IB Middle Years Programme

Mid Semester Progress Report

2022-2023

Date : Nov 18, 2022 Attendance

Student Name : HAJ SLEIMAN EL HAIDAR Absent Late

Omar Walid

Grade: Y7L / A

Dear MYP Parents,

The purpose of the Progress Report is to inform students and parents of reliable and valid feedback on student
learning.

Learning is an ongoing process. Some subjects manage to assess tasks using all assessment criteria while others
report on the criteria covered so far.

³Assessment in the MYP is criterion-related and directly linked to the aims and objectives of the subject groups. MYP
criterion-related assessment leads to teaching and learning that is grounded in inquiry, while maintaining disciplinary
rigor.´(From principles into practice, p.29)
Subject Group Achievement Final Grade ATL skills
Achievement levels out of 8 out of 7 RSUM
Δ˷ϳΑέόϟ΍Δϐ˷Ϡϟ΍ A B C D I Communication : U
Teacher: Rana Makrous 4 VI Information Literacy : U
4 5 3 3 VII Media Literacy : U
French A B C D I Communication : U
Teacher: Santa Haber el- 4 IX Creativity and Innovation : U
4 6 4 4
Mathematics A B C D I Communication : S
Teacher: Mariam Sbaity 4 X Transfer : S
7 2 3 5
English A B C D I Communication : U
Teacher: Andrew Esber Issa 5 IX Creativity and Innovation : U
7 5 5 5
Sciences A B C D V Reflection : S
Teacher: Christine Chammas 3 IX Creativity and Innovation : U
4 4 2 4
Individuals and Societies A B C D I Communication : U
Teacher: Naji Dagher 6 VIII Critical Thinking : U
6 7 6 5
Digital Design A B C D VIII Critical Thinking : S
Teacher: Jean-Marc Fatta el- 6 IX Creativity and Innovation : S
7 4 8 7
Visual Arts A I Communication : S
Teacher: Lili Moubarak IX Creativity and Innovation : S
4
Physical Education A B C D III Organisation : S
Teacher: Hassan Abou Laban 5 IV Affective : S
4 4 5 7 IX Creativity and Innovation : S
Using IB MYP Assessment Criteria
IB MYP Assessment Criteria (From principles into practice, p.80)

Criterion A Criterion B Criterion C Criterion D

Language and Analysing Organizing Producing text Using language
literature
Language acquisition Listening Reading Speaking Writing
Individuals and Knowing and Investigating Communicating Thinking critically
societies understanding
Sciences Knowing and Inquiring and designing Processing and Reflecting on the
understanding evaluating impacts of science
Mathematics Knowing and Investigating patterns Communicating Applying mathematics
understanding in real-world contexts
Arts Knowing and Developing skills Thinking creatively Responding
understanding
Physical and health Knowing and Planning for Applying and Reflecting and
education understanding performance performing improving performance
Design Inquiring and analysing Developing ideas Creating the solution Evaluating
Personal projects Planning Applying skills Reflecting X
Interdisciplinary Evaluating Synthesizing Reflecting X

Schools must regularly report student progress towards the MYP objectives using the prescribed subject-group assessment
criteria. The criteria for each subject group represent the use of knowledge, understanding and skills that must be taught. They
encompass the factual, conceptual, procedural and metacognitive dimensions of knowledge. Assessment criteria for years 1, 3
and 5 of the programme are provided in MYP subject-group guides, and their use is mandatory.

Achievement Levels (From principles into practice, p.82)

Each criterion is divided into various achievement levels (numerical values) that appear in bands, and each band contains
general, qualitative value statements called level descriptors. The levels 1 and 2 appear as the first band, levels 3 and 4 as the
second band, and so on. Level 0 is available for work that is not described by the band descriptor for levels 1 and 2. All criteria
have four bands and a maximum of eight achievement levels. All MYP subject groups have four assessment criteria divided into
four bands, each of which represents two levels of achievement. MYP criteria are equally weighted.

The level descriptors for each band describe a range of student performance in the various strands of each objective. At the
lowest levels, student achievement in each of the strands will be minimal. As the numerical levels increase, the level descriptors
describe greater achievement levels in each of the strands.

Command Terms (From principles into practice, p.82)

Command terms are embedded in the objectives and assessment criteria of each subject group in the MYP. The outcome of using
command terms is that students understand and know what to do when asked to ³describe´as opposed to ³discuss´or to ³infer´
as opposed to ³explain´An understanding and mastery of the command terms is an ATL skill that can be applied in new
situations across the MYP subject groups as well as in further study, including in the DP and IBCC.

Teachers use command terms when giving instructions, when questioning students, when posing problems and when eliciting
responses from a class. Students are expected to understand and be able to respond effectively to the command terms present in
teaching instructions, questions and problems presented to them. While the definitions for the command terms remain the same,
the expectation for the level of sophistication of students¶understanding, responses and performances is expected to progress
with students¶maturity and intellectual development.
IB MYP General Grade Descriptors
Schools using the MYP ±scale should use the grade boundary guidelines table that follows to determine final grades in each
year of the MYP. The table provides a means of converting the criterion levels total into a grade based on a scale of ±

Performance Descriptor

Produces work of very limited quality not demonstrating understanding of the grade level standard.
1 Conveys many significant misunderstandings or lack understanding of most concepts and contexts. Very
rarely demonstrates critical or creative thinking. Very inflexible, rarely using knowledge or skills.
Produces work of limited quality not demonstrating understanding of the grade level standard. Expresses
misunderstandings or significant gaps in understanding for many concepts and contexts. Infrequently
2
demonstrates critical or creative thinking. Generally inflexible in the use of knowledge and skills,
infrequently applying knowledge and skills.
Produces work of an acceptable quality showing little progress toward understanding the grade level
standard. Communicates basic understanding of many concepts and contexts, with occasionally
3 significant misunderstandings or gaps. Begins to demonstrate some basic critical and creative thinking.
Is often inflexible in the use of knowledge and skills, requiring support even in familiar classroom
situations.
Produces good-quality work showing progress toward grade level standard with support and additional
time. Communicate basic understanding of most concepts and contexts with few misunderstandings and
4
minor gaps. Often demonstrates basic critical and creative thinking. Uses knowledge and skills with
some flexibility in familiar classroom situations, but requires support in unfamiliar situations.
Produces generally high-quality, occasionally innovative work demonstrating progressive proficiency
toward the grade level standard. Communicates secure understanding of concepts and contexts.
5
Demonstrates critical and creative thinking, sometimes with sophistication. Uses knowledge and skills in
familiar classroom and real-world situations and, with support, some unfamiliar world situations.
Produces high-quality, occasionally innovative work demonstrating independent proficiency toward the
grade level standard. Communicates extensive understanding of concepts and contexts. Demonstrates
6
critical and creative thinking, frequently with sophistication. Uses knowledge and skills in familiar and
unfamiliar classroom and real-world situations, often with independence.
Produces high quality, frequently innovative work demonstrating independent proficiency in the grade
level standard. Communicates comprehensive, nuanced understanding of concepts and contexts.
7
Consistently demonstrates sophisticated critical and creative thinking. Frequently transfers knowledge
and skills with independence and expertise in a variety of complex classroom and real-world situations.
IB MYP Grade boundaries for school-based reporting
The table below provides the revised boundary guidelines for three criteria, for use when reporting student achievement in
interdisciplinary unit assessments.

From Interdisciplinary teaching and learning in the MYP for use from September 2021/January 2022 (page 71-72)

Boundary
Performance Level descriptor
guidelines
Produces work of a very limited quality. Conveys many significant misunderstandings or
lacks understanding of most concepts and contexts. Very rarely demonstrates evidence of
1 ± critical or creative thinking to make connections between disciplines and reflect on personal
development. Very inflexible, rarely shows evidence of knowledge, skills or action taken or to
be taken.
Produces work of limited quality. Communicates limited understanding of some concepts and
contexts. Demonstrates limited evidence of critical and creative thinking to make connections
2 ±
between disciplines and reflect on personal development. Limited evidence of transfer of
interdisciplinary knowledge and reflection on actions taken or to be taken.
Produces work of an acceptable quality. Communicates basic interdisciplinary understanding
of many concepts and contexts with occasional evidence of appropriate exploration of real-
world issues, ideas and challenges, with occasional significant misunderstandings or gaps.
3 ±
Begins to demonstrate some basic critical and creative thinking to make connections between
disciplines, create new understandings and reflect on personal development. Begins to transfer
interdisciplinary knowledge and outlines action taken or to be taken with little insight.
Produces good-quality work. Communicates basic interdisciplinary understanding of most
concepts and contexts through appropriate exploration of real-world issues, ideas and
challenges, with few misunderstandings and minor gaps. Often demonstrates critical and
4 ±
creative thinking to make connections between disciplines, create new understandings and
reflect on personal development. Transfers some interdisciplinary knowledge and outlines
action taken or to be taken in familiar situations.
Produces generally high-quality work. Communicates good interdisciplinary understanding of
concepts and contexts through effective exploration of real- world issues, ideas and
challenges. Demonstrates critical and creative thinking to synthesize and create new
5 ±
understandings and reflect on personal development, sometimes with sophistication. Usually
transfers interdisciplinary knowledge and explains action taken or to be taken in unfamiliar
situations.
Produces high-quality, occasionally insightful work. Communicates extensive
interdisciplinary understanding of concepts and contexts through effective exploration of real-
world issues, ideas and/or challenges. Demonstrates critical and creative thinking to
6 ±
synthesize and create new understandings and reflect on personal development, frequently
with sophistication. Transfers interdisciplinary knowledge and explains action taken or to be
taken in unfamiliar situations.
Produces high-quality, frequently insightful work. Communicates comprehensive, nuanced
interdisciplinary understanding of concepts and contexts through effective exploration of real-
world issues, ideas and/or challenges. Consistently demonstrates sophisticated critical and
7 21-24
creative thinking to synthesize and create new understandings and reflect on personal
development. Frequently transfers interdisciplinary knowledge and discusses action taken or
to be taken in unfamiliar situations.

Approaches to learning (ATL) Ratings

R=Rarely
S=Sometimes
U=Usually
M=Most of the time