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:

1. Criterion A: Disciplinary Grounding
   • Students show understanding of the content, concepts, and skills from each participating discipline.
2. Criterion B: Synthesizing Disciplinary Knowledge
   • Students connect ideas from different disciplines to create new understanding or insight.
3. Criterion C: Communicating Understanding
   • Students express ideas effectively, using appropriate formats and language for the task.
4. Criterion D: Reflecting
   • Students evaluate the process of integration and reflect on how interdisciplinary learning contributed to their understanding.

Each criterion is graded on a scale from 0–8, and teachers use the best-fit approach to determine final achievement levels.

Designing Effective Interdisciplinary Assessment Tasks

1. Start with a Shared Statement of Inquiry

A clear Statement of Inquiry (SOI) anchors the assessment. It combines key concepts, related concepts, and a global context that both subjects share.
Example:
“Technological innovation transforms how societies solve global challenges.”
This SOI could connect Design and Individuals and Societies through an inquiry into sustainable technology.

2. Create a Meaningful, Real-World Task

Authentic assessments engage students in real-life problem-solving. For instance:

• A Science and Design project where students build renewable energy prototypes.
• A Language and Literature and History collaboration analyzing propaganda in social movements.
• An Arts and Mathematics exploration of geometry in architecture.

Tasks should encourage students to apply multiple perspectives rather than simply compare them.

3. Plan for Co-Teaching and Shared Rubrics

Both subject teachers should participate in designing, monitoring, and assessing the task. Joint rubrics clarify expectations and ensure consistent feedback across disciplines.

4. Incorporate Reflection

Encourage students to reflect on how different disciplines contributed to their understanding. Questions like “What did each subject add to my perspective?” or “How did combining knowledge change my thinking?” promote deeper insight.

Ensuring Fair and Consistent Assessment

Because interdisciplinary learning involves multiple subjects, consistency is key. Best practices include:

• Moderation sessions: Teachers review samples of student work together.
• Clear communication: Share rubrics and task descriptions with students early.
• Process documentation: Encourage students to record research, planning, and decision-making stages.

This transparency helps students take ownership of their learning while ensuring assessment reliability.

Using Reflection as Part of Assessment

Reflection provides evidence of learning beyond the final product. Students can articulate how they connected ideas and what they learned from the integration process.

Effective reflection prompts include:

• “What new understanding did I gain from connecting these disciplines?”
• “Which challenges did I face while integrating ideas?”
• “How does interdisciplinary learning help me understand real-world problems?”

Including reflection also reinforces the IB Learner Profile traits of being reflective, inquiring, and open-minded.

Frequently Asked Questions

1. How many interdisciplinary assessments are required in the MYP?
The IB requires schools to provide at least one interdisciplinary unit per year. However, many schools choose to design more, depending on curriculum alignment and teacher collaboration.

2. Should interdisciplinary assessments replace subject-specific ones?
No. They complement them. While subject assessments measure depth within disciplines, interdisciplinary assessments measure synthesis and application across them.

3. How can smaller schools manage interdisciplinary assessments effectively?
Start small. Pair two subjects with natural connections and schedule collaborative planning time. Use shared digital tools for co-assessment and documentation.

Conclusion

Assessing interdisciplinary learning in the MYP is about evaluating how well students connect ideas — not how much information they memorize. By focusing on synthesis, reflection, and communication, teachers can create meaningful assessments that mirror real-world problem-solving.

When schools approach interdisciplinary assessment collaboratively, they empower students to see learning as an integrated experience — one that connects knowledge, skills, and action in pursuit of understanding.

Ultimately, this is the essence of the IB: learning that’s relevant, reflective, and transformative.