• Standardizing ensures a common understanding of the relationship between achievement levels and performance.


  • To develop an understanding of the relationship between calibration and standardisation.
  • To determine the standardized nature of a valid approach to arriving at a judgement.
  • To reflect upon the local to global significance of a standardised approach.


Standard A - Philosophy #8

  • 8. The school participates in the IB world community.

Standard C4 - Assessment #1a, 1b, 1c, 1d, 2, 3, 4, 5, 6, 7, 8

  • 1(a). The school uses the prescribed assessment criteria for each subject group in year 5 of the programme.
  • 1(b). The school implements a coherent framework of assessment criteria aligned with the school's interim objectives.
  • 1(c). Teacher standardize their understanding and application of criteria before deciding on achievement levels.
  • 1(d). The school provides students with task-specific clarifications for assessment.
  • 2. The school communicates its assessment philosophy, policy and procedures to the school community.
  • 3. The school uses a range of strategies and tools to assess student learning.
  • 4. The school provides students with feedback to inform and improve their learning.
  • 5. The school has systems for recording student progress aligned with the assessment philosophy of the programme(s).
  • 6. The school has systems for reporting student progress aligned with the assessment philosophy of the programme(s).
  • 7. The school analyses assessment data to inform teaching and learning.
  • 8. The school provides opportunities for students to participate in, and reflect on, the assessment of their work.

=Standardization of internal assessment =

If more than one teacher is involved in one subject for a single year group the school must ensure standardization of internal assessment is carried out to provide a common system for the application of the assessment criteria to each student.

Standardization of internal assessment is best achieved by:

  • =the use of common assessment tasks =

  • =shared assessment between the teachers involved =

  • =regular contact between the teachers. =

Activity: Calibrate and Standardize!

Moderation Samples

  1. Real Life Problem
  2. Investigation


Step 1. Read and assess the moderation samples.Step 2. Share your assessment at your table. Step 3. If there is any variation, explain how you arrived at your result.Step 4. The group now reaches a consensus on the assessment.

MYP: From principles into practice

The value of the time invested in the process of rubric design is that those produced:
  • are an integral part of the learning process
  • support learning by guiding instruction
  • can be used with example materials to deepen understanding
  • bring transparency to the processes of assessment for teachers, students and parents
  • provide clear and measurable evidence of learning
  • can be used again in subsequent years
  • can be modified themselves as the units change over time
  • contribute to teacher reflections on the MYP unit of work
  • can be useful in curriculum review or monitoring when used collectively, as they can help to identify the specific content actually taught during a learning period.