Assessment for the MYP community project is criterion-related, based on four equally weighted assessment criteria.
Criterion A |
Criterion B |
Criterion C |
Criterion D |
Investigating |
Planning |
Taking Action |
Reflection |
8 |
8 |
8 |
8 |
Group Grade |
Group Grade |
Group Grade |
Individual Grade |
The overall MYP Grade out of 7 is calculated by adding the individual criterion grades to get a score out of 32. The level is then determined against the table below:
MYP Grade Boundaries
1 |
2 |
3 |
4 |
5 |
6 |
7 |
1-5 |
6-9 |
10-14 |
15-18 |
19-23 |
24-27 |
28-32 |
CRITERION A: Investigating
Maximum: 8
In the community project, students should:
i. define a goal to address a need within a community, based on personal interests
ii. identify prior learning and subject-specific knowledge relevant to the project
iii. demonstrate research skills.
In the community project, students should:
i. define a goal to address a need within a community, based on personal interests
ii. identify prior learning and subject-specific knowledge relevant to the project
iii. demonstrate research skills.
Achievement level |
Level descriptor |
0 |
Students do not achieve a standard described by any of the descriptors below. |
1-2 |
Students are able to: i. state a goal to address a need within a community, based on personal interests, but this may be limited in depth or accessibility ii. identify prior learning and subject-specific knowledge, but this may be limited in occurrence or relevance iii. demonstrate limited research skills. |
3-4 |
Students are able to: i. outline an adequate goal to address a need within a community, based on personal interests ii. identify basic prior learning and subject-specific knowledge relevant to some areas of the project iii. demonstrate adequate research skills. |
5-6 |
Students are able to: i. define a clear and challenging goal to address a need within a community, based on personal interests ii. identify prior learning and subject-specific knowledge generally relevant to the project iii. demonstrate substantial research skills. |
7-8 |
Students are able to: i. define a clear and highly challenging goal to address a need within a community, based on personal interests ii. identify prior learning and subject-specific knowledge that is consistently highly relevant to the project iii. demonstrate excellent research skills. |
CRITERION B: Planning
Maximum: 8
In the community project, students should:
i. develop a proposal for action to serve the need in the community
ii. plan and record the development process of the project
iii. demonstrate self-management skills.
In the community project, students should:
i. develop a proposal for action to serve the need in the community
ii. plan and record the development process of the project
iii. demonstrate self-management skills.
Achievement level |
Level descriptor |
0 |
Students do not achieve a standard described by any of the descriptors below. |
1-2 |
Students are able to: i. develop a limited proposal for action to serve the need in the community ii. present a limited or partial plan and record of the development process of the project iii. demonstrate limited self-management skills. |
3-4 |
Students are able to: i. develop an adequate proposal for action to serve the need in the community ii. present an adequate plan and record of the development process of the project iii. demonstrate adequate self-management skills. |
5-6 |
Students are able to: i. develop a suitable proposal for action to serve the need in the community ii. present a substantial plan and record of the development process of the project iii. demonstrate substantial self-management skills. |
7-8 |
Students are able to: i. develop a detailed, appropriate and thoughtful proposal for action to serve the need in the community ii. present a detailed and accurate plan and record of the development process of the project iii. demonstrate excellent self-management skills. |
CRITERION C: Taking Action
Maximum: 8
In the community project, students should:
i. demonstrate service as action as a result of the project
ii. demonstrate thinking skills
iii. demonstrate communication and social skills.
In the community project, students should:
i. demonstrate service as action as a result of the project
ii. demonstrate thinking skills
iii. demonstrate communication and social skills.
Achievement level |
Level descriptor |
0 |
Students do not achieve a standard described by any of the descriptors below. |
1-2 |
Students are able to: i. demonstrate limited service as action as a result of the project ii. demonstrate limited thinking skills iii. demonstrate limited communication and social skills. |
3-4 |
Students are able to: i. demonstrate adequate service as action as a result of the project ii. demonstrate adequate thinking skills iii. demonstrate adequate communication and social skills. |
5-6 |
Students are able to: i. demonstrate substantial service as action as a result of the project ii. demonstrate substantial thinking skills iii. demonstrate substantial communication and social skills. |
7-8 |
Students are able to: i. demonstrate excellent service as action as a result of the project ii. demonstrate excellent thinking skills iii. demonstrate excellent communication and social skills. |
CRITERION D: Reflection
Maximum: 8
In the community project, students should:
i. evaluate the quality of the service as action against the proposal
ii. reflect on how completing the project has extended their knowledge and understanding of service learning
iii. reflect on their development of ATL skills.
In the community project, students should:
i. evaluate the quality of the service as action against the proposal
ii. reflect on how completing the project has extended their knowledge and understanding of service learning
iii. reflect on their development of ATL skills.
Achievement level |
Level descriptor |
0 |
Students do not achieve a standard described by any of the descriptors below. |
1-2 |
Students are able to: i. present a limited evaluation of the quality of the service as action against the proposal ii. present limited reflections on how completing the project has extended their knowledge and understanding of service learning iii. present limited reflections on their development of ATL skills. |
3-4 |
Students are able to: i. present an adequate evaluation of the quality of the service as action against the proposal ii. present adequate reflections on how completing the project has extended their knowledge and understanding of service learning iii. present adequate reflections on their development of ATL skills. |
5-6 |
Students are able to: i. present a substantial evaluation of the quality of the service as action against the proposal ii. present substantial reflections on how completing the project has extended their knowledge and understanding of service learning iii. present substantial reflections on their development of ATL skills. |
7-8 |
Students are able to: i. present an excellent evaluation of the quality of the service as action against the proposal ii. present excellent reflections on how completing the project has extended their knowledge and understanding of service learning iii. present detailed and accurate reflections on their development of ATL skills. |