MYP Criteria A, B, C and D Explained

MYP Criteria A, B, C and D are four subject-specific standards used to assess what students know and can do. Each criterion receives an achievement level from 0 to 8, giving a maximum combined total of 32. That total can then be converted into a final subject grade from 1 to 7.

The letters do not represent the same skill in every subject. Criterion A is Knowing and understanding in sciences, for example, but Analysing in language and literature. Students must therefore use the rubric for the correct subject.

What are MYP Criteria A, B, C and D?

The MYP uses criterion-related assessment. Teachers judge work against published descriptors rather than ranking students against classmates or assigning grades according to a class average.

Every MYP subject group has four equally weighted criteria. Each criterion corresponds to subject objectives and contains strands describing the evidence students should demonstrate.

Achievement descriptors are generally organized into these bands:

• 0: The work does not reach a standard described by the rubric.
• 1-2: Limited achievement against the criterion.
• 3-4: Adequate or developing achievement.
• 5-6: Substantial achievement.
• 7-8: Thorough, sophisticated or consistently effective achievement.

These levels are not percentages. A level 6 does not mean 60 percent, and a level 8 does not mean 80 percent. The number identifies the descriptor that best matches the quality of the evidence.

The IB overview of MYP assessment explains that teachers assess subject-group objectives through these criteria. RevisionDojo's guide to how MYP students are graded offers a student-focused explanation of reports and achievement levels.

What each criterion means by subject

The standard criterion labels differ across the eight MYP subject groups. Schools should consult the relevant current subject guide for exact year-level strands and descriptors.

This table shows why claims such as “Criterion C always assesses communication” are inaccurate. Criterion C concerns communication in mathematics and individuals and societies, but Processing and evaluating in sciences and Creating the solution in design.

The IB sciences subject brief shows that science Criterion B concerns designing investigations, whereas Criterion C addresses data and evaluation. The language and literature subject brief instead covers analysis, organization, text production and language use.

How teachers award a criterion level

Teachers apply a best-fit judgment to the available evidence. They identify the band whose descriptor most accurately represents the overall performance and then select the appropriate level within that band.

Suppose a science investigation substantially satisfies Criterion C requirements for presenting and interpreting data, but its evaluation of the method is less developed. The evidence might best fit the 5-6 band. The teacher then decides whether 5 or 6 represents the work most accurately after considering all assessed strands.

A student does not necessarily need perfect evidence for every word in a descriptor. However, one impressive feature cannot secure the top band if other required strands are missing. The teacher considers the criterion as a whole.

A task may assess one criterion, several criteria or selected strands. The task sheet should identify what is assessed, so students should read it before assuming that all four criteria apply.

How criterion levels become a final MYP grade

At the reporting stage, the teacher establishes an achievement level for each criterion from the available evidence. This is not necessarily an arithmetic average of every score collected during the term.

The four final levels are added:

$$\text{Criterion total}=A+B+C+D$$

Because each criterion has a maximum of 8, the highest possible total is 32. The total is converted through the MYP grade boundary guidelines.

A level of 0 can be awarded for an individual criterion when the work does not reach the first descriptor. If adequate evidence is unavailable across a subject, the school determines how that exceptional situation is reported.

Worked grading example

Consider a mathematics student with these final criterion judgments:

The total of 22 falls within the 19-23 boundary, producing a final grade of 5. Raising Criterion D from 4 to 6 would increase the total to 24 and reach grade 6.

The example also shows why criterion feedback is more useful than viewing only the final grade. Communication is the student's strongest area, while applying mathematics in real contexts is the clearest improvement target. RevisionDojo's MYP grade boundaries guide explains the conversion process further.

Classroom assessment versus MYP eAssessment

Classroom assessment and official MYP eAssessment are connected by common subject objectives, but their grade calculations are not identical.

For school-based assessment, teachers use criterion descriptors across relevant evidence. The total out of 32 converts four final criterion levels into a classroom subject grade.

For eAssessment, students may complete externally marked on-screen examinations or internally marked ePortfolios moderated by the IB. The IB establishes subject-specific grade boundaries for each assessment session using examination marks or ePortfolio criterion totals. A raw score of 70 percent on an on-screen examination should not automatically be converted through the classroom 32-point table.

Participation in eAssessment outside the personal project is optional for schools. Students pursuing the full MYP certificate complete eight required components and need at least 28 points out of 56, with at least grade 3 in every required component. They must also satisfy service as action requirements, as outlined in the IB's MYP grading and awards guidance.

How students can improve across the criteria

Translate each assessed strand into visible evidence. If a descriptor requires you to “analyse,” summary alone is insufficient; explain relationships, effects or significance. If it asks you to “justify,” provide reasons and evidence supporting a decision.

Use this process for each assessment:

1. Identify the assessed criteria and strands. Focus on the skills the task actually assesses.
2. Underline command terms. Distinguish identify, describe, explain, analyse, evaluate and justify.
3. Create an evidence plan. Note what the teacher must see for each strand.
4. Compare the draft with the descriptor. Search for missing evidence rather than guessing a level.
5. Use feedback diagnostically. Identify whether the weakness involved knowledge, method, communication or evaluation.
6. Practise the weak skill again. Rewriting one section is often more useful than rereading comments.

Criterion-specific practice matters because knowing more content does not improve every criterion automatically. A science student may understand a topic but lose achievement in Criterion B by failing to control variables or explain a method. RevisionDojo's MYP Individuals and Societies criteria guide demonstrates how knowledge, investigation, communication and critical thinking require different evidence.

Common misunderstandings about MYP criteria

An achievement level should not be treated as a percentage. Converting 6 out of 8 directly into 75 percent removes the meaning of the qualitative descriptor.

Not every task must assess A, B, C and D. A science planning task might assess Criterion B, while a later data task assesses Criterion C. Coverage is considered across the course rather than forced into every assignment.

Students should also avoid averaging every recorded result to predict a final level. Teachers determine the descriptor best supported by the evidence. Schools may use digital averages for tracking, but these should not replace criterion-related judgment.

Finally, the same letter does not represent a universal skill. Reports are clearer when they include criterion names rather than letters alone. RevisionDojo's overview of MYP assessment-criteria support can help students connect practice to the correct subject rubric.

Conclusion

MYP Criteria A, B, C and D divide each subject into four equally weighted areas. Each receives a level from 0 to 8, producing a total out of 32 that converts into a subject grade from 1 to 7.

Students improve most effectively by using the correct rubric and providing visible evidence for every assessed strand. RevisionDojo Study Notes, the Questionbank and Jojo AI can support focused content review, practice and rubric-based reflection.

Sources and referenced URLs

• IB MYP assessment overview
• IB MYP grading and awards
• IB MYP sciences subject brief
• IB MYP language and literature subject brief
• RevisionDojo: How MYP students are graded
• RevisionDojo: MYP grade boundaries
• RevisionDojo: MYP Individuals and Societies criteria
• RevisionDojo: MYP assessment-criteria support