Assessment

Table of Contents
General Overview of Assessment Practices 3
A & E Criteria (English) 4
English Assessment Criteria 5
Criterion A: Content 5
Humanities Assessment Criteria 6
Mathematics Assessment Criteria 7
Science Assessment Criteria 8
Technology Assessment Criteria 10
Criterios A & E (Español) 13
Criterios de Evaluación ECL 14
Criterios de Evaluación Español 15
Criterios de Evaluación P.E 16
Conversion Tables 18
2
General Overview of Assessment Practices
Assessment in 5th grade is in line with the Middle Years Programme.
“The MYP assessment model is also described as criterion-related, as it is based upon pre-determined criteria that all
students should have access to. The MYP identifies a set of objectives for each subject group, which are directly related to
the assessment criteria of that particular subject group. The level of student success in reaching the objectives of each
subject group is measured in terms of levels of achievement described in each assessment criterion.
The kind of generic application of broadly constructed criteria that is used in MYP assessment practices is called “criterion-
related” assessment. This differs from the term criterion-referenced assessment in that it does not require a mastery of
each descriptor and better describes the MYP “best-fit” approach.” (Taken from Principles into Practice page 40)
Assessment in the MYP aims to:

• support and encourage student learning by providing feedback on the learning process
• inform, enhance and improve the teaching process
• promote positive student attitudes towards learning
• promote a deep understanding of subject content by supporting students in their inquiries set in realworld contexts using the areas of interaction
• promote the development of higher-order cognitive skills by providing rigorous final objectives that value these skills
• reflect the international-mindedness of the programme by allowing for assessments to be set in a variety of cultural and linguistic contexts
• support the holistic nature of the programme by including in its model principles that take account of the development of the whole student.
As described above, assessment is central to any teaching – learning process within the MYP framework. 5th grade teachers should plan meaningful assessment tasks that
will give them evidence of student understanding and also provide valuable information in order to modify future planning taking into account each classes’ needs.
Assessment is planned collaboratively by all teachers and is always related to MYP criteria. Grades will be posted on EDLINE every 2 weeks according to the school’s
calendar. Each bimester students will be given an Attitude and Effort grade that is worth 20% of their final grade for the bimester.
What is criterion-based assessment?

• Individual student work is not compared to other students’ work but it is compared to set standards (the assessment criteria)
• Each subject has a number of different criteria which are the conditions that must be met for an expected result
• Teachers organize continuous assessment over the course of the program according to specified assessment criteria that correspond to the objectives of each
subject group
• Modified criteria prepared by 5th grade teachers and Departments, based on the interim objective provided by the IBO, is included in this document
• When appropriate ask specific rubrics will be prepared by the teacher for each task in accordance with the criterion descriptors given in each subject area.
How does MYP assessment work?

• The IBO provides objectives and assessment criteria for each subject area.
• Student achievement levels are based upon their meeting the criteria for that level.
• Staff training and internal moderation ensures criteria is being applied correctly.
• Subject assessment usually employs a variety of assessment tools and strategies.
• Students are encouraged to assess themselves (self-evaluation) and they may also be involved in peer-assessment. This gives teachers and students another
point of view and helps students become familiar with the criteria.
• Teachers will keep samples of work for moderation purposes.
On the following pages you will find the Assessment criteria for all subjects and a Conversion to an “Anglo” grade. If more than one criteria is being used to asses a given
piece of work please add the Achievement level points and use the conversion tables in the last section of this booklet to determine the final grade.
Teachers will always give a grade up to 7.0 At the end of each Academic bimester those grades will be converted to a four point criteria to determine the student final
performance level. The following chart explains the conversion boundaries.
OUTSTANDING PERFORMANCE/DESEMPEÑO SUPERIOR S 6.0 – 7.0
VERY GOOD PERFORMANCE/DESEMPEÑO ALTO A 5.0 – 6.0
BASIC PERFORMANCE/DESEMPEÑO BASICO B 4.0 – 5.0
UNDER PERFORMANCE/DESEMPEÑO BAJO N 1.0 – 3.0
3
A & E Criteria (English)
ITEM 1 Organizational skills and attitude towards work

Grade Does not meet any of the following descriptors.
1
The student is frequently late to class, and regularly fails to hand in work, projects and essays etc. on time. On a regular basis s/he arrives to class
2-3 without the appropriate materials, and at the end of the class makes little effort to leave the class and materials used in order.
At times the student is late or does not meet deadlines for homework, projects , essays etc. S/he occasionally forgets the necessary material for the
4-5 class, and only makes the minimum effort to leave the room in order or return materials s/he has been using.
The student consistently gets to the class on time, and always complies with the deadlines to hand in his/her work, projects and essays etc. S/he can
6-7 be depended on to take the appropriate materials to the class and leave the room in order once the class finishes.
ITEM 2 Commitment and responsibility
Grade Descriptor
1 Does not meet any of the following descriptors.
On a regular basis the student disrupts the class, thereby making it difficult to meet the objetives that have been set. S/he shows disrespect for his/
2-3 her peers when they give ideas and opinions, and frequently makes poor use of his/her time in the class. His/her attitude impedes a constructive
learning environment being developed.
The student goes a certain way towards developing his/her work in a respectful and cooperative atmosphere with both the teacher and his / her
4-5 peers. However, at times s/he shows disrespect for the ideas and opinions of his/ her peers and occasionally does not make full use of his/her time in
the class. On the odd occasion his / her attitude and way of behaving is not conducive to a positive learning atmosphere.
The student consistently demonstrates a positive attitude towards learning, both with his/her teacher as well as his/her peers. S/he listens to the
6-7 opinions of others and respects them. S/he does not disrupt the learning of other students and actually enables the meeting of objectives because of
his/ her positive attitude. S/he regularly employs his/her time well to complete tasks which have been set.
ITEM 3 Participation, reflection on and responsibility for his/her own learning
Grade Descriptor
The student does not take into consideration observations which are made about her/his work, essays, tests, presentations etc. to correct
2-3 mistakes that have been made. S/he almost never participates in class with questions and/or comments which could further her/his learning and,
with her/ his attitude, demonstrates little awareness of her/his role in the learning process.
At times the student bears in mind the observations which have been made concerning her/his work, essays, tests, presentations etc in order to
4-5 improve or correct them. S/he occasionally participates in class with questions and /or comments which help to develop the task at hand, in
addition to which demonstrates, with her/his attitude, that s/he is beginning to take an active part in the learning process.
The student bears in mind observations which are made about her/his work, essays, tests and presentations in order to correct errors or improve
6-7 them in the future. S/he frequently participates in class with questions and / or comments which develop the task at hand and, with her/his attitude,
demonstrates that s/he is fully aware of her/his role in the learning process
ITEM 4 Homework
Grade Descriptor
The student Frequently misses deadlines for homework assignments, reports, projects, etc.
2-3
The student at times misses deadlines for homework assignments, reports, projects, etc.
4-5
The student consistently hands in homework assignments, reports, projects, etc. on time.
6-7
4
English Assessment Criteria
Criterion A: Content
Maximum: 10
How well can the student:
understand and analyse language, content, structure, meaning and significance of both familiar and previously unseen oral, written and visual texts?
• compare and contrast works, and connect themes across and within genres?
• analyse the effects of the author’s choices on an audience?
• express an informed and independent response to literary and non-literary texts?
• compose pieces that apply appropriate literary and/or non-literary features to serve the context and intention?
• apply language A terminology in context?
Anglo Achievement Level Descriptor
Grade
1 0 You have not achieved any of the descriptors below
2 1–2 You have shown that you understand very little of the work studied. You have not developed your work. You have shown no imagination when asked.
When writing or talking about books or poems, you have shown that you understand a little of what the author wanted to say.
You have shown that you understand some of the work studied. You have tried to develop your work, though unsuccessfully. You have shown little
3 3–4 imagination when asked. When writing or talking about books or poems, you have shown that you understand a little of what the author
wanted to say and different ways in which they said it.
You have shown that you understand most of the work studied. You have developed your work, and attempted to expand with details. You have shown
4 5–6 some imagination when asked. When writing or talking about books or poems, you have shown that you understand some of what the author wanted to
say and different ways in which they said it.
5-6 You have shown a good understanding of the work studied. You have developed your work, given details, and attempted to give reasons when necessary.
7-8 You have shown imagination when asked. When writing or talking about books or poems, you have shown that you understand most of what the author
wanted to say and different ways in which they said it.
You have shown a very good understanding of the work studied. You have developed your work, shown detail, and given reasons when necessary.
7 9 - 10 You have shown great imagination when asked. When writing or talking about books or poems you show that you understand what the author wanted to
say, and the different ways in which they said it.
Criterion B: Organization
Maximum: 10
• create work that employs organizational structures and language-specific conventions throughout a variety of text types?
• organize ideas and arguments in a sustained, coherent and logical manner?
• employ appropriate critical apparatus?
Grade
2 1–2 Your work is disorganized, and your message is unclear. You are aware of the need for paragraphs, but have not used them very well, or at all. You have
shown no awareness of the need for quotations and footnotes.
You have shown that you can organize some of your work, but some is still out of order and unclear. You have used some paragraphing, though it does not
3 3–4 develop or support your work very well. You have shown little awareness of the need for quotations and footnotes.
You have shown that you can organize your work, and you are mostly clear in what you want to say. You have used paragraphs to develop some of your
4 5–6 ideas. You are not always aware of the need for quotations
and footnotes.
5-6 You have shown that you can organize your work well, you are mostly clear in what you want to say, and your arguments are believable. You have used
7-8 paragraphs to develop and support some of your ideas. You have shown that you are aware of the need for quotations and footnotes, though are
sometimes unsure of how to use them.
You have shown that you can organize your work very well, you are clear in what you want to say, and your arguments are convincing. You have used
7 9 - 10 paragraphs to develop and support your ideas. You have shown that you know how to use quotations and footnotes when necessary.
Criterion C: Style and Language Usage

Maximum: 10
• use appropriate and varied register, vocabulary and idiom ?
• use correct grammar and syntax?
• use appropriate and varied sentence structure?
• use correct spelling/writing?
• use language to narrate, describe, analyse, explain, argue, persuade, inform, entertain and express feelings?
• use language accurately?
Grade
2 1–2 You have attempted to use correct vocabulary for this topic, but have been mostly unsuccessful. Because you make many errors in spelling, pronunciation,
punctuation and syntax, your message is often not understood. You have not shown awareness of your audience in what you say or write.
Your use of vocabulary is not varied, and sometimes incorrect for this topic. Because you make errors in spelling, pronunciation, punctuation, and syntax,
3 3–4 your message is sometimes not understood. You have shown awareness of your audience, though what you say or write is often inappropriate in terms of
register.
5
Your use of vocabulary is mostly correct and occasionally varied with regard to this topic. You make errors in spelling, pronunciation, punctuation, and
4 5–6 syntax that interfere with your message, though it can still be understood. What you say or write is inappropriate at times for your audience in terms of
register.
5-6 You have used correct, and sometimes varied, vocabulary for the topic. You make some errors in spelling, pronunciation, punctuation and syntax, but these
7-8 only sometimes interfere with your message. What you say or write is appropriate most of the time for your audience in terms of register.
You have used correct and varied vocabulary for the topic. You make some errors in spelling, pronunciation, punctuation and syntax, but these
7 9 - 10 do not interfere with your message. What you say or write is appropriate for your audience in terms of register.
Humanities Assessment Criteria

Criterion A: Knowledge
Maximum: 10
Knowledge is fundamental to studying humanities, and forms the base from which to explore concepts and develop skills. Knowledge and understanding can be assessed
through a wide variety of tasks that involve factual recall or description, and explanation. Tasks may include tests, examinations, written assignments, oral interviews and
presentations, extended writing, projects and exhibits.
Grade
2 1–2 You do not correctly use vocabulary. Your facts and examples are either not there, do not relate to the topic, or don’t show that you have understood what
was studied. You do not describe things clearly or with enough detail, and your explanations are either not there or are not in enough detail.
You use vocabulary correctly at times, although there are still some mistakes.. The facts and examples that you have used mostly relate to the topic and
3 3–4 usually show that you have understood what was studied. You describe things in a basic manner, but more detail is needed. Your explanations are usually
good but sometimes need more detail.
You use vocabulary correctly. The facts and examples that you have used relate to the topic and show that you have understood what was studied. You
4 5–6 describe things in a clear manner. Your explanations are usually good but sometimes need more detail.
5-6 You use a good variety of vocabulary correctly. The numerous facts and examples that you have used relate to the topic and show that you have
7-8 understood what was studied. You describe things in a clear, detailed manner. Your explanations are clear and well-developed.
You use an excellent variety of vocabulary correctly. The numerous facts and examples that you have used relate to the topic and show that you have
7 9 - 10 completely understood what was studied. You describe things in a very clear, detailed manner. Your explanations are extremely well-developed.
Criterion B: Concepts
Maximum: 10
Concepts are powerful ideas that have relevance within and across the MYP, and students must explore and re-explore these in order to develop understanding. Students
develop their understanding of a concept to increasing levels of sophistication by applying acquired knowledge and skills.
Assessment tasks should allow students to demonstrate and apply the full extent of their understanding of the concepts specified within, or across, disciplines. It is not
intended that any one piece of work will assess all of the humanities concepts (time, place and space, change, systems, and global awareness). Suggested tasks for
assessment include extended writing, oral presentations, research projects, case studies, essays and tests, and must give students the opportunity to demonstrate the
requirements of the highest level descriptor.
Grade
2 1–2 You do not apply concepts in the correct manner. You show some awareness and understanding of concepts and can connect them in a basic way to the
subject being studied.
You apply concepts in a correct manner only some of the time. You show an awareness and understanding of concepts and can connect them to the subject
3 3–4 being studied.
You apply concepts correctly most of the time, and often use details. You show an awareness and understanding of concepts by connecting them to the subject
4 5–6 being studied. You also attempt to apply these concepts to other situations but are not always successful.
5-6 You apply concepts correctly, and use details to support them. You show an awareness and understanding of concepts by successfully connecting them to the
7-8 subject being studied. You are also able to apply these concepts to other situations.
You apply concepts thoroughly and correctly, and use excellent details to support them. You show an awareness and understanding of concepts and excel when
7 9 - 10 you connect these concepts to the subject being studied. You apply these concepts very well to other situations.
Criterion C: Skills
Maximum: 10
The development of skills in humanities is critical in enabling the student to undertake research and demonstrate an understanding of knowledge and concepts.
Developments in the student’s technical, analytical, decision-making and investigative skills will be invaluable in transferring these skills to other subject groups in the MYP,
and for lifelong learning.
Assessment tasks may give the student the opportunity to demonstrate one or more of the skills described in the objectives. Tasks for assessment may include fieldwork,
data analysis, map analysis, evaluation of sources and/or evidence, a research paper or similar piece of extended writing, case studies, and oral presentations/interviews
Grade
2 1–2 You can find and use some good information, but you make little use of your arguing skills. Your arguments and decisions are not always clear or may be
missing. You try to investigate, but only use very basic skills.
You can find fairly good information that relates to the topic and use it, and your work shows basic arguing skills. Your arguments and decisions are
3 3–4 sometimes clear, but you have not shown that you have supported your ideas with evidence. You try to investigate, but using only basic skills.
You can find good information and use it, and your work shows acceptable arguing skills. Your arguments and decisions are clear and you have supported
4 5–6 your ideas with evidence, but they are not very thoughtful. You try to investigate using acceptable skills.
5-6 You can find plenty of good information and use it well, and your work shows good arguing skills. Your arguments and decisions are very clear and you
7-8 have supported your ideas with evidence both for and against the argument. You show that you have many good investigative skills.
6
You can find excellent information and use it well, and your work shows outstanding arguing skills. Your arguments and decisions are very clear and you
7 9 - 10 have supported your ideas with plenty of evidence, both for and against the argument. You show that you have excellent investigative skills.
Criterion D: Organization & Presentation
Maximum: 8
Students need to develop the ability to organize and present information and ideas in order to be able to demonstrate their grasp of humanities knowledge, concepts and
skills.
Criterion D is more suited to assessing extended pieces of work, for example, fieldwork, research projects or essays. Teachers should use only the relevant elements of the
descriptors when assessing organization and presentation.
Schools must ensure that there is a set of recognized conventions for students to adhere to when documenting sources.
Grade
1-2 0-1 You have not achieved any of the descriptors below
You can communicate information, but it’s not always useful. You have tried to structure your work into paragraphs, but have not used them very well and
3 2-3 the information is difficult to understand. Your presentation is poor and the ideas are unclear and incorrect. You have not shown an awareness of the need
for quotations, footnotes or a bibliography.
You can communicate information and it’s almost always useful. You have shown that you can structure some of your work into paragraphs, but some of
4 4-5 the information is difficult to understand. Your presentation is acceptable and some ideas are unclear and incorrect. You have shown little awareness of
the need for quotations, footnotes or a bibliography.
You can communicate information that is useful. You have shown that you can structure most of your work into paragraphs and the information is easy to
5-6 6-7 understand. Your presentation is good and most of your ideas are clear and correct. You have shown good awareness of the need for quotations,
footnotes and a bibliography.
You can communicate information that is always useful. You have shown that you can structure all of your work into clear paragraphs and the information is
7 8 well explained. Your presentation is excellent and all of your ideas are very clear and correct. You have shown an excellent awareness of the need for
quotations, footnotes and a bibliography.
Mathematics Assessment Criteria

Criterion A: Knowledge and Understanding
Maximum: 8
Knowledge and understanding are fundamental to studying mathematics and form the base from which to explore concepts and develop skills. This criterion expects
students to use their knowledge and to demonstrate their understanding of the concepts and skills of the prescribed framework in order to make deductions and solve
problems in different situations, including those in real-life contexts.
This criterion examines to what extent the student is able to: know and demonstrate understanding of the concepts from the five branches of mathematics (number, algebra,
geometry and trigonometry, statistics and probability, and discrete mathematics)
• use appropriate mathematical concepts and skills to solve problems in both familiar and unfamiliar situations, including those in real-life contexts
• select and apply general rules correctly to solve problems, including those in real-life contexts.
Grade
3 2 -3 You try to use logic (judgement) when solving simple problems in known situations.
4 4-5 You sometimes use logic (judgement) when solving simple and some harder problems.
5-6 6-7 You usually use logic (judgement) when solving challenging problems in many situations.
7 You always use logic (judgement) when solving challenging problems in many situations
8
Criterion B: Investigating Patterns

Maximum: 8
Students are expected to investigate a problem by applying mathematical problem-solving techniques, to find patterns, and to describe these mathematically as
relationships or general rules and justify or prove them.
This criterion examines to what extent the student is able to:
• select and apply appropriate inquiry and mathematical problem-solving techniques
• recognize patterns
• describe patterns as relationships or general rules
• draw conclusions consistent with findings
• justify or prove mathematical relationships and general rules.
Grade
3 2 -3 You use with some help maths problem solving strategies/ techniques to see simple patterns.
4 4-5 You choose and use maths problem solving strategies/techniques to see patterns, and you can talk about general rules/ relationships.
You choose and use maths problem solving strategies/techniques to see patterns, you can describe them as general rules/ relationships,
5-6 6-7 and make conclusions.
7 You choose and use maths problem solving strategies/techniques to see patterns, you can describe them as general rules/ relationships,
8 and make conclusions. You also justify or prove your findings/ thinking.
7
Criterion C: Communication in Mathematics
Maximum: 6
Students are expected to use mathematical language when communicating mathematical ideas, reasoning and findings—both orally and in writing.
This criterion examines to what extent the student is able to: use appropriate mathematical language (notation, symbols, terminology) in both oral and written explanations
• use different forms of mathematical representation (formulae, diagrams, tables, charts, graphs and models)
• communicate a complete and coherent mathematical line of reasoning using different forms of representation when investigating complex problems.
Students are encouraged to choose and use appropriate ICT tools such as graphic display calculators, screenshots, graphing, spreadsheets, databases, drawing and word-
processing software, as appropriate, to enhance communication.
Grade
1 0-1 You do not reach a standard described by any of the descriptors.
You show a basic use of mathematical language and/ or types of mathematical representation. Your reasoning is difficult to follow.
2-3 2
You show enough/adequate use of maths language and types of mathematical representation. Your reasoning is clear but not always
4 -5 3–4 complete, and/or does not make sense. You are able to use different forms of representation (Formulae, diagrams, tables, charts, graphs,
and models) with some success.
You show good use of maths language and forms of mathematical representation. Your reasoning is brief , accurate and complete. You
6-7 5-6 effectively use different forms of representation (Formulae, diagrams, tables, charts, graphs, and models).
Criterion D: Reflection in Mathematics

Maximum: 6
Reflection allows students to reflect upon their methods and findings.
This criterion examines to what extent the student is able to:
• explain whether his or her results make sense in the context of the problem
• explain the importance of his or her findings in connection to real life
• justify the degree of accuracy of his or her results where appropriate
• suggest improvements to the method when necessary.
Grade
1- 2 0 You do not reach a standard described by any of the descriptors.
You try to explain whether your results make sense in the problem. You try to describe the importance of your findings to real life.
3 1-2
You briefly, but accurately, explain whether your results make sense in the problem, and describe the importance of your findings to real life.
4-5 3–4 You attempt to justify how accurate your results are where appropriate.
6-7 You explain whether your results make sense in the problem and you give a detailed explanation of the importance of your findings to
5-6 real life. You justify how accurate your results are where appropriate. You also suggest improvements to the method you used.
Science Assessment Criteria
Criterion A: One World

Maximum: 6
Students should understand the interdependence of science and society. Students are expected to discuss how science is applied and used to solve specific problems in
life and society. Students should be given the opportunity to explore local and global scientific issues and evaluate the interaction between science and scientific
developments with social, economic, political, environmental, cultural and ethical factors.
Assessment tasks should allow students to demonstrate their understanding of the role of science in society through the development of analysis and critical thinking.
Suitable assessment tasks to assess this criterion include essays, case studies and research projects, but also debates and oral presentations.
Grade

2-3 1–2 You describe how science is used to address (solve) a specific local or global issue. You state some of the benefits (good things) and
limitations (bad things) in dealing with the issue.
You describe how science is used to deal with/solve one local issue or global issue. You describe some of the benefits and limitations about
4-5 3–4 science in dealing with the issue. You describe how science and its use are involved with at least one of the following; social, economic,
political, environmental, cultural and ethical.
You explain how science is used to deal with/solve a local or global issue. You explain some of the benefits and limitations about science in
6-7 5–6 solving the issue. You discuss how science and its uses interact with some of the following factors; social, economic, political, environmental,
cultural and ethical.
8
Criterion B: Communication in Science
Maximum: 6
Students should be able to demonstrate understanding when communicating scientific information. Students should use appropriate scientific language, a range of
communication modes and the most appropriate communication format.
Grade

2-3 1–2 You attempt to communicate information about science using scientific terminology/lang. You present some of the information in the correct
way using some symbols or visual representation when needed. You attempt to show sources of information but it is inaccurate.
You communicate information about science using scientific terminology/lang. You present most of the information well using symbols and/or
4-5 3–4 visuals (graphs, pics etc.) You show what sources of information you used but make some errors.
You communicate information about science very well using scientific lang/terminology. You present all of the information well using symbols
6-7 5–6 and/or visual representation. (graphs, charts etc.) You show effectively what sources of information you used.
Criterion C: Knowledge and Understanding of Science

Maximum: 6
Students should show their understanding of the main scientific ideas and concepts of science, by applying these to solve problems in familiar and unfamiliar situations.
Students should develop critical-thinking skills to analyse and evaluate scientific information.
Suitable assessment tasks to assess this criterion include complex questions in tests, critical analysis of case studies, research projects or media articles on scientific
issues. Assessment tasks should provide opportunities for students to demonstrate their understanding by solving problems in familiar and unfamiliar situations, and by
analysing and evaluating scientific information presented to them.
Grade

2-3 1–2 You remember some scientific ideas and concepts and you use these to solve simple problems.
You explain scientific ideas and concepts and you use your understanding of science to solve problems in familiar situations. You study
4-5 3–4 scientific information by identifying parts, relationships or causes. You provide an explanation that shows understanding.
You explain scientific ideas and concepts and use your understanding of science to solve problems in familiar and unfamiliar situations. You
6-7 5–6 analyze (study) and evaluate scientific information by making scientifically supported judgments about the information, the validity of the
ideas and quality of work.
Criterion D: Scientific Inquiry
Maximum: 6
Students are expected to design and carry out scientific investigations independently.
Students should be able to (i) state a problem that can be tested by an investigation; (ii) formulate a suitable hypothesis; (iii) identify and manipulate variables; (iv) plan an
appropriate investigation including the method and materials; (v) evaluate the method.
Assessment tasks for scientific inquiry should provide students with the opportunity to design, plan and carry out scientific investigations independently. Suitable
assessment tasks to assess this criterion include laboratory experiments and field studies.
Grade

2-3 1–2 You try to define the reason for the investigation and talk about variables but these aren’t finished. The method suggested also isn’t finished.
The evaluation of the method is missing or incomplete.
You define the reason for the investigation and give an explanation/prediction but it isn’t complete. You mention some of the variables used
4-5 3–4 and describe how to change them. The method suggested is finished and includes good materials/equipment. The evaluation of the method
is good but not detailed.
You define the reason for the investigation, create a hypothesis (guess) for you to test and you explain the hypothesis using scientific
6-7 5–6 reasoning. You show the appropriate variables and explain how to change them. You look at the method and comment on its usefulness.
(good or bad) You suggest improvements to the method and make suggestions for further inquiry.
Criterion E: Processing data
Maximum: 6
Processing data refers to enabling students to organize and process data. Students should be able to organize and transform data by numerical calculations into
diagrammatic form (tables, graphs and charts) and draw and explain appropriate conclusions.
Suitable assessment tasks to assess this criterion include scientific investigations carried out by students, or by others, as well as laboratory reports and studies that
provide students with raw data for further processing and analysis.
Grade

2-3 1–2 You organise and show data using simple numerical (numbers) or diagrams and you make an obvious conclusion (summary).
You organise and change data into numerical (numbers) and diagrammatic forms. (pics, graphs) and show it using effective forms of
4-5 3–4 communication. You make a conclusion that is supported by the data.
9
You organise and change data into numerical (numbers) and diagrammatic forms. (pics, graphs) and show it in a clear and logical way with
6-7 5–6 good use of communication. You explain the information found in the data (trends, patterns or relationships) and you comment on whether
the data is good or not. You make a clear conclusion about the data and you explain it using scientific reasoning.
Criterion F: Attitudes in Science
Maximum: 6
This criterion refers to encouraging students’ attitudes of safety, respect and collaboration. Students are expected to:
carry out scientific investigations using materials and techniques skillfully and safely and showing respect for the living and non-living environment
work effectively as a member of a team, collaborating, acknowledging and respecting the views of others as well as ensuring a safe working environment.
Grade

2-3 1–2 You need help and supervision when using lab equipment. You can work safely and co with others but may need some reminders.
You use most equipment well but may need some occasional help. On most occasions you pay attention to safety and you work responsibly
4-5 3–4 with the living and non living environment. You generally co operate well with other students.
You work independently on most occasions. You use equipment accurately and with skill. You pay close attention to safety and deal
6-7 5–6 responsibly with the living and non living environment. You always work very well as part of a team, collaborating with others and respecting
their views.
Technology Assessment Criteria

Criterion A: Investigate
Maximum: 6
Investigation is an essential stage in the design cycle. Students are expected to identify the problem, develop a design brief and formulate a design specification. Students
are expected to acknowledge the sources of information and document these appropriately.
Grade

2-3 1–2 You investigate by collecting some information and attempt to list or outline some specifications.
4-5 3–4 You identify the problem and investigate by collecting information from at least one source. You have listed some specifications.
6-7 5–6 You state and investigate the problem by collecting information from sources. You have described in some way basic specifications.
Criterion B: Design
Maximum: 6
Students are expected to generate several feasible designs that meet the design specification and to evaluate these against the design specification.
Students are then expected to select one design, justify their choice and evaluate this in detail against the design specification.
Grade

2-3 1–2 You make an attempt to generate one design.
4-5 3–4 You generate one design, and made an attempt at giving some kind of justification to it.
You generate one design, and made an attempt to evaluate it against the design specification. You have given some kind of justification to
6-7 5–6 the design.
Criterion C: Plan
Maximum: 6
Students are expected to construct a plan to create their chosen product/solution that has a series of logical steps, and that makes effective use of resources and time.
Students are expected to evaluate the plan and justify any modifications to the design.
Grade

2-3 1–2 You produce a plan that contains some details on the steps.
4-5 3–4 You produce a plan that contains some steps.
6-7 5–6 You produce a plan that contains a number of steps. You have self assessed your planning process.
10
Criterion D: Create
Maximum: 6
Students are expected to document, with a series of photographs or a video and a dated record, the process of making their product/solution, including when and how they
use tools, materials and techniques. Students are expected to follow their plan, to evaluate the plan and to justify any changes they make to the plan while they are creating
the product /solution. Students will sometimes embark upon a very ambitious project, or they may encounter unforeseen circumstances. In some circumstances a product/
solution that is incomplete or does not function fully can still achieve one of the levels awarded for this criterion.
Grade

2-3 1–2 You have considered the plan and created a minimum part of a product/solution.
You use techniques and equipment with the help and teacher’s guidance. You follow the plan and mention any modifications made, resulting
4-5 3–4 in a product/solution.
6-7 5–6 You use techniques and equipment with teacher’s guidance. You follow the plan, resulting in a suitable product/solution.
Criterion E: Evaluate
Maximum: 6
Students are expected to evaluate the product/solution against the design specification in an objective manner based on testing, and to evaluate its impact on life, society
and/or the environment. They are expected to explain how the product/solution could be improved as a result of these evaluations.
Students are expected to evaluate their own performance at each stage of the design cycle and to suggest ways in which their performance could be improved.
Grade

2-3 1–2 You evaluate the product/solution or your own performance.
You make some attempt to test the product/solution.
You evaluate the product/solution and your own
4-5 3–4 performance and begin to suggest ways in which these could be improved.
You evaluate the success of the product/solution based on the results of testing. You provide an evaluation of your own performance
6-7 5–6 throughout the design cycle and suggest improvements.
Criterion F: Attitudes in Technology

Maximum: 6,
This criterion refers to students’ attitudes when working in technology. It focuses on an overall assessment of two aspects:
• personal engagement (motivation, independence, general positive attitude)
• attitudes towards safety, cooperation and respect for others.
By their very nature these qualities are difficult to quantify and assess, and assessment should therefore take into account the context in which the unit of work was
undertaken.
Grade

2-3 1–2 You occasionally display a satisfactory standard in one of the aspects listed above.
4-5 3–4 You frequently display a satisfactory standard in both of the aspects listed above.
6-7 5–6 You consistently display a satisfactory standard in both of the aspects listed above.
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Art Assessment Criteria
Criterion A: Knowledge and Understanding
Maximum: 8
Students should be able to:
• demonstrate knowledge and understanding of the art form studied in relation to cultural,
personal contexts
• demonstrate knowledge and understanding of the elements of the art form studied, including
specialized language, concepts and processes
• communicate a critical understanding of the art form studied in the context of their own artwork.
Grade

2-3 1–2 The student shows limited knowledge and understanding of the art form studied in relation to cultural or personal contexts.
The student is able to demonstrate limited knowledge and understanding of the elements of the art form studied.
The student is able to communicate a limited critical understanding of the art form studied.
The student is able to demonstrate satisfactory knowledge and understanding of the art form studied in relation to cultural or personal
contexts.
4 3–4 The student is able to demonstrate satisfactory knowledge and understanding of the elements of the art form studied.
The student is able to communicate satisfactory critical understanding of the art form studied, in the context of his or her own work.
The student is able to demonstrate good knowledge and understanding of the art form studied in relation to cultural or personal contexts.
5-6 5–6 The student is able to demonstrate good knowledge and understanding of the elements of the art form studied.
The student is able to communicate a good level of critical understanding of the art form studied, in the context of his or her own work.
The student is able to demonstrate excellent knowledge and understanding of the art form studied in relation to cultural or personal
contexts.
7 7-8 The student is able to demonstrate excellent knowledge and understanding of the elements of the art form studied.
The student is able to communicate a well developed critical understanding of the art form studied, in the context of his or her own work.
Criterion B: Application
Maximum: 10
• develop an idea or a personal interpretation to a point of realization, expressing and communicating their artistic intentions;
• apply skills, techniques and processes to create, perform and/or present art.
Grade

2 1–2 There is very limited expression and communication of artistic intentions in the student’s work.
Skills and techniques are applied at a very limited level of proficiency. The student attempts to apply the artistic processes.
There is limited expression and communication of artistic intentions in the student’s work.
3 3–4 Skills and techniques are applied at a limited level of proficiency. The student attempts to apply the artistic processes.
The student is able to elaborate an idea or a personal interpretation to a point of realization. There is satisfactory expression and
communication of artistic intentions.
4 5–6 Skills and techniques are applied at a satisfactory level of proficiency. The student shows a satisfactory ability to apply the artistic
processes involved in creating art.
The student is able to elaborate an idea or a personal interpretation to a point of realization. There is evidence of good expression and
5-6 communication of artistic intentions.
7-8 Skills and techniques are applied at a good level of proficiency. The student shows a good ability to apply the artistic processes involved in
creating art.
7 The student is able to elaborate an idea or a personal interpretation to a point of realization. There is evidence of purposeful expression and
effective communication of artistic intentions.
9 - 10 Skills and techniques are applied at a high level of proficiency. The student shows an excellent ability to apply the artistic processes
involved in creating art.
Criterion C: Reflection and evaluation
Maximum: 8
• reflect critically on their own artistic development and processes at different stages of their work, evaluate their work and
• use feedback to inform their own artistic development and processes.
Grade

2-3 1–2 The student records his or her artistic development and processes with little reflection.
The student carries out a limited evaluation of his or her work, with guidance.
The student reflects on his or her artistic development and processes.
4 3–4 The student carries out a satisfactory evaluation of his or her work. Some aspects of the evaluation may be incomplete.
The student attempts to use feedback in his or her artistic development and processes, with guidance.
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The student reflects critically on his or her artistic development and processes at different stages of his or her work.
The student carries out a good evaluation of his or her work. The evaluation includes an appraisal of the quality of work produced and an
5-6 5–6 identification of some areas of improvement.
The student uses feedback in his or her artistic development with little guidance, which informs his or her own artistic development and
processes.
The student reflects critically on his or her artistic development and processes at different stages of his or her work.
7 7-8 The student carries out an excellent evaluation of his or her work. This shows a considered appraisal of the quality of work produced and
details of improvements that could be made.
Criterion D: Personal engagement

Maximum: 8
• show commitment in using their own artistic processes
• demonstrate curiosity, self‑motivation, initiative and a willingness to take informed risks
• support, encourage and work with their peers in a positive way
• be receptive to art practices and artworks from various cultures, including their own.
Grade
1 0 The student does not reach a standard described by any of the descriptors below.
2-3 1–2 The student shows limited commitment in using his or her own artistic processes.
The student demonstrates limited curiosity, self‑motivation, initiative and a willingness to take informed risks.
The student works with his or her peers in a positive way, with encouragement.
The student is rarely receptive to art practices and artworks from various cultures, including his or her own.
The student shows satisfactory commitment in using his or her own artistic processes.
The student demonstrates satisfactory curiosity, self‑motivation, initiative and a willingness to take informed risks.
4-5 3–4 The student supports, encourages and works with his or her peers in a positive way, with encouragement.
The student is occasionally receptive to art practices and artworks from various cultures, including his or her own.
The student shows good commitment in using his or her own artistic processes.
6-7 The student generally demonstrates curiosity, self‑motivation, initiative and a willingness to take informed risks.
5–6 The student supports, encourages and works with his or her peers in a positive way, with little encouragement.
The student is generally receptive to art practices and artworks from various cultures, including his or her own.
Criterios A & E (Español)
ITEM 1 Habilidades de organización y actitudes frente al trabajo

Calificación Descriptor
1 No cumple con ninguno de los descriptores que se dan a continuación
Con frecuencia el estudiante es impuntual a las clases. En muchas ocasiones llega a clase sin los materiales necesarios, y al finalizar la sesión
2-3 hace poco esfuerzo por dejar en orden el salón y los materiales empleados.
Algunas veces es impuntual a la clase. En pocas ocasiones olvida los materiales necesarios para la sesión, y al finalizar la clase su esfuerzo por
4-5 dejar en orden el salón, así como los materiales empleados, es apenas aceptable.
El estudiante es consistente con la puntualidad a las clases. así Suele llegar al salón de clase con los materiales necesarios y al finalizar la sesión
6-7 se esfuerza por dejar en orden el salón y los materiales empleados.
ITEM 2 Compromiso y responsabilidad

En muchas ocasiones el estudiante entorpece el desarrollo de la clase e impide que se puedan alcanzar los objetivos de la sesión. Suele
2-3 irrespetar a sus compañeros en lo concerniente a sus ideas y opiniones, y con frecuencia emplea inapropiadamente el tiempo de la clase. Con
su actitud y comportamiento impide que se genere un adecuado ambiente de aprendizaje.
El estudiante desarrolla aceptablemente su trabajo en un ambiente de respeto y cooperación, tanto con el profesor, como con sus compañeros
de clase. Sin embargo, en varias oportunidades irrespeta a sus compañeros en lo concerniente a sus ideas y opiniones, y algunas veces
4-5 emplea inapropiadamente el tiempo de la clase. Por momentos, con su actitud y comportamiento, impide que se genere un adecuado ambiente
de aprendizaje.
El estudiante consistentemente desarrolla su trabajo en un ambiente de respeto y cooperación, tanto con el profesor, como con sus
compañeros. Escucha a los demás y respeta sus ideas u opiniones. No suele obstaculizar el trabajo de los otros, y con su actitud en la clase
6-7 contribuye a cumplir con los objetivos propuestos. Emplea en forma adecuada y consistente el tiempo asignado para la realización de las
actividades propuestas.
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ITEM 3 Participación, reflexión y responsabilidad con su propio aprendizaje
El estudiante no suele tener en cuenta las observaciones que se le hacen sobre su trabajos, ensayos, previas, talleres, etc., para corregir o
2-3 enmendar los errores cometidos. Casi nunca participa en clase con preguntas y/o comentarios que enriquezcan el trabajo que se esta
desarrollando, y con su actitud demuestra tener poca conciencia de su papel en el proceso de aprendizaje.
El estudiante algunas veces tiene en cuenta las observaciones que se le hacen sobre su trabajos, ensayos, previas, talleres, etc., para corregir o
enmendar los errores cometidos, así como para que no se vuelvan a presentar. En pocas ocasiones participa en clase con preguntas y/o
4-5 comentarios que enriquezcen el trabajo que se está desarrollando, y con su actitud demuestra tener algo de conciencia respecto de su papel
en el proceso de aprendizaje.
El estudiante suele tener en cuenta las observaciones que se le hacen sobre su trabajos, ensayos, previas, talleres, etc., para corregir o
enmendar los errores cometidos, así como para que no se vuelvan a presentar. Frecuentemente participa en clase con preguntas y/o
6-7 comentarios que enriquecen el trabajo que se está desarrollando, y con su actitud demuestra tener plena conciencia de su papel en el proceso
de aprendizaje.
ITEM 4 Entrega de Tareas
2-3 Con frecuencia el estudiante es impuntual en la entrega de tareas, informes, proyectos, ensayos, etc.
4-5 Algunas veces el estudiante incumple con las fechas de entrega de tareas, informes, proyectos, ensayos, etc.
6-7 El estudiante es consistente con la entrega de tareas, informes, proyectos, ensayos, etc.
Criterios de Evaluación ECL

Criterio A: CONOCIMIENTOS
Máximo: 10
Los conocimientos son fundamentales en el estudio de Humanidades y constituyen el punto de partida para explorar conceptos y desarrollar habilidades. Los
conocimientos y la comprensión pueden evaluarse por medio de tareas de diversos tipos que requieran una memorización o descripción de datos y una explicación.
Las tareas pueden consistir en pruebas, exámenes, ejercicios escritos, entrevistas y presentaciones orales, trabajos de redacción, proyectos y exposiciones.
Conversión Nivel Descriptor
1-2 1-2 El alumno no alcanza ninguno de los niveles especificados por los descriptores que figuran a continuación.
3 3-4 El estudiante usa términos inadecuados y/o descripciones incorrectas o superficiales
4 5-6 El uso de los términos es generalmente adecuado, aunque en ocasiones presenta errores. Las descripciones son básicas
5-6 7-8 El estudiante usa bien los términos y las descripciones son por lo general completas.
7 9-10 El estudiante usa con precisión los términos, y las descripciones que da son precisas.
Criterio B CONCEPTOS (Lugar y Espacio, Cambio)

Máximo: 10
Los conceptos son ideas importantes que tienen pertinencia intradisciplinaria e interdisciplinaria en el Programa de los Años Intermedios. Los alumnos deben explorarlos y
re-explorarlos a fin de profundizar su comprensión. Los alumnos perfeccionan su comprensión de un concepto mediante la aplicación de los conocimientos y las
habilidades que han adquirido.
3 3-4 El manejo de los conceptos de lugar y espacio es generalmente inadecuado, así como los de cambio y continuidad
El estudiante aplica los conceptos de lugar y espacio, y de cambio y continuidad son aceptables, aunque muestra conexiones muy básicas
4 5-6 con el tema
5-6 7-8 La aplicación de los conceptos de lugar y espacio es buena y se aprecian conexiones con el tema
7 9-10 Aplica apropiadamente los conceptos de lugar y espacio y las conexiones con el tema son adecuadas
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Criterio C HABILIDADES
Máximo: 10
El desarrollo de habilidades en Humanidades es esencial pues permite a los alumnos realizar investigaciones y demostrar que han adquirido los conocimientos y
comprenden los conceptos. La mejora de las habilidades técnicas, analíticas, de toma de decisiones y de investigación de los alumnos será de vital importancia para su
aplicación en otros grupos de materias del PAI, y para el aprendizaje de por vida
3 3- 4 El alumno demuestra habilidades mínimas en lo relacionado con el acceso y manejo de la información y la lectura y comprensión de textos
4 5-6 El alumno demuestra habilidades apenas aceptables en lo relacionado con el acceso y manejo de la información y la lectura de textos
5-6 7-8 El alumno demuestra buenas habilidades en lo relacionado con el acceso y manejo de la información y la lectura de textos
7 9-10 El alumno demuestra habilidades excelentes en lo relacionado con el acceso y manejo de la información y la lectura de textos
Criterio D PRESENTACION Y ORGANIZACIÓN

Máximo: 8
Los alumnos deben desarrollar la capacidad de organizar y presentar la información y las ideas para poder demostrar que han adquirido los conocimientos, comprenden
los conceptos y poseen las habilidades de Humanidades.
El criterio D es más adecuado para evaluar trabajos extensos, por ejemplo, trabajos de campo, proyectos de investigación o ensayos. Los profesores deben utilizar
solamente aquellos elementos pertinentes de los descriptores cuando evalúen la organización y la presentación.
Los colegios deben asegurarse de que los alumnos se adhieran a convenciones académicas reconocidas al citar sus fuentes.
3 2-3 El alumno no logra estructurar adecuadamente un taller, reseña o trabajo asignado, y el orden y la pulcritud son inadecuados
4 4-5 El alumno estructura adecuadamente un taller, reseña o trabajo asignado, pero el orden y la pulcritud son inadecuados
5-6 6-7 El alumno estructura satisfactoriamente un taller, reseña o trabajo asignado, y el orden y la pulcritud son generalmente adecuados
El alumno estructura satisfactoriamente un taller, reseña o trabajo asignado, y el orden y la pulcritud son de uuna calidad y presentación
7 8 muy buenas
Criterios de Evaluación Español

Criterio A: Contenido
Máximo: 10
Este criterio se refiere a la habilidad del alumno para mostrar un conocimiento de la función de la lengua A en relación con las áreas de interacción, una comprensión de
las obras estudiadas y una respuesta efectiva a las obras literarias
Escala Nivel de Descriptor
Anglo Desempeño
1 0 Usted no ha logrado ninguno de los niveles especificados por los descriptores que se expone a continuación
2 1–2 Ha demostrado que comprende muy poco del tema estudiado. No ha desarrollado su trabajo. No ha mostrado imaginación cuando se le ha
pedido. Al hablar o escribir sobre textos literarios, usted ha demostrado que comprende muy poco lo que el autor quiso decir.
Ha demostrado que comprende algo del tema estudiado. Ha intentado desarrollar su trabajo, aunque sin éxito. Ha demostrado poca
3 3–4 imaginación cuando se le ha pedido. Al hablar o escribir sobre textos literarios, usted ha demostrado que comprende un poco lo que el
autor quiso decir y las diferentes maneras en las que lo dice
Ha demostrado que comprende la mayor parte del tema estudiado. Ha desarrollado su trabajo e intentado complementarlo con
4 5–6 detalles. Ha mostrado algo de imaginación cuando se le ha pedido. Al hablar o escribir sobre textos literarios, ha demostrado
comprender algo de lo que el autor quiso decir y de las diferentes maneras en las que lo dice
Ha demostrado una buena comprensión del tema estudiado. Ha desarrollado su trabajo. Ha reparado en detalles e intentado dar
5-6 7-8 razones cuando es necesario. Ha mostrado imaginación cuando se le ha pedido. Al hablar o escribir sobre textos literarios, ha
demostrado que comprende casi todo lo que el autor quiso decir y las diferentes maneras en que lo dice.
Ha demostrado muy buena comprensión del tema estudiado. Ha desarrollado su trabajo. Ha reparado en detalles y dado razones
7 9 - 10 cuando ha sido necesario. Ha mostrado gran imaginación cuando se le ha pedido. Al hablar o escribir sobre textos literarios, ha
demostrado que comprende todo lo que el autor quiso decir y las diferentes maneras en que lo dice.
15
Criterion B: Organización
Máximo: 10
Este criterio abarca la habilidad del alumno para expresar las ideas con claridad y coherencia; para estructurar argumentos de manera sustancial y lógica, y para
defenderlos de manera relevante.
Anglo Desempeño
2 1–2 Su trabajo es desorganizado y el mensaje no es claro. Sabe la necesidad de hacer párrafos, pero no los ha utilizado en absoluto o lo
ha hecho inapropiadamente. No ha mostrado ningún conocimiento sobre la necesidad de hacer citas y pies de página.
Ha demostrado que puede organizar algo de su trabajo, pero éste aún se ve desordenado y poco claro. Ha usado párrafos, aunque
3 3–4 esto no apoya ni ayuda a desarrollar su trabajo muy bien. Ha demostrado poco conocimiento de la necesidad de hacer citas y pies de
página
Ha demostrado que puede organizar su trabajo y en general es claro en lo que quiere decir. Ha usado párrafos para desarrollar
4 5–6 algunas de sus ideas. No siempre demuestra conocimiento de la necesidad de hacer citas y pies de página
Ha demostrado que puede organizar bien su trabajo y en general es claro en lo que quiere decir y sus argumentos son creíbles. Ha
5-6 usado párrafos para desarrollar y sustentar algunas de sus ideas. Usted ha demostrado tener conocimiento de la necesidad de hacer
7-8 citas y pies de página, aunque a veces se muestra inseguro sobre cómo usarlos.
Ha demostrado que puede organizar muy bien su trabajo. Es claro en lo que quiere expresar y sus argumentos son convincentes. Ha
7 9 - 10 usado párrafos para desarrollar y sustentar sus ideas. Ha demostrado que sabe cómo usar citas y pies de página cuando es necesario
Criterio C: Estilo y uso del Lenguaje

Máximo: 10
Este criterio se refiere a la capacidad del alumno para utilizar la lengua con diferentes fines, tales como descripciones, análisis y argumentos. A la hora de elegir el registro
y el lenguaje apropiados, debe tenerse en cuenta la intención del trabajo y el tipo de destinatario.
Anglo Desempeño
2 1–2 Usted ha intentado sin éxito usar el vocabulario apropiado para este trabajo. El mensaje no se entiende por la cantidad de errores en
ortografía, puntuación, sintaxis o pronunciación. No ha demostrado tener conciencia del lector o de la audiencia cuando escribe o
habla
Tiene un vocabulario poco variado y a menudo incorrecto para este trabajo. Algunas veces no se entiende el mensaje por la cantidad
3 3–4 de errores de ortografía, puntuación, sintaxis o pronunciación. Usted ha demostrado cierta conciencia del lector o de la audiencia,
aunque lo que dice o escribe a menudo es inapropiado en términos de registro.
Su uso de vocabulario es generalmente correcto y ocasionalmente variado en relación con el tema. Comete errores en ortografía,
4 5–6 puntuación, sintaxis o pronunciación que interfieren con el mensaje, aunque éste se entiende. Lo que dice o escribe a veces es
inapropiado para el lector o la audiencia, en términos de registro.
Ha usado un vocabulario correcto y ha menudo variado para el tema. Comete algunos errores en ortografía, puntuación, sintaxis y
5-6 7-8 pronunciación, pero estos sólo algunas veces interfieren con el mensaje. Lo que escribe o dice es en general apropiado para el lector
o la audiencia, en términos de registro.
Usted ha usado un vocabulario correcto y variado para el tema. Comete algunos errores en ortografía, puntuación, sintaxis y pronunciación,
7 9 - 10 pero estos no interfieren con el mensaje. Lo que escribe o dice es apropiado para el lector o la audiencia en términos de registro
Criterios de Evaluación P.E

Criterio A: Aplicacion
Máximo: 8
El alumno emplea terminología de forma incorrecta incoherente, inapropiada o incorrecta.
Demuestra un nivel de consulta limitado de los principios, conceptos, estrategias, técnicas y reglas relacionadas con el tema o actividad de
3 2-3 Educación Física.
En ocasiones aplica este conocimiento para analizar y resolver problemas en situaciones conocidas.
El alumno emplea un terminología básica y, en ocasiones, imprecisa o inapropiada.
Demuestra un conocimiento elementaluelos principios, conceptos, estrategias, técnicas y reglas relacionadas con estema o la actividad de
4 4-5 educación física.
Aplica este conocimiento para analizar y resolver problemas en situaciones conocidas.
El alumno emplea una terminología variada de forma precisa y apropiada en algunos casos.
Demuestra un buen conocimientote los principios, conceptos, estrategias, técnicas y reglas relacionadas con el tema o la actividad de
5-6 6-7 educación física.
Aplica este conocimiento para analizar y resolver problemas en situaciones conocidas y en algunas situaciones desconocidas.
El alumno emplea una terminología propia de la educación física muy variada de forma precisa y apropiada en la mayoría de los casos.
Demuestra un muy buen conocimiento de los principios, conceptos, estrategias , técnicas y reglas relacionadas con el tema o la actividad
7 8 de educación física.
Aplica este conocimiento con un buen juicio y eficacia para analizar y resolver problemas en situaciones conocidas y desconocidas.
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Criterion B: Composición de movimiento
Maximum: 6,
Grade
1 0 El alumno no alcanza ninguno de los niveles especificados por los descriptores que figuran a continuación.
2-3 1–2 La creación de la danza es simple, generalmente muy estática, muestra muy poca creatividad. Los movimientos corporales no se
combinan bien con el espacio y la música, los movimientos no son fluidos, los desplazamientos con respecto al grupo no son seguros y
muy simples. La variación en cuanto a la figura y ritmos corporales en los cambios muestran inseguridad.
La creación dancística es adecuada y fluida, se observa gran variedad de movimientos entrelazados, coordinados y con un ritmo continuo,
la trayectoria de la figura y los niveles son muy variados en la creación. El vocabulario gestual y rítmico con sus compañeros es claro y
4-5 3–4 fluido.
La creación dancística muestra un estilo altamente creativo y los movimientos muestran variedad en la ejecución. En la danza intervienen
6-7 5–6 gran variedad de ritmos corporales, que demuestran una adecuada utilización del espacio, tiempo, fuerza, fluidez y actitud corporal.
Criterio C: Ejecución y Aplicación

Máximo: 10
Anglo Desempeño
1 0 El alumno no alcanza ninguno de los niveles especificados por los descriptores que figuran a continuación.
2 1–2 El alumno aplica y demuestra pocas habilidades, estrategias y conceptos de forma elemental. (velocidad, lanzamiento y salto)
El alumno aplica y demuestra algunas habilidades, estrategias y conceptos de forma general. (lanzamiento de disco, bala, jabalina, salto
3 3–4 alto, salto largo y relevo)
El alumno aplica y demuestra algunas habilidades, estrategias y conceptos de forma variada, aplicando conceptos técnicos (combinaciones
4 5–6 de fundamentos aplicados a pruebas de pista y de campo)
El alumno aplica y demuestra algunas habilidades, estrategias y conceptos de forma amplia, aplicando conceptos técnicos (carreras,
5-6 7-8 lanzamientos y salto)
El alumno aplica y demuestra, habilidades, estrategias individuales, colectivas y conceptos de manera muy competente. (Carreras de
7 9 - 10 velocidad diferentes distancias, lanzamiento y saltos, interpretación del reglamento de atletismo.)
Criterio D: Habilidades Sociales y Compromiso

Máximo: 8
En ocasiones muestra respeto y sensibilidad hacia sí mismo, los demás y el entorno físico.
3 2-3 Muestra dificultades para reflexionar sobre sus logros, fijarse objetivos y realizar acciones concretas para alcanzarlo.
Muestra respeto y sensibilidad hacia sí mismo, los demás y el entorno físico la mayor parte del tiempo.
4 4-5 Asume la responsabilidad en su propio aprendizaje la mayor parte del tiempo y muestra cierto entusiasmo y compromiso con la clase de
educación física.
Siempre muestra respeto y sensibilidad hacia sí mismo, los demás y el entorno físico.
5-6 6-7 Asume la responsabilidad de su propio aprendizaje la mayor parte del tiempo y muestra entusiasmo y compromiso con la clase de
educación física, reflexionando de forma critica sus objetivos y realizando acciones concretas.
Asume siempre la responsabilidad de su propio aprendizaje y muestra bastante entusiasmo y compromiso con la clase de educación
7 8 física, reflexionando de forma critica sus objetivos y realizando acciones concretas.
Se preocupa por colaborar en el proceso de aprendizaje de sus compañeros.
17
Conversion Tables
To convert from 6 to Anglo Grade To convert from 8 to Anglo Grade To convert from 10 to Anglo Grade
Grade Boundaries Grade Boundaries Grade Boundaries
1 0 1 0 1 0
2 1 2 1 2 1–2
3 2 3 2–3 3 3–4
4 3 4 4–5 4 5–6
5 4 5 6 5 7
6 5 6 7 6 8
7 6 7 8 7 9 - 10
1 0 1 0–3 1 0–3
2 1–2 2 4–5 2 4–7
3 3–5 3 6–8 3 8–9
4 6–7 4 9 – 11 4 10 – 12
5 8–9 5 12 – 13 5 13 – 14
6 10 – 11 6 14 – 15 6 15 – 16
7 12 7 16 7 17 - 18
1 0–4 1 0–4 1 0–4
2 5–7 2 5–8 2 5–7
3 8 – 10 3 9 – 12 3 8 – 12
4 11 – 13 4 13 – 15 4 13 – 17
5 14 – 16 5 16 – 18 5 18 – 20
6 17 – 18 6 19 – 21 6 21 – 23
7 19 - 20 7 22 - 24 7 24 - 26
1 0–4 1 0–4 1 0–4
2 5–7 2 5–9 2 5–8
3 8 – 13 3 10 – 14 3 9 – 14
4 14 – 17 4 15 – 19 4 15 – 20
5 18 – 21 5 20 – 23 5 21 – 25
6 22 – 25 6 24 – 27 6 26 – 30
7 26 - 28 7 28 - 30 7 31 - 34
18
To convert from 36 to Anglo Grade To convert from 38 to Anglo Grade
Grade Boundaries Grade Boundaries
1 0–5 1 0–7
2 6 – 11 2 8 – 12
3 12 – 18 3 13 – 18
4 19 – 24 4 19 – 23
5 25 – 28 5 24 – 28
6 29 – 32 6 29 – 33
7 33 - 36 7 34 - 38
19

Assessment

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Assessment

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Table of Contents

General Overview of Assessment Practices 3

A & E Criteria (English) 4

English Assessment Criteria 5

Humanities Assessment Criteria 6

Mathematics Assessment Criteria 7

Science Assessment Criteria 8

Technology Assessment Criteria 10

Criterios A & E (Español) 13

Criterios de Evaluación ECL 14

Criterios de Evaluación Español 15

Criterios de Evaluación P.E 16

Assessment in the MYP aims to:

What is criterion-based assessment?

How does MYP assessment work?

OUTSTANDING PERFORMANCE/DESEMPEÑO SUPERIOR S 6.0 – 7.0

VERY GOOD PERFORMANCE/DESEMPEÑO ALTO A 5.0 – 6.0

BASIC PERFORMANCE/DESEMPEÑO BASICO B 4.0 – 5.0

UNDER PERFORMANCE/DESEMPEÑO BAJO N 1.0 – 3.0

ITEM 1 Organizational skills and attitude towards work

1 0 You have not achieved any of the descriptors below

1 0 You have not achieved any of the descriptors below

Criterion C: Style and Language Usage

1 0 You have not achieved any of the descriptors below

Humanities Assessment Criteria

1 0 You have not achieved any of the descriptors below

1 0 You have not achieved any of the descriptors below

1 0 You have not achieved any of the descriptors below

Mathematics Assessment Criteria

Criterion B: Investigating Patterns

1 0-1 You do not reach a standard described by any of the descriptors.

Criterion D: Reflection in Mathematics

1- 2 0 You do not reach a standard described by any of the descriptors.

Science Assessment Criteria

Criterion A: One World

1 0 You have not achieved any of the descriptors below

1 0 You have not achieved any of the descriptors below

Criterion C: Knowledge and Understanding of Science

1 0 You have not achieved any of the descriptors below

1 0 You have not achieved any of the descriptors below

1 0 You have not achieved any of the descriptors below

1 0 You have not achieved any of the descriptors below

Technology Assessment Criteria

1 0 You have not achieved any of the descriptors below

1 0 You have not achieved any of the descriptors below

1 0 You have not achieved any of the descriptors below

4-5 3–4 You produce a plan that contains some steps.

1 0 You have not achieved any of the descriptors below

1 0 You have not achieved any of the descriptors below

Criterion F: Attitudes in Technology

1 0 You have not achieved any of the descriptors below

1 0 You have not achieved any of the descriptors below

1 0 You have not achieved any of the descriptors below

1 0 You have not achieved any of the descriptors below

Criterion D: Personal engagement

Criterios A & E (Español)

ITEM 1 Habilidades de organización y actitudes frente al trabajo

ITEM 2 Compromiso y responsabilidad

Criterios de Evaluación ECL

Conversión Nivel Descriptor

3 3-4 El estudiante usa términos inadecuados y/o descripciones incorrectas o superficiales

Criterio B CONCEPTOS (Lugar y Espacio, Cambio)

Conversión Nivel Descriptor