Criterion A in MYP subjects is the first assessment criterion used to measure a subject-specific group of skills. Its meaning changes by subject: in Sciences and Individuals and Societies, it focuses on knowing and understanding, while in Arts it focuses on investigating.
A strong Criterion A response rarely relies on memorised facts alone. Students must follow the relevant command term and make the knowledge, application, analysis, or research required by the rubric clearly visible.
How MYP assessment criteria work
The IB requires MYP teachers to assess prescribed subject-group objectives through assessment criteria. Most MYP subjects use four criteria, labelled A, B, C, and D, with achievement levels from 0 to 8 for each criterion.
The criteria are equally weighted within a subject, but they measure different abilities. Criterion A is therefore not a universal rubric that works identically in every class. A task may assess one criterion, several criteria, or selected strands, so always use the task-specific rubric provided by your teacher.
What Criterion A means in different MYP subjects
The exact strands vary by subject guide, programme year, course type, and assessment context. This overview identifies the usual focus.
| MYP subject group | Criterion A focus | Common evidence |
|---|---|---|
| Language and literature | Analysing | Interpretation of texts and authorial choices |
| Language acquisition | Comprehending | Understanding spoken, written, visual, or multimodal texts |
| Individuals and Societies | Knowing and understanding | Accurate use of factual and conceptual knowledge |
| Sciences | Knowing and understanding | Scientific explanations and application to problems |
| Mathematics | Knowing and understanding | Selection and application of mathematical knowledge |
| Arts | Investigating | Research into artistic forms, contexts, and works |
| Physical and health education | Knowing and understanding | Physical, health, procedural, and conceptual knowledge |
| Design | Inquiring and analysing | Analysis of a design problem, context, and research |
This table does not replace the current subject rubric. Mathematics may require students to apply knowledge to unfamiliar problems, while Language and Literature may require analysis of structure, style, imagery, and other authorial choices.
Criterion A and MYP command terms
MYP command terms specify the thinking an answer must demonstrate:
- Identify: name or select a relevant fact, feature, or idea.
- Describe: give a detailed account of what something is like.
- Explain: give reasons or show causes and consequences.
- Analyse: examine parts, relationships, patterns, or effects.
- Evaluate: make a supported judgment using evidence and limitations.
If a question says “explain,” a definition alone is insufficient. If it says “analyse,” students must show how elements relate and why the relationship matters. Accurate information can still receive a limited result when it does not answer the command term.
How to improve your Criterion A performance
Begin by locating the exact criterion strand assessed. Convert it into a practical checklist, such as “use relevant concepts, apply them to the example, and explain the result.” Then separate the content you must know from the performance the task requires.
Use this process when preparing:
- Underline the command term.
- Read the relevant Criterion A strand.
- List the required knowledge, concepts, evidence, or sources.
- Answer at the requested level of reasoning.
- Check that each requirement is visible.
- Compare the response with the next achievement-level descriptor.
For example, stating that temperature affects enzyme activity shows basic scientific knowledge. A stronger response explains that increasing temperature raises particle movement and collision frequency up to an optimum, after which changes to the enzyme’s structure reduce its activity.
Flashcards are useful for definitions, formulas, vocabulary, and processes, but recall may not satisfy a task requiring application or analysis. Students commonly underperform by writing everything they know about a topic instead of answering the command term, or by including evidence without linking it to the question.
Using RevisionDojo for Criterion A practice
RevisionDojo’s MYP resources can support criteria-focused study. Use the MYP revision guide to address content gaps and the MYP assessment criteria guide to connect practice with rubric expectations.
You can also work through sample MYP assessment tasks. After each response, ask which Criterion A evidence is missing, inaccurate, or insufficiently developed, then rewrite that section.
Key takeaways
Criterion A is always the first criterion label, but its focus depends on the MYP subject. Read the subject-specific strands, follow command terms precisely, and make the required evidence visible. RevisionDojo’s MYP Questionbank, Study Notes, Flashcards, and feedback tools can help turn rubric descriptors into focused practice.
