MYP Grading System: How Criteria and Achievement Levels Work
The MYP grading system can feel confusing when reports arrive with criteria letters and achievement levels instead of a simple mark. This guide explains how MYP work is judged, how to read feedback, and how to use it in MYP5 revision, the Personal Project and the move to DP or CP.
The MYP grading system is built around the idea that a piece of work should be judged against clear descriptions of what a student can do, not only against a number out of a total. When a teacher assesses a summative task, they are asking which descriptors the work matches. That is why feedback often comes as achievement levels linked to named criteria rather than a single mark.
This changes how a report should be read. A level is a statement about a particular skill shown in a particular task, such as analysing, investigating, communicating or reflecting. It is not a verdict on the student as a person, and it is not a prediction carved in stone. Two students with similar overall impressions can have very different strengths underneath.
For families, the most useful habit is to ask what the feedback says the student can already do and what the next descriptor would look like. Looking at the wording, not just the level, turns a report into a practical revision plan, especially in MYP5 when many tasks begin to feel connected.
Understanding Criteria A to D
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Each criterion rewards a different type of skill
In MYP subjects, work is assessed through criteria labelled A to D. Each criterion rewards a different kind of skill.
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Check your school's descriptors for each subject
One may focus on knowing and understanding content, another on investigating or planning, another on communicating or applying ideas, and another on reflecting or evaluating. The exact wording depends on the subject, so students should read the criteria descriptors their school gives them.
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Strengths can differ from one criterion to the next
Because the criteria reward different skills, a student can be strong in one and weaker in another within the same subject. Someone who remembers content well may lose ground when asked to evaluate. Someone who writes confident analysis may struggle when the task rewards careful planning. Seeing the letter attached to a comment helps pinpoint the type of practice needed.
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Write feedback beside each criterion letter
A simple routine is to keep a page for each subject listing Criteria A to D, with the latest feedback written beside each letter.
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Use the pattern to choose what to practise
Over a few units, that page shows which skills are steady and which need attention. It also gives a tutor or teacher something concrete to work from.
How to read achievement levels and teacher feedback
Read the comment, not only the levelAchievement levels on a summative task show how closely the work matched the descriptors for each criterion. The number alone says little. The useful part is the comment beside it and the gap between the level awarded and the next level's description.
Underline command verbs in task instructionsStudents should read both and underline the verbs, because verbs such as explain, justify or evaluate show what the task expected.
Compare several units to find recurring weaknessesNext, look for patterns across units. A single weaker level may reflect a rushed task or an unfamiliar topic. The same criterion appearing weak several times suggests a skill that needs deliberate practice. In November of MYP5, achievement-level feedback is especially helpful for spotting recurring weaknesses before the final semester.
Turn each comment into one concrete actionFinally, turn each comment into a specific next step. Instead of writing improve analysis, write rewrite one paragraph with a clearer explanation, then ask a teacher to check it. Small, concrete actions are easier to start than vague goals, and parents can support by asking which step the student is working on this week.
From criterion levels to an overall subject grade
Overall judgements draw on several criteriaNo single task usually tells the whole storyCheck the school's reporting guidance for detailsAsk the teacher how your grade is reachedBalance across criteria is worth watchingOverall judgements draw on several criteriaNo single task usually tells the whole storyCheck the school's reporting guidance for detailsAsk the teacher how your grade is reachedBalance across criteria is worth watching
Criterion judgements combine into an overall picture of how a student is performing in a subject. In general terms, teachers consider the levels achieved across the criteria and across the course, and then arrive at a final judgement for the subject. This means no single task decides everything, and consistent performance in each criterion matters.
The exact way a school converts criterion levels into a reported grade can differ in its presentation, so it is wise not to assume the details. Families should check the school's own assessment and reporting guidance, or ask the subject teacher or MYP coordinator to explain how the reported grade is reached.
Understanding this helps students decide where to spend revision time. A criterion that is repeatedly weaker can quietly limit the overall picture, while improving it may lift confidence across the whole subject. Looking at balance across Criteria A to D is more useful than chasing one impressive task.
The Personal Project and how it is assessed
The project is large, independent work in MYP5
The Personal Project matters in MYP5 because it asks students to manage a large piece of independent work from start to finish.
Product or Outcome and Report work together
It usually involves a Product or Outcome, together with a Report that documents the process. Students are assessed on how they plan, act, and reflect, so keeping clear records along the way is part of the work itself.
Break the project into small, dated steps
Large tasks like this are easy to avoid. When everything seems important at once, the project can slide behind summatives and revision. A practical approach is to break it into small, dated steps: choose the next section of the Report, gather sources, update the bibliography, or document a decision. Even a short session on the project keeps it moving.
Check your school's internal deadlines carefully
Depending on the school timeline, students may begin drafting or planning the Report around November. Schools may set internal deadlines for the Product, Outcome or Report, so students should check their own calendar.
Keep notes and bibliography up to date
Starting early and documenting as they go can prevent a stressful return to school after the winter break.
eAssessment, ePortfolios and on-screen examinations
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Only relevant if your school participates in eAssessment
Some schools participate in MYP eAssessment, and where this applies, it sits alongside the normal classroom grading described above.
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Confirm requirements directly with your school
Students may need to prepare ePortfolio requirements and on-screen examinations in addition to regular summatives. Whether your school takes part, and what exactly is required, is something to confirm with the school.
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Practise the on-screen format before it matters
Structured practice helps reduce surprises. Working on a screen is a different experience from writing on paper, so students benefit from becoming familiar with the format, planning how they will organise their work, and practising under realistic conditions.
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Use criterion feedback to choose what to revise
Reviewing achievement-level feedback also shows which criteria deserve extra attention first.
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Prefer a steady routine to last-minute bursts
This preparation does not have to start in a rush. Around November, students can begin more structured preparation where relevant, keeping it manageable alongside the Personal Project and school tasks. A short, steady routine is usually easier to sustain than a last-minute burst, and it keeps revision connected to what teachers have already said.
Common misunderstandings and challenges
Common challenges
A frequent worry in MYP5 is that everything has suddenly become important at once: summatives, the Personal Project, future subject choices and possible eAssessment preparation. This feeling is understandable, but it often leads to avoiding the biggest tasks.
Another common mistake is focusing only on a single mark or level. Students who look only at the headline can miss that the same skill, such as evaluating or applying ideas, has been marked down repeatedly.
Ignoring recurring weaknesses is the third trap. It can feel more comfortable to revise favourite topics, but the grading system rewards balance across criteria.
How support helps
Writing a short list of what is due, in order, can make the workload feel more manageable.
A level is most useful when read alongside the criterion, the comment and earlier tasks.
Choosing one weak criterion at a time, practising it with real task questions and asking for feedback is a calmer way to make steady progress.
Using November and December well in MYP5
NovemberNovember is a useful point to begin more cumulative MYP5 revision. Students can revisit earlier units, use achievement-level feedback to identify recurring weaknesses, and keep the Personal Project moving toward completion. A combined review of subject achievement levels, project progress and any eAssessment readiness can show where attention is needed first.
DP or CP subject choicesThis is also when DP or CP subject choices may need to be confirmed, depending on the school. Students should understand what each chosen subject involves and how it fits their academic profile and future plans. Talking with teachers and family about the real demands of each subject can make the decision feel clearer.
DecemberDecember can then be used to close gaps before the final MYP5 semester. A realistic holiday plan might cover Personal Project completion, weaker criteria, eAssessment preparation where relevant and upcoming school deadlines. Students who have largely decided on their next programme can learn what DP or CP will expect, without starting future coursework early. This is planning advice, not a promise of any particular outcome.
How online tutoring can support your grading goals
IB Tutoring Academy offers online IB tutoring from experienced subject tutors. For MYP students, a tutor can sit down with recent achievement-level feedback, identify which criteria keep appearing as weaker, and plan practice that targets those skills. Working from real feedback keeps sessions focused on what the student actually needs.
Tutoring can also help with planning. A tutor can talk through how to structure the Personal Project, break the Report into manageable parts, and think about eAssessment preparation where the school takes part. For students approaching DP or CP, it can also help them understand what the next programme involves.
To get started, use the consultation form on the site. Share the subjects, the current concerns and what the feedback has said so far, so the conversation can begin from the student's real situation. Families remain in control of what to ask, and the form is simply the first step.
Frequently asked questions
What is the MYP grading system based on?
MYP work is judged against criteria and achievement-level descriptors rather than only a mark out of a total. Subjects are assessed through criteria labelled A to D, and each rewards a different skill. Teachers decide which descriptors a piece of work matches, so the comments matter as much as the level.
How should I use achievement-level feedback after a summative?
Read the comment beside each criterion, compare it with the next level's description, and note any criterion that appears weaker across several units. Then choose one specific action, such as rewriting a paragraph or practising a task type, and ask your teacher to check the improved work.
Does the exact way grades are calculated differ between schools?
Criterion judgements combine into an overall picture of performance in a subject, but how a school presents and reports that grade can vary. Do not assume the details. Check the school's assessment and reporting guidance, or ask the subject teacher or MYP coordinator to explain how your reported grade is reached.
When should MYP5 students start preparing for eAssessment?
Only if the school participates. Where it does, students may begin more structured preparation around November, covering ePortfolio requirements and on-screen examinations. A steady routine alongside the Personal Project and school tasks is usually easier than a last-minute push. Confirm the requirements with your school.
How can online tutoring help with the MYP grading system?
A tutor can go through achievement-level feedback with the student, spot recurring weak criteria and plan practice to address them. Tutors can also help structure the Personal Project and explain what DP or CP may expect. You can begin by completing the consultation form on the website.
Talk through your MYP feedback with an IB tutor
Share your subjects, recent achievement-level feedback and current concerns through the consultation form, and start planning MYP5 revision, the Personal Project or the move to DP or CP.
