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The following assessment criteria
have been established by the IB for mathematics in the MYP. The final assessment required for IB-validated
grades and certification at the end of the MYP must be
based on these assessment criteria.
Criterion A: Knowledge and understanding
Maximum: 8
To what extent does the student show the ability to
communicate ideas, interact and maintain the flow of the
conversation?
To what extent can the student:
-
communicate information, ideas and opinions
-
respond
and react in a sophisticated manner to questions and ideas
(familiar and spontaneous situations)
-
contribute
to the conversation and engage actively
-
maintain a
flow of ideas and a logical continuity in the conversation?
Tasks used to assess criteria A and B often include discussions,
debates, pair work, interviews, presentations with question and
answer sessions, and so on. These tasks give students the maximum
opportunity to demonstrate genuine, spontaneous interaction.
|
Level of
Achievement |
Descriptor |
|
0 |
The student
does not reach a standard described by any of
the descriptors below. |
|
1-2 |
The student attempts
to make deductions when solving
simple problems in
familiar contexts. |
|
3-4 |
The student
sometimes makes appropriate deductions when
solving simple and more-complex problems
in familiar contexts. |
|
5-6 |
The student generally
makes appropriate
deductions when solving
challenging
problems in a variety
of familiar
contexts. |
|
7-8 |
The student consistently
makes
appropriate
deductions when solving
challenging
problems in a variety
of unfamiliar
contexts. |
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.
|
Level of
Achievement |
Descriptor |
|
0 |
The student
does not reach a standard described by any of
the descriptors below. |
|
1-2 |
The student applies,
with some guidance,
mathematical problem-solving techniques to
recognize simple
patterns. |
|
3-4 |
The student selects and
applies mathematical problem-solving
techniques to recognize patterns, and
suggests
relationships or general rules. |
|
5-6 |
The student selects and
applies mathematical problem-solving
techniques to recognize patterns,
describes them as
relationships or general rules, and
draws conclusions
consistent with findings. |
|
7-8 |
The student selects and
applies mathematical problem-solving
techniques to recognize patterns,
describes them as
relationships or general rules,
draws conclusions
consistent with findings, and
provides justifications or
proofs. |
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)
·
move between different forms of representation.
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.
Assessment tasks
for this criterion are likely to be real-life problems, tests,
examinations and investigations. Tests and examinations that are to
be assessed against criterion C must be designed to allow students
to show complete lines of reasoning using mathematical language.
|
Level of
Achievement |
Descriptor |
|
0 |
The student
does not reach a standard described by any of
the descriptors below. |
|
1-2 |
The student shows basic
use of mathematical language
and/or forms of
mathematical representation. The lines of
reasoning are difficult to
follow. |
|
3-4 |
The student shows
sufficient use of mathematical
language and
forms of mathematical representation. The lines
of reasoning are clear
though not always
logical or
complete.
The student moves between different forms of
representation with some
success. |
|
5-6 |
The student shows good
use of mathematical language
and forms of
mathematical representation. The lines of
reasoning are concise,
logical and
complete.
The student moves
effectively between different forms
of representation. |
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.
Assessment tasks
are most likely to be investigations and real-life problems.
Generally these types of tasks will provide students with
opportunities to use mathematical concepts and skills to solve
problems in real-life contexts.
|
Level of
Achievement |
Descriptor |
|
0 |
The student does not reach a standard described
by any of the descriptors given below. |
|
1-2 |
The student attempts
to explain whether his or her results make sense
in the context of the problem. The student
attempts to describe
the importance of his or her findings in
connection to real life. |
|
3-4 |
The student correctly but
briefly explains whether his or her
results make sense in the context of the problem
and describes
the importance of his or her findings in
connection to real life.
The student attempts
to justify the degree of accuracy of his or
her results where appropriate. |
|
5-6 |
The student critically
explains whether his or her results
make sense in the context of the problem and
provides a detailed
explanation of the importance of his
or her findings in connection to real life.
The student justifies
the degree of accuracy of his or her results
where appropriate.
The student suggests
improvements to the method when
necessary. |
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