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Assessment and Evaluation


 International Baccalaureate Assessment and Evaluation


​Middle Years Programme Assessment


Your child will receive a report card that is specifically designed for all IB public schools in BC.  This report card provides parents with more detailed information than traditional letter grades for each student about their areas of strengths and possibilities for further growth.

Students study 8 curricular areas, Language and Literature, Individuals and Society, Mathematics, Science, Language Acquisition, Physical and Health Education, Design and Art.  For each subject area there are 4 criteria that will be used to assess student progress.  These criteria break each subject down into different skills so that feedback is more specific than traditional averaging.  Students will be awarded a level 0-8 on each of the 4 criteria.  To pass a course a student must have a total of 8 between the 4 criteria.

Levels of achievement are not marks out of 8 but more a snapshot of where the student is in their development of a continuum of thinking and learning. 

Understanding what each level means…

Level 0/1

Work is not meeting expectations or has not been handed in.  Students has an “I” for inprogress.

Level 2

Produces work of limited quality.  Expresses misunderstandings or significant gaps in understanding.  The student has difficulty applying knowledge and skills.

Level 3/4

Produces work of acceptable quality and communicates basic understanding of many concepts and contexts.  The student is beginning to demonstrate critical and creative thinking but requires support.

Level 5/6

Produces high-quality, occasionally innovative work.  Communicates secure understanding of concepts and contexts.  Demonstrates critical and creative thinking, sometimes with sophistication.  Uses knowledge in familiar real-world situations

Level 7/8

Produces high quality, innovative work.  Communicates comprehensive understanding of concepts and contexts.  Consistently demonstrates sophisticated critical and creative thinking.  Can transfer knowledge to unfamiliar real-world situations.


 Tips for reading your child’s report:

  • Term 1 and Term 2 report cards do not have OLA (Overall Level of Achievement).
  • NA will be used to indicate that the criterion has not been assessed at this point
  • 0 will be used to communicate with parents that the student has either not handed in the assignment or the work was not of sufficient quality and the student has an “I” (in progress) at this moment.  Students must make up missed work. 
  • Term 2 marks are cumulative (combination of term 1 and 2 marks)
  • At the end of the year an OLA will be calculated for each student by adding their level of achievement for each criteria and converting it to an OLA 0-7.


Example of Student Marks:

Subject Criteria for Science

Criterion A


Criterion B


Criterion C


Criterion D





















Student would receive their level for each Criterion on the Term 3 report, as well as, their OLA level of 4

Approaches to Learning (ATL's)

​Approaches to learning are a set of skills that students master throughout the program that will allow them to be life-long learners.  These skills are taught in the classroom and then students have opportunities to self-reflect on their progress throughout the year.​  Teachers will report out on a minimum of one ATL on each report card.  Please see the ATL tab for more infomation.

Teachers organize continuous assessment over the course of the year accorting to MYP assessment criteria.  Teachers are responsible for structuring varied tasks that will allow students to demonstrate their learning

These include:

  • open-ended, problem-solving activities
  • tests and examinations
  • investigations
  • organized debates
  • hands-on experimentation
  • analysis and reflection
  • performances
  • product design and completion

Helpful links:

Summative vs fromative chart.pdfSummative vs Formative Assessment

The International Baccalaureate Organization (IBO) validates the assessment practices of participating schools. Teachers will use a variety of methods to collect information about individual student achievement. Student work will be assessed against BC Performance Standards, BC curricular objectives and some international criteria established by the IBO.​