Assessment in the International Baccalaureate Middle Years Programme (MYP) is designed to promote learning, not just measure it. The balance between formative and summative assessment is what allows students to grow continuously while still demonstrating mastery of skills and understanding.
When used effectively, formative assessment provides the feedback for growth, while summative assessment provides the evidence of achievement. Striking the right balance between the two is essential to upholding the IB philosophy of reflection, inquiry, and lifelong learning.
Quick Start Checklist
- Plan both formative and summative tasks around MYP criteria (A–D)
- Use formative feedback to guide improvement, not grading
- Align summative assessments with unit objectives and Statements of Inquiry
- Incorporate reflection between assessments
- Communicate expectations and success criteria clearly
Understanding Formative vs. Summative Assessment
Formative Assessment is for learning. It occurs throughout the unit and helps teachers and students identify strengths, challenges, and next steps. Examples include:
- Draft essays with feedback
- Practice experiments or design sketches
- Peer and self-assessments
- Class discussions or exit tickets
Summative Assessment is of learning. It takes place at the end of a unit and allows students to demonstrate understanding and apply skills holistically. Examples include:
- Final lab reports or design prototypes
- Written analyses or oral presentations
- Projects or performances assessed using MYP criteria
Both types are integral to the MYP framework — one guides the journey, the other captures the destination.
Why Balance Matters in the MYP
The MYP is not a linear system of tests and results; it’s a cycle of learning, feedback, reflection, and growth. Balancing both assessment types ensures that:
- Students receive multiple opportunities to demonstrate understanding
- Feedback informs instruction and personal goal-setting
- Teachers can adapt learning experiences in real time
- Assessment remains fair, inclusive, and evidence-based
Without formative assessment, summatives risk becoming snapshots rather than reflections of authentic learning.
Designing Formative Assessments That Matter
Effective formative assessment is purposeful, ongoing, and aligned with learning goals. To make it meaningful:
- Focus on skills and criteria, not just completion.
- Use short, low-stakes tasks that target one aspect of learning.
- Provide specific, timely feedback students can act on before the summative task.
- Encourage student reflection on how feedback influenced their next steps.
For example, before a summative science report, students might complete a mini-lab that focuses only on data analysis (Criterion C).
Aligning Summative Assessments to Inquiry
Summative assessments should be authentic, concept-driven, and connected to the Statement of Inquiry and Global Context. They should:
- Measure understanding across multiple MYP criteria (A–D).
- Require students to apply concepts rather than recall facts.
- Encourage synthesis, creativity, and reflection.
When well-designed, summatives allow students to demonstrate learning in meaningful, real-world ways — such as designing solutions, analyzing perspectives, or creating products with purpose.
Using Feedback to Connect the Two
Formative and summative assessments work best when feedback bridges them.
- After a formative task, students should revise or refine based on teacher and peer input.
- Reflection activities can help students identify what strategies worked and what needs improvement.
- Teachers can analyze formative results to adjust instruction before the summative.
This connection transforms assessment from an endpoint into a continuum of learning.
Sample Assessment Flow
- Formative Task 1: Analyze source reliability (Criterion A).
- Formative Task 2: Practice essay paragraph with feedback (Criterion B).
- Summative Task: Write an extended essay synthesizing ideas (Criteria A–D).
- Reflection: Student evaluates how feedback improved their final performance.
This structure ensures that every step supports mastery and metacognition.
Avoiding Common Pitfalls
- Over-assessing: Too many assessments overwhelm students and teachers; focus on quality, not quantity.
- Neglecting reflection: Without reflection, students miss the link between feedback and growth.
- Using formative work for grading: Formative tasks should guide learning, not contribute to final grades.
- Inconsistent criteria use: Both formative and summative tasks must use the same MYP criteria language for continuity.
Building a Feedback Culture
The goal of balanced assessment is to create a feedback-rich environment. Teachers can:
- Model how to use rubrics to self-assess.
- Give “feedforward” — actionable advice for improvement.
- Encourage peer dialogue about quality and progress.
- Celebrate growth rather than perfection.
This culture builds resilience and self-awareness, aligning with the IB Learner Profile trait of being reflective.
Frequently Asked Questions
1. How many formative tasks should be in each unit?
There’s no fixed number. Include enough to support learning and preparation for the summative without creating unnecessary workload.
2. Should summative assessments always come at the end of a unit?
Typically, yes — but ongoing reflection and feedback can continue even after completion to support transfer of learning to future units.
3. Can formative and summative assessments use the same criteria?
Yes, and they should. Using consistent MYP criteria helps students see continuity between practice and performance.
Conclusion
Balancing formative and summative assessment in the MYP ensures that evaluation becomes part of the learning journey, not the end of it. Formative assessments guide students toward understanding, while summative assessments allow them to demonstrate mastery confidently.
When educators create this balance, assessment becomes transformative — empowering students to take ownership of their progress, reflect deeply, and grow as thinkers and learners.
Ultimately, the balance reflects the MYP’s core aim: to assess for learning, not just of learning.
