-Assessment in all years of the programme is criterion-related, based on four equally weighted assessment criteria. These are labeled A, B, C, and D (see chart below). Each assessed task is scored using a rubric modified from the generic official IB rubric showing task-specific requirements. 

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-Each criteria is assessed multiple times using both formative (using feedback for learning) and summative (final learning) assessments in each subject, in order to provide a clearer picture of a student's true level of understanding and mastery. 

These assessments represent a continuum of learning, as no scores are averaged and the object is to show 'growth over time'.

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-In the MYP, each criterion has eight possible achievement levels (1–8), divided into four bands that generally represent limited (1–2); adequate (3–4); substantial (5–6); and excellent (7–8) performance. Each band has its own unique descriptor that teachers use to make “best-fit” judgments about students’ progress and achievement.

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Assessment in the MYP aims to:

• support and encourage student learning by providing feedback on the learning process

• inform, enhance and improve the teaching process

• provide opportunity for students to exhibit transfer of skills across disciplines, such as in the personal project and interdisciplinary unit assessments

• promote positive student attitudes towards learning

• promote a deep understanding of subject content by supporting students in their inquiries set in real-world contexts

• promote the development of critical- and creative-thinking skills

• reflect the international-mindedness of the programme by allowing assessments to be set in a variety of cultural and linguistic contexts

• support the holistic nature of the programme by including in its model principles that take account ofthe development of the whole student.

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According to the IB:

The core philosophy of International Baccalaureate assessment is a focus on acquisition and demonstration of higher-order thinking skills, such as analysis and critical evaluation. Rudimentary knowledge recall plays a negligible part in our assessment components. IB assessments proactively seek application and conclusive demonstration of knowledge and skill sets in relation to complex problems and stimulus materials. Students are tested on argument and explanation and are required to show their working. The competencies that IB assessments seek to test take months, if not years, of consistent application to acquire and cannot be mastered in a few hours prior to examination.