Understanding IB MYP Assessment Criteria

March 2026 - 9 min read

The IB Middle Years Programme uses a criterion-referenced assessment system, which means your grade is determined by how well you meet specific criteria rather than how you compare to other students. Each subject has four criteria, each scored from 0 to 8. Understanding what these criteria actually mean - and what the examiner is looking for at each level - is one of the most effective ways to improve your grades.

How the Grading Scale Works

Each of the four criteria in a subject is scored on a scale of 0 to 8, giving a maximum of 32 criterion marks per subject. These raw marks are then converted to an overall subject grade from 1 to 7 using the IB's grade boundaries.

Grade	Criterion Total (out of 32)	Description
7	28-32	Excellent
6	24-27	Very good
5	19-23	Good
4	15-18	Satisfactory
3	10-14	Mediocre
2	6-9	Poor
1	1-5	Very poor

The key insight is that each criterion is weighted equally. A student who scores 8, 8, 2, 2 (total 20) gets the same overall grade as a student who scores 5, 5, 5, 5 (total 20). This means that improving your weakest criterion has the biggest impact on your overall grade.

Strategy: Identify your weakest criterion across each subject and focus your improvement efforts there. Going from a 3 to a 5 on your weakest criterion is often easier and more impactful than going from a 7 to an 8 on your strongest.

The Four Criteria Across Subjects

While the specific criteria vary by subject, there are common patterns. Here is how they work for the core subjects:

Mathematics

Criterion A: Knowing and Understanding - Can you select and apply the right mathematical techniques? Do you show clear working and arrive at correct answers? This is tested through calculations, problem-solving, and demonstrating knowledge of mathematical concepts.
Criterion B: Investigating Patterns - Can you identify patterns, make conjectures, and test them systematically? This is about mathematical thinking: looking at data, spotting relationships, and proving or disproving your hypotheses.
Criterion C: Communicating - Is your mathematical language accurate? Do you use correct notation, appropriate diagrams, and logical structure in your solutions? Even a correct answer can score poorly if the communication is unclear.
Criterion D: Applying Mathematics in Real-Life Contexts - Can you use maths to solve real-world problems? This includes selecting the right approach, solving the problem, and evaluating whether your answer makes sense in context.

Sciences (Physics, Chemistry, Biology)

Criterion A: Knowing and Understanding - Can you recall scientific facts and apply them correctly? Do you use scientific terminology accurately? This covers knowledge of concepts, theories, and models.
Criterion B: Inquiring and Designing - Can you design a valid scientific investigation? This includes formulating hypotheses, identifying variables, planning methods, and considering ethical implications.
Criterion C: Processing and Evaluating - Can you collect, organise, and analyse data? This involves drawing graphs, calculating values, identifying trends, and evaluating the reliability of your results.
Criterion D: Reflecting on the Impacts of Science - Can you discuss how science affects and is affected by society? This requires you to consider ethical, social, economic, and environmental implications.

Individuals and Societies (History, Geography)

Criterion A: Knowing and Understanding - Do you understand key concepts, events, and processes? Can you use subject-specific terminology correctly?
Criterion B: Investigating - Can you formulate research questions, follow a structured research process, and evaluate sources for reliability and bias?
Criterion C: Communicating - Is your work well-structured, clearly written, and properly referenced? Do you use appropriate formats and conventions?
Criterion D: Thinking Critically - Can you analyse and evaluate different perspectives? Do you form well-supported arguments and consider multiple viewpoints?

What Each Achievement Level Looks Like

The 0-8 scale for each criterion is divided into bands that describe increasing quality of work:

Levels 1-2: Limited

Work at this level shows minimal understanding. Answers may be partially correct but lack detail, contain significant errors, or fail to address the question. The student demonstrates some awareness of the topic but cannot apply knowledge effectively.

Levels 3-4: Adequate

Work shows basic understanding and some ability to apply knowledge. Answers are generally correct for straightforward questions but struggle with complexity. Explanations are present but may be vague or incomplete. Working may be shown but contains errors.

Levels 5-6: Substantial

Work demonstrates solid understanding and consistent ability to apply knowledge in familiar and some unfamiliar contexts. Explanations are clear and mostly complete. Scientific or mathematical language is used correctly. Working is shown and generally accurate.

Levels 7-8: Excellent

Work shows thorough understanding and the ability to apply knowledge effectively in unfamiliar and challenging contexts. Explanations are detailed, precise, and use subject-specific terminology throughout. Answers demonstrate critical thinking, and the student can evaluate and justify their approach. Working is complete, logical, and error-free.

The difference between level 6 and level 8 is usually not about knowing more facts - it is about depth of analysis, precision of language, and the ability to evaluate and justify. At level 8, you do not just answer the question; you demonstrate that you understand why the answer is what it is and can apply the same thinking to new situations.

Practical Tips for Each Criterion

Maximising Criterion A (Knowledge)

Learn key definitions precisely - vague wording costs marks
Show all working in calculations, even when the answer seems obvious
Use technical vocabulary consistently throughout your answers
Practise applying knowledge to unfamiliar problems, not just familiar ones

Maximising Criterion B (Investigation/Patterns)

Always state your hypothesis before beginning an investigation
Identify all three variable types: independent, dependent, and controlled
Explain why you chose your method, not just what it is
In maths, test your conjecture with multiple cases before generalising

Maximising Criterion C (Communication/Processing)

Structure your work logically with clear headings and sections
Label all graphs with titles, axes, units, and appropriate scales
Use mathematical notation and scientific conventions correctly
Reference sources when using external information

Maximising Criterion D (Application/Reflection)

Consider multiple perspectives (ethical, social, economic, environmental)
Use specific examples rather than vague generalisations
In maths, always check whether your answer is reasonable in context
In sciences, discuss both benefits and limitations of scientific developments

Practise all four criteria on Project 56

190+ activities and 240+ guided lessons designed around IB MYP assessment criteria.

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