MYP Assessment Criteria - Language and Literature

Grade 6 - Year 1

Criterion A

Analysing

Criterion B

Organizing

Criterion C

Producing Text

Criterion D

Using Language

1-2

The student:

  1. provides minimal identification and comment upon significant aspects of texts
  2. provides minimal identification and comment upon the creator’s choices
  3. rarely justifies opinions and ideas with examples or explanations; uses little or no terminology
  4. identifies few similarities and differences in features within and between texts

The student:

  1. makes minimal use of organizational structures, though these may not always serve the context and intention
  2. organizes opinions and ideas with a minimal degree of logic
  3. makes minimal use of referencing and formatting tools to create a presentation style that may not always be suitable to the context and intention.

The student:

  1. produces texts that demonstrate limited personal engagement with the creative process; demonstrates a limited degree of thought or imagination and minimal exploration of new perspectives and ideas
  2. makes minimal stylistic choices in terms of linguistic, literary and visual devices, demonstrating limited awareness of impact on an audience
  3. selects few relevant details and examples to support ideas.

The student:

  1. uses a limited range of appropriate vocabulary and forms of expression
  2. writes and speaks in an inappropriate register and style that do not serve the context and intention
  3. uses grammar, syntax and punctuation with limited accuracy; errors often hinder communication
  4. spells/writes and pronounces with limited accuracy; errors often hinder communication
  5. makes limited and/or inappropriate use of non-verbal communication techniques.

3-4

The student:

  1. provides adequate identification and comment upon significant aspects of texts
  2. provides adequate identification and comment upon the creator’s choices
  3. justifies opinions and ideas with some examples and explanations, though this may not be consistent; uses some terminology
  4. identifies some similarities and differences in features within and between texts.

The student:

  1. makes adequate use of organizational structures that serve the context and intention

  1. organizes opinions and ideas with some degree of logic

  1. makes adequate use of referencing and formatting tools to create a presentation style suitable to the context and intention.

The student:

  1. produces texts that demonstrate adequate personal engagement with the creative process; demonstrates some thought or imagination and some exploration of new perspectives and ideas

  1. makes some stylistic choices in terms of linguistic, literary and visual devices, demonstrating some awareness of impact on an audience

  1. selects some relevant details and examples to support ideas.

The student:

  1. uses an adequate range of appropriate vocabulary, sentence structures and forms of expression

  1. sometimes writes and speaks in a register and style that serve the context and intention

  1. uses grammar, syntax and punctuation with some degree of accuracy; errors sometimes hinder communication

  1. spells/writes and pronounces with some degree of accuracy; errors sometimes hinder communication

  1. makes some use of appropriate non-verbal communication techniques.

5-6

The student:

  1. provides substantial identification and comment upon significant aspects of texts
  2. provides substantial identification and comment upon the creator’s choices
  3. sufficiently justifies opinions and ideas with examples and explanations;
  4. uses accurate terminology
  5. describes some similarities and differences in features across and within and between texts.

The student:

  1. makes competent use of organizational structures that serve the context and intention
  2. organizes opinions and ideas in a logical manner, with ideas building on each other
  3. makes competent use of referencing and formatting tools to create a presentation style suitable to the context and intention.

The student:

  1. produces texts that demonstrate considerable personal engagement with the creative process; demonstrates considerable thought or imagination and substantial exploration of new perspectives and ideas
  2. makes thoughtful stylistic choices in terms of linguistic, literary and visual devices, demonstrating good awareness of impact on an audience
  3. selects sufficient relevant details and examples to support ideas.

The student:

  1. uses a varied range of appropriate vocabulary, sentence structures and forms of expression competently
  2. writes and speaks competently in a register and style that serve the context and intention
  3. uses grammar, syntax and punctuation with a considerable degree of accuracy; errors do not hinder effective communication
  4. spells/writes and pronounces with a considerable degree of accuracy; errors do not hinder effective communication
  5. makes sufficient use of appropriate non-verbal communication techniques.

7-8

The student:

  1. provides perceptive identification and comment upon significant aspects of texts
  2. provides perceptive identification and comment upon the creator’s choices
  3. gives detailed justification of opinions and ideas with a range of examples, and thorough explanations; uses accurate terminology
  4. compares and contrasts features within and between texts.

The student:

  1. makes sophisticated use of organizational structures that serve the context and intention effectively
  2. effectively organizes opinions and ideas in a logical manner with ideas building on each other in a sophisticated way
  3. makes excellent use of referencing and formatting tools to create an effective presentation style.

The student:

  1. produces texts that demonstrate a high degree of personal engagement with the creative process; demonstrates a high degree of thought or imagination and perceptive exploration of new perspectives and ideas
  2. makes perceptive stylistic choices in terms of linguistic, literary and visual devices, demonstrating clear awareness of impact on an audience
  3. selects extensive relevant details and examples to support ideas.

The student:

  1. effectively uses a range of appropriate vocabulary, sentence structures and forms of expression
  2. writes and speaks in a consistently appropriate register and style that serve the context and intention
  3. uses grammar, syntax and punctuation with a high degree of accuracy; errors are minor and communication is effective
  4. spells/writes and pronounces with a high degree of accuracy; errors are
  5. minor and communication is effective
  6. makes effective use of appropriate non-verbal communication techniques.

MYP Assessment Criteria - Language and Literature

Grades 7-8

Criterion A

Analysing

Criterion B

Organizing

Criterion C

Producing Text

Criterion D

Using Language

1-2

The student:

i. provides minimal identification or explanation of the content, context,

language, structure, technique and style, and does not explain the relationships among texts

ii. provides minimal identification and explanation of the effects of the

creator’s choices on an audience

iii. rarely justifies opinions and ideas with examples or explanations; uses

little or no terminology

iv. interprets few similarities and differences in features within and between

genres and texts.

The student:

i. makes minimal use of organizational structures though these may not always serve the context and intention

ii. organizes opinions and ideas with a minimal degree of coherence and logic

iii. makes minimal use of referencing and formatting tools to create a presentation style that may not always be suitable to the context and

intention.

The student:

i. produces texts that demonstrate limited personal engagement with the creative process; demonstrates a limited degree of thought, imagination or sensitivity and minimal exploration and consideration of new perspectives and ideas

ii. makes minimal stylistic choices in terms of linguistic, literary and visual devices, demonstrating limited awareness of impact on an audience

iii. selects few relevant details and examples to develop ideas.

The student:

i. uses a limited range of appropriate vocabulary and forms of expression

ii. writes and speaks in an inappropriate register and style that do not serve the context and intention

iii. uses grammar, syntax and punctuation with limited accuracy; errors often hinder communication

iv. spells/writes and pronounces with limited accuracy; errors often hinder communication

v. makes limited and/or inappropriate use of non-verbal communication techniques.

3-4

The student:

i. provides adequate identification and explanation of the content, context,

language, structure, technique and style, and some explanation of the relationships among texts

ii. provides adequate identification and explanation of the effects of the

creator’s choices on an audience

iii. justifies opinions and ideas with some examples and explanations, though this may not be consistent; uses some terminology

iv. interprets some similarities and differences in features within and between genres and texts.

The student:

i. makes adequate use of organizational structures that serve the context and intention

ii. organizes opinions and ideas with some degree of coherence and logic

iii. makes adequate use of referencing and formatting tools to create a presentation style suitable to the context and intention.

The student:

i. produces texts that demonstrate adequate personal engagement with the creative process; demonstrates some degree of thought, imagination and sensitivity and some exploration and consideration of new perspectives and ideas

ii. makes some stylistic choices in terms of linguistic, literary and visual devices, demonstrating adequate awareness of impact on an audience

iii. selects some relevant details and examples to develop ideas.

The student:

i. uses an adequate range of appropriate vocabulary, sentence structures and forms of expression

ii. sometimes writes and speaks in a register and style that serve the context and intention

iii. uses grammar, syntax and punctuation with some degree of accuracy; errors sometimes hinder communication

iv. spells/writes and pronounces with some degree of accuracy; errors sometimes hinder communication

v. makes some use of appropriate non-verbal communication techniques.

5-6

The student:

i. provides substantial identification and explanation of the content, context, language, structure, technique and style, and explains the relationships among texts

ii. provides substantial identification and explanation of the effects of the creator’s choices on an audience

iii. sufficiently justifies opinions and ideas with examples and explanations; uses accurate terminology

iv. competently interprets similarities and differences in features within and

between genres and texts.

The student:

i. makes competent use of organizational structures that serve the context and intention

ii. organizes opinions and ideas in a coherent and logical manner with ideas building on each other

iii. makes competent use of referencing and formatting tools to create a presentation style suitable to the context and intention.

The student:

i. produces texts that demonstrate considerable personal engagement with the creative process; demonstrates considerable thought, imagination and sensitivity and substantial exploration and

consideration of new perspectives and ideas

ii. makes thoughtful stylistic choices in terms of linguistic, literary and visual devices, demonstrating good awareness of impact on an audience

iii. selects sufficient relevant details and examples to develop ideas.

The student:

i. uses a varied range of appropriate vocabulary, sentence structures and forms of expression competently

ii. writes and speaks competently in a register and style that serve the context and intention

iii. uses grammar, syntax and punctuation with a considerable degree of accuracy; errors do not hinder effective communication

iv. spells/writes and pronounces with a considerable degree of accuracy; errors do not hinder effective communication

v. makes sufficient use of appropriate non-verbal communication techniques.

7-8

The student:

i. provides perceptive identification and explanation of the content, context, language, structure, technique and style, and explains the relationships among texts thoroughly

ii. provides perceptive identification and explanation of the effects of the

creator’s choices on an audience

iii. gives detailed justification of opinions and ideas with a range of examples, and thorough explanations; uses accurate terminology

iv. perceptively compares and contrasts features within and between

genres and texts.

The student:

i. makes sophisticated use of organizational structures that serve the context and intention effectively

ii. effectively organizes opinions and ideas in a coherent and logical manner with ideas building on each other in a sophisticated way

iii. makes excellent use of referencing and formatting tools to create an effective presentation style.

The student:

i. produces texts that demonstrate a high degree of personal engagement with the creative process; demonstrates a high degree of thought, imagination and sensitivity and perceptive exploration and consideration of new perspectives and ideas

ii. makes perceptive stylistic choices in terms of linguistic, literary and visual devices, demonstrating clear awareness of impact on an audience

iii. selects extensive relevant details and examples to develop ideas with precision.

The student:

i. effectively uses a varied range of appropriate vocabulary, sentence structures and forms of expression

ii. writes and speaks in a consistently appropriate register and style that serve the context and intention

iii. uses grammar, syntax and punctuation with a high degree of accuracy; errors are minor and communication is effective

iv. spells/writes and pronounces with a high degree of accuracy; errors are minor and communication is effective

v. makes effective use of appropriate non-verbal communication techniques.

MYP Assessment Criteria - Language and Literature

Grades 9-10

Criterion A

Analysing

Criterion B

Organizing

Criterion C

Producing Text

Criterion D

Using Language

1-2

The student:

i. provides limited analysis of the content, context, language, structure, technique and style of text(s) and the relationship among texts

ii. provides limited analysis of the effects of the creator’s choices on an audience

iii. rarely justifies opinions and ideas with examples or explanations; uses little or no terminology

iv. evaluates few similarities and differences by making minimal connections in features across and within genres and texts.

The student:

i. makes minimal use of organizational structures though these may not always serve the context and intention

ii. organizes opinions and ideas with a minimal degree of coherence and logic

iii. makes minimal use of referencing and formatting tools to create a presentation style that may not always be suitable to the context and intention.

The student:

i. produces texts that demonstrate limited personal engagement with the creative process; demonstrates a limited degree of insight, imagination or sensitivity and minimal exploration of and critical reflection on new perspectives and ideas

ii. makes minimal stylistic choices in terms of linguistic, literary and visual devices, demonstrating limited awareness of impact on an audience

iii. selects few relevant details and examples to develop ideas.

The student:

i. uses a limited range of appropriate vocabulary and forms of expression

ii. writes and speaks in an inappropriate register and style that do not serve the context and intention

iii. uses grammar, syntax and punctuation with limited accuracy; errors often hinder communication

iv. spells/writes and pronounces with limited accuracy; errors often hinder communication

v. makes limited and/or inappropriate use of non-verbal communication techniques.

3-4

The student:

i. provides adequate analysis of the content, context, language, structure,

technique and style of text(s) and the relationship among texts

ii. provides adequate analysis of the effects of the creator’s choices on an

audience

iii. justifies opinions and ideas with some examples and explanations, though this may not be consistent; uses some terminology

iv. evaluates some similarities and differences by making adequate connections in features across and within genres and texts.

The student:

i. makes adequate use of organizational structures that serve the context and intention

ii. organizes opinions and ideas with some degree of coherence and logic

iii. makes adequate use of referencing and formatting tools to create a presentation style suitable to the context and intention.

The student:

i. produces texts that demonstrate adequate personal engagement with the creative process; demonstrates some insight, imagination or sensitivity and some exploration of and critical reflection on new perspectives and ideas

ii. makes some stylistic choices in terms of linguistic, literary and visual devices, demonstrating adequate awareness of impact on an audience

iii. selects some relevant details and examples to develop ideas.

The student:

i. uses an adequate range of appropriate vocabulary, sentence structures and forms of expression

ii. sometimes writes and speaks in a register and style that serve the context and intention

iii. uses grammar, syntax and punctuation with some degree of accuracy; errors sometimes hinder communication

iv. spells/writes and pronounces with some degree of accuracy; errors sometimes hinder communication

v. makes some use of appropriate non-verbal communication techniques.

5-6

The student:

i. competently analyses the content, context, language, structure, technique, style of text(s) and the relationship among texts

ii. competently analyses the effects of the creator’s choices on an audience

iii. sufficiently justifies opinions and ideas with examples and explanations; uses accurate terminology

iv. evaluates similarities and differences by making substantial connections in features across and within genres and texts.

The student:

i. makes competent use of organizational structures that serve the context and intention

ii. organizes opinions and ideas in a coherent and logical manner with ideas building on each other

iii. makes competent use of referencing and formatting tools to create a presentation style suitable to the context and intention.

The student:

i. produces texts that demonstrate considerable personal engagement with the creative process; demonstrates considerable insight, imagination or sensitivity and substantial exploration of and critical reflection on new perspectives and ideas

ii. makes thoughtful stylistic choices in terms of linguistic, literary and visual devices, demonstrating good awareness of impact on an audience

iii. selects sufficient relevant details and examples to develop ideas.

The student:

i. uses a varied range of appropriate vocabulary, sentence structures and forms of expression competently

ii. writes and speaks competently in a register and style that serve the context and intention

iii. uses grammar, syntax and punctuation with a considerable degree of accuracy; errors do not hinder effective communication

iv. spells/writes and pronounces with a considerable degree of accuracy; errors do not hinder effective communication

v. makes sufficient use of appropriate non-verbal communication techniques.

7-8

The student:

i. provides perceptive analysis of the content, context, language, structure,

technique, style of text(s) and the relationship among texts

ii. perceptively analyses the effects of the creator’s choices on an audience

iii. gives detailed justification of opinions and ideas with a range of examples, and thorough explanations; uses accurate terminology

iv. perceptively compares and contrasts by making extensive connections in features across and within genres and texts.

The student:

i. makes sophisticated use of organizational structures that serve the context and intention effectively

ii. effectively organizes opinions and ideas in a sustained, coherent and logical manner with ideas building on each other in a sophisticated way

iii. makes excellent use of referencing and formatting tools to create an effective presentation style.

The student:

i. produces texts that demonstrate a high degree of personal engagement with the creative process; demonstrates a high degree of insight, imagination or sensitivity and perceptive exploration of and critical reflection on new perspectives and ideas

ii. makes perceptive stylistic choices in terms of linguistic, literary and visual devices, demonstrating good awareness of impact on an audience

iii. selects extensive relevant details and examples to develop ideas with precision.

The student:

i. effectively uses a range of appropriate vocabulary, sentence structures and forms of expression

ii. writes and speaks in a consistently appropriate register and style that

serve the context and intention

iii. uses grammar, syntax and punctuation with a high degree of accuracy; errors are minor and communication is effective

iv. spells/writes and pronounces with a high degree of accuracy; errors are minor and communication is effective

v. makes effective use of appropriate non-verbal communication techniques.