Critères d'évaluation MYP (A–D)

Criterion A assesses students' knowledge and understanding of mathematical concepts, facts, rules and techniques. Tasks under this criterion typically ask students to demonstrate that they can select and apply the right mathematical method for a given problem.

What examiners look for: correct application of mathematical procedures; knowledge of relevant definitions and theorems; ability to follow through a procedure to a correct answer; understanding of conditions and limitations on techniques.

Common mistakes: arithmetic errors that undermine correct method; confusing similar techniques (e.g. area and perimeter, mean and median); applying a method without checking whether it is appropriate.

Criterion B assesses students' ability to notice patterns, make conjectures, test them and justify their reasoning. This is where the investigative, exploratory character of the MYP framework is most visible.

What examiners look for: clear identification of a pattern; a conjecture expressed in general terms; testing the conjecture with additional examples; a justification (proof or reasoned argument) for why the pattern holds; extension to a wider or more complex context.

Common mistakes: giving only examples without a general statement; restating the pattern descriptively without expressing it algebraically or symbolically; confusing "this works in my examples" with "this will always work".

Criterion C assesses students' ability to use mathematical language, notation and representations accurately and effectively to communicate mathematical ideas, reasoning and results.

What examiners look for: use of correct notation (e.g. function notation, set notation, interval notation); clear, logical working presented step by step; appropriate use of diagrams, tables and graphs with correct labels and units; conclusions stated clearly in context; an organised, coherent response.

Common mistakes: writing "= " to mean "therefore"; omitting units; producing graphs without labels or scales; writing a correct answer without showing method; mixing between radians and degrees without explicit conversion.

Criterion D assesses students' ability to identify relevant elements of authentic real-life situations, select and apply appropriate mathematical strategies, and reflect on whether their results make sense in context.

What examiners look for: identification of the key mathematical information in a real-world problem; appropriate choice of model or method; solution with correct units and scale; evaluation of whether the result is reasonable in the real-world context; acknowledgement of assumptions and limitations of the model.

Common mistakes: giving a mathematically correct answer that is unreasonable in context (e.g. a negative length, or a time measured in years when the problem specifies weeks); failing to state the conclusion in terms of the original problem; ignoring units throughout.