Grading Structure
The International Baccalaureate feedback model offers our middle school scholars a more holistic view of their learning. Students have clear pathways to challenge themselves to reach deeper levels of learning.
The grading structure at the middle level aligns with the standards of the International Baccalaureate (IB) Middle Years Programme (MYP). This feedback model offers a more holistic descriptor of learning, with academic rigor embedded in the framework. Every class provides opportunity for students to stretch and challenge themselves to reach deeper levels of thinking — every class is an honors class with rich opportunities for students to enhance their learning experience.
Assessing students against criteria provides clear descriptions of what learning looks like, and ensures students know how to achieve at a high level before attempting an assignment. Criteria also help teachers clarify and express expectations for learning in ways students can understand. Students receive feedback on their performance based on the criteria level descriptors. In addition to instructor feedback, students self-assess their progress. Scores represent growth and learning demonstrated over the year.
IB MYP Grades and Descriptors
In Hopkins, learning is not looked at through a lens of memorization or “teaching to the test” strategies. Students demonstrate mastery of concepts in multiple ways, as they will in the real world. Academic rigor is deeply embedded in every class, and there are opportunities for students to develop their talents and cultivate new ones within the IB learning framework.
Using the IB grading structure outlined below, students obtain a richer picture of how they are doing in school. This grading system will help your student understand their strengths, and provide pathways for them to elevate their learning experiences.
- 7-8: High quality, frequently innovative
- 6: High quality, occasionally innovative
- 5: Generally high quality
- 4: Good quality
- 3: Acceptable quality
- 2: Limited quality
- 1: Very limited quality
7-8: High quality, frequently innovative
6: High quality, occasionally innovative
5: Generally high quality
4: Good quality
3: Acceptable quality
2: Limited quality
1: Very limited quality
IB Assessment
At the Hopkins junior high schools, we expect all students can achieve at increasingly higher levels. We believe in progress, which shows students how they can grow, rather than focusing on perfection.
The purpose of assessment is:
- To provide feedback to parents, students, and teachers about learning and understanding.
- To be used as a tool to adjust instruction to accomplish course objectives.
- To provide students with a means to reflect on their learning.
- To provide teachers with data to evaluate instructional effectiveness.
- To provide parents with relevant data about student progress.
In an IB school, there are eight subject areas that students study each of the three years of the Middle Years Programme. Those subject areas are: Arts, Design, Individuals and Societies, Language Acquisition, Language and Literature, Mathematics, Physical and Health Education, and Science.
Each year, students get feedback on four criteria, which reflect the knowledge and skills that students will learn and practice in that subject area.
More information about our philosophy, common practices in recording student achievement, subject area requirements and more can be found in our Hopkins Junior High Assessment Policy.
