Assessed curriculum

Assessment criteria overview

Assessment for mathematics courses in all years programme is criterion-related, based on four equally
weighted assessment criteria:
Criterion A

Knowing and understanding

Maximum 8

Criterion B

Investigating patterns

Maximum 8

Criterion C

Communicating

Maximum 8

Criterion D

Applying mathematics in real-life contexts

Maximum 8

Subject groups must address all strands of all four assessment criteria at least twice in each year of
the MYP.

In the MYP, subject group objectives correspond to assessment criteria. Each criterion has nine possible
levels of achievement (08), divided into four bands that generally represent limited (12); adequate (34);
substantial (56); and excellent (78) performance. Each band has its own unique descriptor that teachers
use to make best-fit judgments about students progress and achievement.
This guide provides the required assessment criteria for years 1, 3 and 5 of MYP mathematics. In response
to national or local requirements, schools may add criteria and use additional models of assessment.
Schools must use the appropriate assessment criteria, as published in this guide, to report students final
achievement in the programme.
Teachers clarify the expectations for each summative assessment task with direct reference to these
assessment criteria. Task-specific clarifications should clearly explain what students are expected to know
and do. They might be in the form of:

a task-specific version of the required assessment criteria

a face-to-face or virtual classroom discussion

a detailed task sheet or assignment.

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Assessed curriculum

Mathematics assessment criteria: Year 1

Criterion A: Knowing and understanding

select appropriate mathematics when solving problems in both familiar and unfamiliar situations

ii.

apply the selected mathematics successfully when solving problems

iii.

solve problems correctly in a variety of contexts.

Achievement level
0

Level descriptor
The student does not reach a standard described by any of the descriptors
below.
The student is able to:

12

i.

select appropriate mathematics when solving simple problems in familiar

ii.

apply the selected mathematics successfully when solving these

iii.

generally solve these problems correctly.

The student is able to:

34

i.

select appropriate mathematics when solving more complex problems in

ii.

apply the selected mathematics successfully when solving these

iii.

generally solve these problems correctly.

The student is able to:

56

i.

select appropriate mathematics when solving challenging problems in

ii.

apply the selected mathematics successfully when solving these

iii.

generally solve these problems correctly.

The student is able to:

78

Mathematics guide

i.

select appropriate mathematics when solving challenging problems in

ii.

apply the selected mathematics successfully when solving these

iii.

generally solve these problems correctly.

37

Mathematics assessment criteria: Year 1

Criterion B: Investigating patterns

apply mathematical problem-solving techniques to recognize patterns

ii.

describe patterns as relationships or general rules consistent with correct findings

iii.

verify whether the pattern works for other examples.

Achievement level
0

Level descriptor
The student does not reach a standard described by any of the descriptors
below.
The student is able to:

12

i.

apply, with teacher support, mathematical problem-solving techniques

ii.

state predictions consistent with simple patterns.

The student is able to:

i.

apply mathematical problem-solving techniques to recognize patterns

ii.

suggest how these patterns work.

The student is able to:

i.

apply mathematical problem-solving techniques to recognize patterns

ii.

suggest relationships or general rules consistent with findings

iii.

verify whether patterns work for another example.

The student is able to:

78

i.

select and apply mathematical problem-solving techniques to recognize

ii.

describe patterns as relationships or general rules consistent with correct

iii.

verify whether patterns work for other examples.

Note: A task that does not allow students to select a problem-solving technique is too guided and
should result in students earning a maximum achievement level of6 (for years 1 and 2).

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Mathematics guide

Mathematics assessment criteria: Year 1

Criterion C: Communicating
Maximum: 8
At the end of year 1, students should be able to:
i.

use appropriate mathematical language (notation, symbols and terminology) in both oral and written
statements

ii.

use different forms of mathematical representation to present information

iii.

communicate coherent mathematical lines of reasoning

iv.

organize information using a logical structure.

Achievement level

Level descriptor
The student does not reach a standard described by any of the descriptors
below.
The student is able to:

12

i.

use limited mathematical language

ii.

use limited forms of mathematical representation to present information

iii.

communicate through lines of reasoning that are difficult to understand.

The student is able to:

use some appropriate mathematical language

ii.

use different forms of mathematical representation to present

iii.

communicate through lines of reasoning that are able to be understood,

iv.

adequately organize information using a logical structure.

34

The student is able to:

56

i.

usually use appropriate mathematical language

ii.

usually use different forms of mathematical representation to present

iii.

communicate through lines of reasoning that are usually coherent

iv.

present work that is usually organized using a logical structure.

The student is able to:

consistently use appropriate mathematical language

ii.

consistently use different forms of mathematical representation to

iii.

communicate clearly through coherent lines of reasoning

iv.

present work that is consistently organized using a logical structure.

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39

Mathematics assessment criteria: Year 1

Criterion D: Applying mathematics in real-life contexts

identify relevant elements of authentic real-life situations

ii.

select appropriate mathematical strategies when solving authentic real-life situations

iii.

apply the selected mathematical strategies successfully to reach a solution

iv.

explain the degree of accuracy of a solution

v.

describe whether a solution makes sense in the context of the authentic real-life situation.

Achievement level

Level descriptor
The student does not reach a standard described by any of the descriptors
below.
The student is able to:

12

i.

identify some of the elements of the authentic real-life situation

ii.

apply mathematical strategies to find a solution to the authentic real-life

The student is able to:

34

i.

identify the relevant elements of the authentic real-life situation

ii.

apply mathematical strategies to reach a solution to the authentic reallife situation

iii.

state, but not always correctly, whether the solution makes sense in the
context of the authentic real-life situation.

The student is able to:

56

i.

identify the relevant elements of the authentic real-life situation

ii.

select adequate mathematical strategies to model the authentic real-life

iii.

apply the selected mathematical strategies to reach a valid solution to

iv.

describe the degree of accuracy of the solution

v.

state correctly whether the solution makes sense in the context of the
authentic real-life situation.

The student is able to:

78

40

i.

identify the relevant elements of the authentic real-life situation

ii.

select adequate mathematical strategies to model the authentic real-life

iii.

apply the selected mathematical strategies to reach a correct solution to

iv.

explain the degree of accuracy of the solution

v.

describe correctly whether the solution makes sense in the context of the
authentic real-life situation.

Mathematics guide