MYP criteria levels become a final grade through two stages. First, the teacher determines one final achievement level from 0 to 8 for each of the four subject criteria. The four levels are then added to produce a total out of 32, which is converted into a final MYP grade from 1 to 7.
The addition is straightforward, but the criterion judgments are not simple averages. Teachers use assessment evidence and published descriptors to decide which level best represents the student's achievement. Official MYP eAssessment results also use a different awarding process from ordinary school reports.
The MYP grading process
MYP assessment is criterion-related, meaning that work is judged against defined standards rather than ranked against classmates. Each subject group has four criteria, normally labelled A, B, C and D, although their names and required skills differ by subject.
The process is:
- The student completes summative tasks assessing one or more criteria.
- The teacher matches the work against the relevant criterion descriptors.
- At reporting time, the teacher determines one final level for each criterion.
- The four final levels are added using A + B + C + D.
- The total out of 32 is converted into a grade from 1 to 7.
For example, A = 6, B = 5, C = 7 and D = 6 gives:
6 + 5 + 7 + 6 = 24 out of 32
Under the general MYP grade-boundary guidelines, 24 converts to grade 6.
How final criterion levels are determined
Teachers determine which 0–8 achievement level best represents the student's demonstrated performance. Criterion descriptors are commonly arranged into four bands:
| Achievement band | Broad meaning |
|---|---|
| 0 | The work does not reach a standard described by the available descriptors |
| 1–2 | Limited achievement |
| 3–4 | Adequate achievement |
| 5–6 | Substantial achievement |
| 7–8 | Excellent achievement |
These are broad summaries. Students must use the subject-specific rubric because the exact descriptors and strands vary by subject, criterion and MYP year.
Best-fit judgment, not automatic averaging
Teachers make a best-fit judgment by considering the relevant summative evidence, the descriptor as a whole and performance across its strands. Consequently, task levels are not normally averaged mechanically.
Suppose a student receives Criterion A levels of 4, 5 and 7. The final level is not automatically 5.33. A teacher might select level 6 if recent, comprehensive evidence demonstrates sustained improvement, while one isolated level 7 might not justify a final 7 when the wider evidence matches the 5–6 band.
This is why students cannot always calculate an exact report grade from their task results. The school's assessment policy should explain what evidence teachers consider and how final judgments are made. RevisionDojo's guide to MYP evaluation and reporting explains this distinction further.
MYP grade boundaries out of 32
After the four final levels have been established, they are added and converted using the general MYP boundary guidelines:
| Criterion total | Final MYP grade |
|---|---|
| 28–32 | 7 |
| 24–27 | 6 |
| 19–23 | 5 |
| 15–18 | 4 |
| 10–14 | 3 |
| 6–9 | 2 |
| 1–5 | 1 |
A total of 0 indicates that no achievement described by the criteria has been demonstrated. Schools should explain how this is recorded in their reporting systems.
These boundaries are not percentage bands. Although 24 out of 32 is mathematically 75%, this does not make an MYP grade 6 universally equivalent to 75% in a national system. Achievement levels represent qualitative standards rather than equal percentage intervals. See RevisionDojo's MYP grade-boundary guide and explanation of what constitutes a good MYP score.
Worked MYP grade example
Consider this MYP Mathematics profile:
| Criterion | Summative evidence | Final best-fit level |
|---|---|---|
| A: Knowing and understanding | 5, 6, 6 | 6 |
| B: Investigating patterns | 4, 5, 5 | 5 |
| C: Communicating | 5, 6, 7 | 6 |
| D: Applying mathematics in real-life contexts | 6, 7 | 7 |
The teacher does not add every task result. Instead, one supported judgment is made for each criterion:
6 + 5 + 6 + 7 = 24 out of 32 = grade 6
This student is exactly at the lower boundary for grade 6. If Criterion B were judged at level 4, the total would become 23 and the grade would be 5. RevisionDojo's guide to how MYP students are graded provides additional examples.
Why all four criteria matter equally
The criteria are equally weighted because each has a maximum level of 8. Criterion A therefore contributes no more to the final total than B, C or D, even if a subject spends more lesson time on one type of work.
Levels of 8, 8, 4 and 4 produce the same total, 24, as four levels of 6. Both profiles receive grade 6, but they reveal different learning needs. Reporting criterion levels alongside the overall grade therefore provides more useful diagnostic information. The official MYP Mathematics subject brief illustrates four equally weighted subject criteria.
Classroom grades and MYP eAssessment
The 32-point classroom conversion should not be applied to official MYP eAssessment raw marks. MYP eAssessment includes on-screen examinations, externally moderated ePortfolios and the externally moderated personal project.
For an on-screen examination, candidates earn raw marks. The IB uses grade descriptors, examiner judgment, statistical evidence and other awarding information to establish subject-specific boundaries for that assessment session. Students must therefore use boundaries for the correct subject, level and session.
For an ePortfolio, work is assessed against subject criteria and externally moderated. The IB controls moderation and grade awarding, although the final result is still reported from 1 to 7.
| Context | Evidence combined | Result determined by |
|---|---|---|
| School report | Four final criterion levels totaling up to 32 | School assessment policy |
| On-screen eAssessment | Raw examination marks | IB session-specific awarding |
| ePortfolio or personal project | Criterion judgments on submitted work | School assessment followed by IB moderation |
The official MYP assessment overview and MYP passing criteria explain these routes.
How to estimate a likely MYP grade responsibly
Students can make a provisional estimate by recording their strongest relevant evidence for each criterion and comparing it with the complete descriptor. Choose a plausible level for A, B, C and D, add the four values, and check the total against the 1–7 boundary table. This produces an estimate, not an official grade, because the teacher may have additional evidence or interpret the best-fit standard differently.
It is useful to calculate a small range rather than one fixed outcome. If Criterion C could reasonably be judged as either 5 or 6, calculate both totals and identify whether that difference crosses a grade boundary. A profile of 6, 5, 5–6 and 7 gives totals of 23–24, so the likely overall result sits near the boundary between grades 5 and 6.
This approach also shows where improvement would matter most. However, students should not chase a single point mechanically. The priority is to produce evidence that meets more demanding rubric strands consistently, since teachers award levels from demonstrated achievement rather than desired totals.
Common calculation mistakes
Students and families should avoid:
- Averaging every task score instead of recognizing the final best-fit judgment.
- Treating one level out of 8 as the subject grade rather than one criterion result.
- Converting criterion levels directly into percentages.
- Using classroom boundaries for eAssessment raw marks.
- Assuming Criterion A measures the same skill in every subject.
- Looking only at the overall grade and ignoring the criterion profile.
RevisionDojo's overview of MYP assessment criteria can help students translate rubric strands into practical improvements.
Practical advice
Students should keep a criterion tracker recording the task, criterion, level, feedback and next action. Its purpose is to identify recurring weaknesses, not calculate an unofficial average. Before submitting work, check the command terms and confirm that every relevant strand has been addressed explicitly.
Schools should distinguish among task levels, final criterion levels, totals out of 32, school-reported grades and IB-validated eAssessment grades. Their assessment policies should also explain best-fit decisions, incomplete evidence and any local grade conversions.
Conclusion
MYP criteria levels are combined by selecting one final 0–8 level for each of four equally weighted criteria, adding them to a maximum of 32, and converting the total into a 1–7 grade. Those criterion levels come from professional best-fit judgments, not automatic averages. Students using RevisionDojo can focus on individual rubric strands with Study Notes and targeted Questionbank practice.
Sources and referenced URLs
- IB MYP assessment overview
- IB MYP passing criteria and eAssessment structure
- IB MYP grading and awards
- IB MYP Mathematics subject brief
- IB Middle Years Programme General Regulations 2026
- RevisionDojo MYP grade-boundary guide
- RevisionDojo guide to how MYP students are graded
- RevisionDojo guide to MYP evaluation and reporting
- RevisionDojo explanation of a good MYP score
- RevisionDojo overview of MYP assessment criteria
