The following assessment criteria have been established by the IBO for physical education in the Middle Years Programme. The final assessment required for 1BO-validated grades and certification at the end of the MYP must be based on these assessment criteria.

 

	For each assessment criterion, a number of band descriptors are defined. These describe a range of achievement levels with the lowest level represented as 0.
	The criteria are not equally weighted.
	The descriptors concentrate on positive achievement, although failure to achieve may be included in the description for the lower levels.

Detailed descriptions of the assessment criteria and band descriptors appear below.

The process by which a student’s total level of achievement (in terms of the assessment criteria) is finally converted to a single grade is published in the MYP Coordinator’s Handbook.

General Principles

	Only whole numbers should be recorded; partial levels, fractions and decimals are not acceptable.
	The levels attributed to the descriptors must not be considered as marks or percentages, nor should it be assumed that there are arithmetical relationships between descriptors. For example, a level 4 performance is not necessarily twice as good as a level 2 performance.
	Teachers should not think in terms of a pass/fail boundary for each criterion, or make comparisons with the MYP 1-7 grade scale, but should concentrate on identifying the appropriate descriptor for each assessment criterion.
	The highest descriptors do not imply faultless performance, but should be achievable by students aged 16. Teachers should therefore not hesitate to use the highest and lowest levels if they are appropriate descriptors for the work being assessed.
	A student who attains a high level of achievement for one criterion will not necessarily reach high levels of achievement for the other criteria. Conversely, a student who attains a low level of achievement for one criterion will not necessarily attain low levels of achievement for the other criteria.
	Teachers should not assume that the results of a group of students being assessed will follow any particular distribution pattern.

Knowledge and Understanding
Maximum 6

Students are expected to have a knowledge and understanding of the physical activities or themes studied. This criterion includes understanding the principles related to a variety of physical activities, the importance of physical activity to a healthy lifestyle and the various components that contribute to health-related fitness.

Movement Composition
Maximum 6

Students are expected to develop compositional skills by creating, selecting and linking movements into sequences.

Performance/Application
Maximum 10

Students are expected to display the motor skills learned in a variety of physical activities. They should be able to apply tactics, strategies and rules in individual and group situations. it is also important that students use movement concepts appropriately and apply health and fitness principles.

Social Skills
Maximum 6

This criterion covers students’ ability to work cooperatively while respecting themselves and their social and physical environment. They should also show the ability to support and encourage others, develop appropriate attitudes and strategies for interrelating with others and show sensitivity through intercultural awareness.

Personal Engagement
Maximum 6

Students are expected to show initiative, creativity and a willingness to improve themselves. They should also take responsibility for their own learning while sharing enthusiasm for and commitment to the activity undertaken. Self-motivation, organization and responsible behaviour are all covered by this criterion as are the abilities to recognize, analyse and evaluate the effects of a variety of physical activities on both the individual student and on others. Reflection on and evaluation of individual performance is also important, as is the ability to set goals for future development.

Physical Education: Moderation

The following details apply only to schools that request IBO-validated grades. Teachers should note that there are three distinct phases to the moderation process:

	Phase 1	- submission of moderation samples
	Phase 2	- submission of MYP marksheets
	Phase 3	- award of MYP grades.

Purpose of Moderation

The external moderation procedure in all MYP subjects and the personal project exists to ensure that students from different schools and different countries receive comparable grades for comparable work, and that the same standards apply from year to year.

All MYP assessment is carried out by the students’ own classroom teachers (or by the supervisors in the case of the personal project). The IBO moderation procedures ensure that the final judgments made by these teachers all conform to an agreed scale of measurement on common criteria.

To ensure this comparability and conformity, moderation samples submitted to IBCA must be assessed using the assessment criteria and levels of achievement listed in this guide.

 

Phase I: Submission of Moderation Samples

Schools that request IBO-validated grades must submit a moderation sample to IBCA. Each moderation sample must include eight folders of students’ work with each folder representing the work of a single student. In each folder teachers must include a completed coversheet F3.1, and for each piece of students’ work, a description of the assessment task and any background information must be supplied
 

Prescribed Minimum

In order to meet the required number of judgments against each criterion, the following pieces of work must be submitted in each folder.

	Evidence of the student’s abilities: video evidence of student performance accompanied by a written report (see “Guidelines for Preparation of Videotaped Evidence”).
	Pieces of written work illustrating the student’s performance: this written work can be based on a combination of daily observations (student and teacher), projects, self- and peer-assessments, oral tasks (interviews), evaluations, portfolios of work, records.

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