplete or only partially justified.
1–2	Applies limited techniques. Patterns identified may be superficial with minimal justification.

Communicating

Use appropriate mathematical language (notation, symbols, terminology), present reasoning logically, and move fluently between representations.

i. Use appropriate mathematical language (notation, symbols and terminology) in both oral and written explanations
ii. Use appropriate forms of mathematical representation to present information
iii. Move between different forms of mathematical representation
iv. Communicate complete, coherent and concise mathematical lines of reasoning

Band	Descriptor
7–8	Consistently uses correct notation/terminology. Moves fluently between representations. Lines of reasoning are complete, coherent and concise.
5–6	Usually uses correct mathematical language. Presents information using appropriate representations with generally logical reasoning.
3–4	Uses some mathematical language correctly. Attempts to move between forms. Reasoning is partially coherent.
1–2	Uses limited mathematical language. Reasoning is difficult to follow.

Applying mathematics in real-life contexts

Identify relevant elements of authentic real-life situations, select and apply appropriate mathematical strategies, and justify the degree of accuracy of a solution.

i. Identify relevant elements of authentic real-life situations
ii. Select appropriate mathematical strategies to model authentic real-life situations
iii. Apply the selected mathematical strategies to reach a solution
iv. Justify the degree of accuracy of a solution
v. Justify whether a solution makes sense in the context of the authentic real-life situation

Band	Descriptor
7–8	Identifies all relevant elements. Selects and applies sophisticated strategies. Justifies accuracy thoroughly and explains whether the solution is reasonable.
5–6	Identifies most relevant elements. Applies appropriate strategies to reach a reasonable solution with adequate justification.
3–4	Identifies some relevant elements. Applies basic strategies with partial success. Limited justification.
1–2	Identifies few relevant elements. Strategies applied with limited success. Minimal or no justification.

Knowing and understanding

Demonstrate scientific knowledge and apply it to solve problems in familiar and unfamiliar situations, and analyse and evaluate information to make scientifically supported judgements.

i. Explain scientific knowledge
ii. Apply scientific knowledge and understanding to solve problems set in familiar situations and suggest solutions to problems set in unfamiliar situations
iii. Analyse and evaluate information to make scientifically supported judgements

Band	Descriptor
7–8	Explains scientific knowledge accurately and in detail. Solves problems effectively in unfamiliar situations. Makes well-supported judgements.
5–6	Describes scientific knowledge correctly. Solves problems in familiar situations. Makes judgements with some supporting evidence.
3–4	States some scientific knowledge. Applies understanding in simple familiar situations with partial success.
1–2	Recalls basic scientific facts. Limited ability to apply knowledge.

Inquiring and designing

Develop hypotheses, design and evaluate scientific investigations including variables, materials, and method.

i. Explain a problem or question to be tested by a scientific investigation
ii. Formulate a testable hypothesis and explain it using scientific reasoning
iii. Explain how to manipulate the variables, and explain how data will be collected
iv. Design scientific investigations

Band	Descriptor
7–8	Clearly explains the problem. Formulates a focused hypothesis with thorough scientific reasoning. Designs a complete, logical method with controlled variables.
5–6	Describes the problem adequately. Formulates a testable hypothesis with some reasoning. Designs a workable method with most variables identified.
3–4	Outlines the problem. States a hypothesis. Method has some relevant steps but may be incomplete.
1–2	States a basic problem. Hypothesis is vague. Method is significantly incomplete.

Processing and evaluating

Collect, present, and process data using appropriate methods. Interpret results, draw conclusions, and evaluate the validity of the investigation.

i. Present collected and transformed data
ii. Interpret data and explain results using scientific reasoning
iii. Evaluate the validity of a hypothesis based on the outcome of the investigation
iv. Evaluate the validity of the method
v. Explain improvements or extensions to the method

Band	Descriptor
7–8	Correctly presents and processes data. Interprets results thoroughly with scientific reasoning. Evaluates hypothesis and method with detailed improvements.
5–6	Presents data adequately. Interprets results with some reasoning. Evaluates validity and suggests improvements.
3–4	Presents some data. Basic interpretation. Limited evaluation of method.
1–2	Presents data with significant errors. Minimal interpretation or evaluation.

Reflecting on the impacts of science

Explain and evaluate the implications of using science interacting with a factor (moral, ethical, social, economic, political, cultural, or environmental) while making scientifically supported arguments and applying scientific language.

i. Explain the ways in which science is applied and used to address a specific problem or issue
ii. Discuss and evaluate the various implications of using science to solve a specific problem or issue
iii. Apply scientific language consistently and effectively
iv. Document sources completely

Band	Descriptor
7–8	Explains science applications thoroughly. Discusses and evaluates multiple implications with well-reasoned arguments. Consistent scientific language. Complete referencing.
5–6	Describes applications adequately. Discusses some implications. Generally appropriate scientific language. Adequate referencing.
3–4	Outlines applications. States some implications. Some scientific language used. Partial referencing.
1–2	States basic applications. Limited or no discussion of implications. Referencing incomplete.

Analysing

Analyse and evaluate the content, context, language, structure, technique and style of text(s) and the relationships among them.

i. Analyse the content, context, language, structure, technique and style of text(s) and the relationship among texts
ii. Analyse the effects of the creator's choices on an audience
iii. Justify opinions and ideas, using examples, explanations and terminology
iv. Evaluate similarities and differences by connecting features across and within genres and texts

Band	Descriptor
7–8	Insightful analysis of creator's choices with thorough justification using precise terminology. Perceptive evaluation of connections across texts.
5–6	Competent analysis with adequate justification and appropriate terminology. Sound evaluation of connections.
3–4	Some analysis of content and language with basic justification. Identifies some connections between texts.
1–2	Limited analysis. Few examples to justify opinions. Minimal connections made.

Organising

Organise opinions and ideas in a sustained, coherent and logical manner using appropriate formats and structures.

i. Employ organisational structures that serve the context and intention
ii. Organise opinions and ideas in a sustained, coherent and logical manner
iii. Use referencing and formatting tools to create a presentation style suitable to the context and intention

Band	Descriptor
7–8	Skilfully employs organisational structures. Ideas are sustained, coherent, and logical throughout. Professional referencing and formatting.
5–6	Competently employs structures. Ideas are generally coherent and logical. Adequate referencing.
3–4	Uses basic organisational structures. Some coherence. Inconsistent referencing.
1–2	Minimal structure. Ideas lack coherence. Little or no referencing.

Producing text

Produce texts that demonstrate insight, imagination and sensitivity while exploring and considering new perspectives and ideas from personal engagement with the creative process.

i. Produce texts that demonstrate insight, imagination and sensitivity while exploring and considering new perspectives and ideas arising from personal engagement with the creative process
ii. Make stylistic choices in terms of linguistic, literary and visual devices, demonstrating awareness of impact on an audience
iii. Select relevant details and examples to develop ideas

Band	Descriptor
7–8	Produces texts with excellent insight and imagination. Skilful stylistic choices with clear awareness of audience impact. Highly relevant and effective details.
5–6	Produces texts with good insight. Appropriate stylistic choices with some audience awareness. Relevant details and examples.
3–4	Produces texts with some insight. Basic stylistic choices. Some relevant details.
1–2	Limited insight or imagination. Few effective stylistic choices. Details may be irrelevant.

Using language

Use appropriate and varied vocabulary, sentence structures, and forms of expression. Write and speak accurately and fluently.

i. Use appropriate and varied vocabulary, sentence structures and forms of expression
ii. Write and speak in a register and style that serve the context and intention
iii. Use correct grammar, syntax and punctuation
iv. Spell (alphabetic languages), write (character languages) and pronounce with accuracy
v. Use appropriate non-verbal communication techniques

Band	Descriptor
7–8	Varied and precise vocabulary. Fluent and accurate grammar, syntax, and spelling. Register and style are highly effective for context.
5–6	Appropriate vocabulary with some variety. Generally accurate grammar. Suitable register and style.
3–4	Adequate vocabulary. Some grammatical errors. Register is sometimes inappropriate.
1–2	Limited vocabulary. Frequent errors hinder communication. Register unclear.

Knowing and understanding

Demonstrate knowledge and understanding through descriptions, explanations and examples of concepts, terminology, events, and issues.

i. Use terminology accurately
ii. Demonstrate knowledge and understanding of subject-specific content and concepts through developed descriptions, explanations and examples

Band	Descriptor
7–8	Consistently uses terminology accurately. Demonstrates excellent knowledge through detailed, developed descriptions and explanations with effective examples.
5–6	Uses terminology mostly accurately. Good knowledge demonstrated through descriptions with relevant examples.
3–4	Uses some terminology. Basic descriptions with limited examples.
1–2	Makes limited use of terminology. Minimal descriptions.

Investigating

Plan, carry out and evaluate research using a range of primary and secondary sources, and evaluate sources for reliability, bias and limitations.

i. Formulate a clear and focused research question and justify its relevance
ii. Formulate and follow an action plan to investigate a research question
iii. Use research methods to collect and record relevant information
iv. Evaluate the process and results of the investigation

Band	Descriptor
7–8	Formulates a focused, justified research question. Follows a comprehensive plan. Uses varied methods effectively. Thorough evaluation of process and results.
5–6	Formulates a clear research question. Follows a workable plan. Adequate methods. Evaluates process and results.
3–4	States a research question. Follows a basic plan. Collects some relevant information. Limited evaluation.
1–2	Research question is vague. Minimal planning or data collection. No evaluation.

Communicating

Communicate information and ideas using an appropriate style for the audience and purpose, structuring information, and documenting sources.

i. Communicate information and ideas effectively using an appropriate style for the audience and purpose
ii. Structure information and ideas in a way that is appropriate to the specified format
iii. Document sources of information using a recognised convention

Band	Descriptor
7–8	Communicates effectively with a strong sense of audience. Information is clearly structured. Sources are thoroughly documented.
5–6	Communicates clearly. Structure is appropriate. Sources are adequately documented.
3–4	Communicates with some clarity. Some structure. Inconsistent documentation.
1–2	Communication is unclear. Little structure. Minimal documentation.

Thinking critically

Analyse concepts, issues, models, visual representations and theories. Discuss different perspectives. Synthesise information to make valid, well-supported arguments.

i. Discuss concepts, issues, models, visual representations and theories
ii. Synthesise information to make valid, well-supported arguments
iii. Analyse and evaluate a range of sources/data in terms of origin and purpose, examining values and limitations
iv. Interpret different perspectives and their implications

Band	Descriptor
7–8	Thoroughly discusses and synthesises information into well-supported arguments. Evaluates sources perceptively. Interprets multiple perspectives with insight.
5–6	Discusses and synthesises information into supported arguments. Evaluates sources adequately. Considers different perspectives.
3–4	Some discussion of concepts. Basic arguments. Limited source evaluation. Acknowledges a perspective.
1–2	Minimal discussion. Arguments are unsupported. Little awareness of perspectives.

Inquiring and analysing

Explain and justify the need for a solution to a problem, research and analyse existing products, and develop a design brief.

i. Explain and justify the need for a solution to a problem for a specified client/target audience
ii. Identify and prioritise primary and secondary research needed
iii. Analyse a range of existing products that inspire a solution to the problem
iv. Develop a detailed design brief which summarises the analysis of relevant research

Band	Descriptor
7–8	Explains and justifies the need thoroughly. Identifies prioritised research. Analyses existing products in detail. Develops a comprehensive design brief.
5–6	Explains the need adequately. Identifies relevant research. Analyses products. Develops a clear design brief.
3–4	Outlines the need. Some relevant research identified. Basic analysis. Develops a partial design brief.
1–2	States the need with minimal elaboration. Limited research or analysis.

Developing ideas

Develop design specifications, present feasible design ideas using appropriate techniques, and justify a chosen design against the specification.

i. Develop a design specification which outlines the success criteria
ii. Develop a range of feasible design ideas which can be correctly interpreted by others
iii. Present the chosen design and justify its selection
iv. Develop accurate planning drawings/diagrams and outline requirements for the creation of the chosen solution

Band	Descriptor
7–8	Develops a detailed design specification. Presents a range of feasible, creative ideas. Justifies chosen design thoroughly. Accurate planning documents.
5–6	Adequate design specification. Several feasible ideas. Justified chosen design. Clear planning documents.
3–4	Basic specification. Some design ideas. Partial justification. Basic planning.
1–2	Minimal specification. Few ideas. Little justification.

Creating the solution

Construct a logical plan for creation, demonstrate excellent technical skills, follow the plan to create the solution, and explain changes made during creation.

i. Construct a logical plan, which outlines the efficient use of time and resources
ii. Demonstrate excellent technical skills when making the solution
iii. Follow the plan to create the solution, which functions as intended
iv. Explain changes made to the chosen design and plan when making the solution
v. Present the solution as a whole, in a professional manner

Band	Descriptor
7–8	Logical, efficient plan. Excellent technical skills. Solution functions as intended. Changes explained. Professional presentation.
5–6	Clear plan with efficient resource use. Competent technical skills. Solution mostly functions as intended. Changes noted.
3–4	Basic plan. Adequate technical skills. Solution partially functions. Some changes noted.
1–2	Incomplete plan. Limited technical skills. Solution does not function as intended.

Evaluating

Design testing methods, evaluate the success of the solution, and describe how the solution could be improved.

i. Design detailed and relevant testing methods to evaluate the solution
ii. Critically evaluate the success of the solution against the design specification
iii. Explain how the solution could be improved
iv. Explain the impact of the solution on the client/target audience

Band	Descriptor
7–8	Designs detailed, relevant tests. Critically evaluates against specification. Explains improvements and impact thoroughly.
5–6	Designs relevant tests. Evaluates against specification. Describes improvements and impact.
3–4	Basic testing. Partial evaluation. Some suggestions for improvement.
1–2	Limited testing. Superficial evaluation. Vague improvements suggested.

Knowing and understanding

Demonstrate knowledge of the art form, its terminology, and understanding of the role of the art form in original or unfamiliar contexts.

i. Demonstrate knowledge and understanding of the art form studied, including concepts, processes and the use of subject-specific terminology
ii. Demonstrate an understanding of the role of the art form in original or unfamiliar contexts
iii. Use acquired knowledge to purposefully inform artistic decisions in the process of creating or performing

Band	Descriptor
7–8	Excellent knowledge and use of terminology. Understands the art form's role in multiple contexts. Knowledge clearly informs artistic decisions.
5–6	Good knowledge with appropriate terminology. Understands the art form in some contexts. Knowledge informs some decisions.
3–4	Basic knowledge. Limited terminology. Some understanding of context. Knowledge occasionally informs decisions.
1–2	Minimal knowledge. Little use of terminology. Limited connection between knowledge and practice.

Developing skills

Demonstrate the acquisition and development of the skills and techniques of the art form through experimentation, practice and presentation.

i. Demonstrate the acquisition and development of the skills and techniques of the art form studied
ii. Demonstrate the application of skills and techniques to create, perform and/or present art

Band	Descriptor
7–8	Demonstrates excellent acquisition and development of skills. Applies them with confidence and precision in creating/performing.
5–6	Demonstrates good skill development. Applies them competently.
3–4	Demonstrates basic skills. Application is developing.
1–2	Limited skill demonstration. Application is inconsistent.

Thinking creatively

Develop a feasible, clear, creative and imaginative artistic intention, demonstrate a range and depth of creative-thinking behaviours, and explore ideas through a process of experimentation and review.

i. Outline a clear and feasible artistic intention for creating, performing or presenting art
ii. Outline alternatives, perspectives and imaginative solutions
iii. Demonstrate the exploration of ideas through the developmental process of creating, performing or presenting art

Band	Descriptor
7–8	Clear, imaginative artistic intention. Explores multiple alternatives and perspectives. Excellent exploration through the developmental process.
5–6	Feasible artistic intention. Considers some alternatives. Good exploration of ideas.
3–4	Basic artistic intention. Limited alternatives considered. Some exploration.
1–2	Vague or unclear intention. Minimal exploration.

Responding

Construct meaning from artwork, connect it to personal experience and the wider world, and evaluate the artwork using critical-thinking skills.

i. Construct meaning and transfer learning to new settings
ii. Create an artistic response that intends to reflect or impact on the world around them
iii. Critique the work of self and others

Band	Descriptor
7–8	Constructs rich meaning and transfers learning effectively. Artistic response powerfully reflects/impacts the world. Insightful critique.
5–6	Constructs meaning and transfers some learning. Response reflects the world. Competent critique.
3–4	Some meaning constructed. Basic response. Simple critique.
1–2	Minimal meaning. Limited response. Superficial critique.

Knowing and understanding

Explain physical and health education factual, procedural and conceptual knowledge, and apply it to analyse issues and solve problems in familiar and unfamiliar situations.

i. Explain physical and health education factual, procedural and conceptual knowledge
ii. Apply physical and health education knowledge to analyse issues and solve problems set in familiar and unfamiliar situations
iii. Apply physical and health terminology effectively to communicate understanding

Band	Descriptor
7–8	Explains knowledge accurately and in detail. Applies it effectively to analyse issues in unfamiliar situations. Uses terminology precisely.
5–6	Describes knowledge correctly. Applies it to familiar situations. Uses terminology appropriately.
3–4	States basic knowledge. Applies it with partial success. Some use of terminology.
1–2	Recalls limited knowledge. Minimal application. Limited terminology.

Planning for performance

Design, explain and justify plans for improving physical performance and health, and analyse effectiveness of a plan based on performance outcomes.

i. Design and explain a plan for improving physical performance and health
ii. Explain the effectiveness of a plan based on the outcome

Band	Descriptor
7–8	Designs a detailed, well-justified plan. Thoroughly explains effectiveness with reference to outcomes.
5–6	Designs a clear plan with some justification. Explains effectiveness with some reference to outcomes.
3–4	Basic plan. Limited explanation of effectiveness.
1–2	Minimal plan. Little connection to outcomes.

Applying and performing

Demonstrate and apply a range of skills and techniques, and apply strategies to enhance performance in physical activities.

i. Demonstrate and apply a range of skills and techniques effectively
ii. Demonstrate and apply a range of strategies and movement concepts
iii. Analyse and apply information to perform effectively

Band	Descriptor
7–8	Demonstrates skills and techniques with excellence. Applies strategies effectively and creatively. Analyses and applies information for optimal performance.
5–6	Demonstrates and applies skills competently. Uses strategies appropriately.
3–4	Demonstrates basic skills. Applies some strategies.
1–2	Limited skill demonstration. Inconsistent application of strategies.

Reflecting and improving performance

Explain and demonstrate strategies that enhance interpersonal skills, and reflect on performance to identify areas for improvement.

i. Explain and demonstrate strategies that enhance interpersonal skills
ii. Analyse and evaluate the effectiveness of a strategy
iii. Explain and evaluate personal performance
iv. Explain and evaluate the performance of others

Band	Descriptor
7–8	Demonstrates excellent interpersonal strategies. Analyses and evaluates strategies effectively. Thorough, insightful reflection on own and others' performance.
5–6	Good interpersonal strategies. Evaluates strategies adequately. Reflects on performance with some insight.
3–4	Basic interpersonal skills. Some evaluation. Simple reflection on performance.
1–2	Limited interpersonal awareness. Minimal reflection.

Note: Personal Project is MYP Year 5 only. Community Project is MYP Year 3/4. Both use the same four criteria below.

Investigating

Define a clear and challenging goal, select a global context, identify prior learning, and demonstrate research skills.

i. Define a clear and highly challenging goal for the project, based on personal interests
ii. Identify prior learning and subject-specific knowledge relevant to the project
iii. Demonstrate research skills

Band	Descriptor
7–8	Defines a clear, highly challenging goal. Identifies detailed prior learning. Demonstrates excellent research skills.
5–6	Defines a clear goal. Identifies relevant prior learning. Demonstrates adequate research skills.
3–4	Defines a goal. Identifies some prior learning. Basic research skills.
1–2	States a vague goal. Limited identification of prior learning. Minimal research.

Planning

Develop criteria for the product/outcome, plan and record the development process, and demonstrate self-management skills.

i. Develop criteria for the product/outcome
ii. Plan and record the development process of the project
iii. Demonstrate self-management skills

Band	Descriptor
7–8	Develops detailed, appropriate criteria. Plans and records the process thoroughly. Excellent self-management throughout.
5–6	Develops adequate criteria. Plans and records the process. Good self-management.
3–4	Basic criteria. Partial recording of the process. Some self-management.
1–2	Minimal criteria. Little recording. Limited self-management.

Taking action

Create a product/outcome in response to the goal, topic and global context. Demonstrate thinking, communication and social skills. Demonstrate ATL skills.

i. Create a product/outcome in response to the goal, global context, and criteria
ii. Demonstrate thinking skills
iii. Demonstrate communication and social skills

Band	Descriptor
7–8	Creates an excellent product that clearly addresses the goal and global context. Demonstrates outstanding thinking, communication and social skills.
5–6	Creates a good product. Demonstrates competent skills.
3–4	Creates an adequate product. Demonstrates basic skills.
1–2	Creates a limited product. Minimal demonstration of skills.

Reflecting

Evaluate the quality of the product/outcome against their criteria. Reflect on how completing the project has extended their knowledge and understanding. Reflect on how it has developed them as IB learners.

i. Evaluate the quality of the product/outcome against their criteria
ii. Explain how completing the project has extended their knowledge and understanding of the topic and global context
iii. Explain the impact of the project on themselves and/or their community

Band	Descriptor
7–8	Evaluates thoroughly against criteria. Reflects in depth on learning and personal growth. Explains impact insightfully.
5–6	Evaluates against criteria. Reflects on learning and growth. Explains impact.
3–4	Basic evaluation. Some reflection on learning. Limited explanation of impact.
1–2	Minimal evaluation. Superficial reflection.

Why command terms matter: IB examiners mark based on whether you've done what the command term asks. "Describe" and "Explain" are different — confusing them loses marks even if your content is correct.

Analyse

Break down in order to bring out the essential elements or structure. Identify parts, relationships, and how they function together.

e.g. "Analyse the causes of the French Revolution" — identify and examine each factor and how they interrelate.

Annotate

Add brief notes to a diagram, graph or image to explain or identify specific features.

e.g. "Annotate the diagram of the heart" — label key structures with functional descriptions.

Apply

Use knowledge and understanding in response to a given situation or real circumstances.

e.g. "Apply Newton's second law to calculate the force" — use F = ma with the given values.

Calculate

Obtain a numerical answer showing the relevant stages in the working.

e.g. "Calculate the mean" — show formula, substitution, and final answer with units.

Comment

Give a judgement based on a given statement or result of a calculation.

Compare

Give an account of the similarities between two (or more) items, referring to both (all) of them throughout.

e.g. "Compare mitosis and meiosis" — discuss similarities and differences side by side, not one then the other.

Compare and contrast

Give an account of similarities and differences between two items, referring to both throughout.

Construct

Display information in a diagrammatic or logical form.

Define

Give the precise meaning of a word, phrase, concept or physical quantity.

e.g. "Define density" — "Density is mass per unit volume."

Demonstrate

Make clear by reasoning or evidence, illustrating with examples or practical application.

Describe

Give a detailed account or picture of a situation, event, pattern or process. No explanation of why needed.

e.g. "Describe the trend" — "As temperature increases, rate of reaction increases, then levels off at 40°C."

Design

Produce a plan, simulation or model. Plan a scientific procedure or investigation.

Determine

Obtain the only possible answer from a given set of data or information.

Discuss

Offer a considered and balanced review that includes a range of arguments, factors or hypotheses. Conclusions should be presented clearly.

e.g. "Discuss the use of nuclear power" — present advantages and disadvantages with a reasoned conclusion.

Distinguish

Make clear the differences between two or more concepts or items.

Draw

Represent by means of a labelled, accurate diagram or graph. Use a pencil for graphs.

Estimate

Obtain an approximate value for an unknown quantity.

Evaluate

Make an appraisal by weighing up the strengths and limitations. Include a personal judgement supported by evidence.

e.g. "Evaluate this method" — discuss what worked, what didn't, and give an overall judgement of reliability.

Examine

Consider an argument or concept in a way that uncovers the assumptions and interrelationships of the issue.

Explain

Give a detailed account including reasons or causes. Must include "because" or reasoning.

e.g. "Explain why ice floats" — "Ice floats because water expands when it freezes, making ice less dense than liquid water."

Explore

Undertake a systematic process of discovery through experimentation or investigation.

Formulate

Express precisely and systematically the relevant concept(s) or argument(s).

Identify

Provide an answer from a number of possibilities. Recognise and state briefly a distinguishing feature.

Interpret

Use knowledge and understanding to recognise trends and draw conclusions from given information.

Justify

Give valid reasons or evidence to support an answer or conclusion. "Justify" means prove it.

e.g. "Justify your choice" — state your choice AND explain with evidence why it is the best option.

Label

Add title, labels or brief explanation(s) to a diagram or graph.

List

Give a sequence of brief answers with no explanation.

Measure

Obtain a value for a quantity using appropriate apparatus and units.

Organise

Put ideas and information into a proper or systematic order.

Outline

Give a brief account or summary. Less detail than "describe".

Predict

Give an expected result of an upcoming action or event based on existing knowledge.

Present

Offer for display, observation, examination or consideration.

Recall

Remember or recognise from prior learning experiences.

Select

Choose from a list or group.

Show

Give the steps in a calculation or derivation. The answer is given — you must demonstrate how to reach it.

Sketch

Represent by means of a diagram or graph (labelled as appropriate). The sketch should give a general idea of the required shape/relationship.

State

Give a specific name, value or other brief answer without explanation or calculation.

Suggest

Propose a solution, hypothesis or other possible answer. No single "right" answer expected.

Summarise

Abstract a general theme or major point(s).

Synthesise

Combine different ideas in order to create new understanding or meaning.

To what extent

Consider the merits or otherwise of an argument or concept. Opinions and conclusions should be presented clearly and supported with evidence.

Use

Apply knowledge or rules to put theory into practice. You must use exactly what the question refers to.

Verify

Provide evidence that validates the result.

Remember: Your final MYP grade (1–7) comes from the sum of all four criteria. Each criterion is marked 0–8, giving a maximum of 32. The IB grade boundaries convert this total into your 1–7 grade.

Grade boundary guidelines

Grade	Total (out of 32)	What it means
7	28–32	Exceptional. Consistently produces excellent work across all four criteria.
6	24–27	Very good. Strong across criteria with only minor gaps.
5	19–23	Good. Solid understanding with room for deeper analysis or refinement.
4	15–18	Satisfactory. Meets basic expectations in most criteria.
3	10–14	Mediocre. Demonstrates limited understanding in several criteria.
2	6–9	Poor. Significant gaps across criteria.
1	1–5	Very poor. Minimal evidence of understanding.

Tips for scoring 7–8 in each criterion

Read the command term carefully. "Describe" and "Explain" require different responses. Check the command terms tab for exact definitions.
Use subject-specific terminology. Replace vague words with precise terms. "The thing that makes plants green" → "chlorophyll".
Show your reasoning. Don't just give the answer — explain HOW you got there. Show working, state formulas, link cause to effect.
Address all strands. Each criterion has sub-strands (i, ii, iii...). Make sure your work explicitly addresses each one.
Use real-world examples. Especially for Criterion D in most subjects. Connect theory to authentic contexts.
Evaluate, don't just describe. Higher bands require analysis and evaluation. Ask "so what?", "why does this matter?", "what are the limitations?"
Reference your sources. Use a consistent format (MLA, APA, or the one your teacher requires). Missing references cap your marks.
Proofread and structure. Clear paragraphs, logical flow, and correct spelling/grammar push you from 5–6 to 7–8.

Common mistakes that cost marks

Writing too much without focus. Examiners look for quality, not quantity. A concise, well-structured response scores higher than pages of waffle.
Ignoring the rubric. Your teacher uses the criterion descriptors to mark. Read them before starting any assessment.
Forgetting to evaluate. Most students can describe and explain, but forget to weigh up strengths/limitations.
No personal response (Arts/English). For Criterion C/D in Arts and English, you need to show personal engagement, not just facts.
Skipping the conclusion. For investigations and extended responses, always tie back to your hypothesis/thesis.
Copying without understanding. Paraphrasing counts; direct quotes without analysis don't.