Assessing Interdisciplinary Learning in the MYP
Interdisciplinary learning is one of the defining features of the International Baccalaureate Middle Years Programme (MYP). It encourages students to make connections between disciplines, explore complex problems, and develop a deeper understanding of how knowledge works in the real world. But assessing this kind of learning requires a thoughtful approach — one that values conceptual understanding, synthesis, and reflection over memorization.
Effective assessment of interdisciplinary learning helps educators measure how well students can integrate knowledge and skills from multiple subjects while maintaining clarity, fairness, and alignment with IB standards.
Quick Start Checklist
- Use the official MYP interdisciplinary assessment criteria (A–D)
- Co-plan assessments between subject teachers
- Design tasks that require synthesis, not just comparison
- Include reflection to capture learning processes
- Provide clear rubrics and student exemplars
Understanding the Nature of Interdisciplinary Assessment
Interdisciplinary learning in the MYP aims to help students synthesize knowledge from two or more disciplines to create new understanding. Assessment, therefore, must go beyond testing subject-specific recall — it should measure how students combine perspectives, identify relationships, and apply concepts in authentic contexts.
Successful assessment tasks encourage students to:
- Transfer skills and ideas between subjects
- Demonstrate conceptual connections
- Reflect on the process of integration
- Produce original insights or solutions
This approach mirrors the IB’s belief that learning is most powerful when knowledge connects across disciplines.
The Four Interdisciplinary Criteria
The IB provides four criteria for assessing interdisciplinary learning:
