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  3. <b>Your Guide to Assessment in the MYP</b>
  4. Formative assessment in the MYP
  5. Planning for formative assessments

Planning for formative assessments

Several elements of MYP unit plans can be used to develop formative assessment strategies that will support students’ development.

The unit plan

Formative assessment is documented in the Learning Experiences section of the unit plan. The strategies described in this section should:

  • align with objectives identified in the summative assessment, content and approaches to learning section of the unit plan;
  • provide opportunities for students to practice the knowledge and skills outlined in the unit plan, and receive feedback about their progress, and;
  • provide evidence that teachers can use to adjust teaching and learning in ways that promote student achievement.
The subject-specific criteria

The subject-specific criteria and the level descriptors in the rubrics are also useful for formative assessment. 

  • The rubrics provide specific descriptions of student work that are directly related to the objectives. 
  • The rubrics can be used during the unit for self-, peer- or formative assessment to help students identify what aspects of their work can be improved. 
  • The descriptors in the rubrics provide detailed, specific comments about students’ progress. 
  • Students and teachers can compare the different level descriptors to identify what to do next in order to improve their work.
The objectives

Because the same objectives are used from year 1 to year 5, the objectives articulate the long-term goals of study in the subject area. The feedback that students receive on summative assessment tasks can be applied to similar tasks later in the course, or even in subsequent years.  This provides lots of opportunities for students to receive feedback and make purposeful improvements in their learning. 

To develop a shared language around assessments with your students, download and print these visual handouts for subject-specific MYP criteria. 

Disclaimer: This guide has been produced independently of and not endorsed by the IB. Toddle’s resources seek to encourage sharing of perspectives and innovative ideas for classroom teaching & learning. They are not intended to be replacements for official IB guides and publications. Views and opinions expressed by the authors of these resources are personal and should not be construed as official guidance by the IB. Please seek assistance from your school’s IB coordinator and/or refer to official IB documents before implementing ideas and strategies shared within these resources in your classroom.