Assessment is an integral component of learning in the International Baccalaureate (IB) Middle Years Programme (MYP), especially in Physical and Health Education (PHE). In Grade 10, assessment not only evaluates student performance but also encourages personal growth, critical thinking, goal setting, and reflective learning. This chapter provides an in-depth explanation of how assessment works in MYP PHE, including assessment criteria, task types, and how student progress is measured holistically.

The MYP PHE course promotes physical activity and health literacy through a balanced curriculum that incorporates: • Physical performance • Theoretical understanding • Interpersonal and self-management skills • Critical reflection on health and wellness. MYP PHE in Grade 10 builds on prior learning and challenges students to become independent learners who take responsibility for their health and physical activity choices.

Assessment in MYP PHE is designed to: • Encourage student engagement in physical activity and healthy lifestyles • Support students in setting and achieving personal physical goals • Develop knowledge and understanding of physical, social, and emotional well-being • Promote analysis, reflection, and self-assessment • Provide regular, meaningful feedback to improve performance.

MYP PHE assessment is based on four equally weighted criteria, each scored out of 8. Each criterion addresses a key component of student development in PHE: Criterion A: Knowing and Understanding Focuses on theoretical knowledge related to: • Principles of physical fitness • Human anatomy and physiology • Health and wellness topics • Rules, tactics, and strategies of games and sports. Students are assessed on their ability to: • Use physical and health education terminology • Demonstrate understanding through explanations and examples • Apply theoretical knowledge to practical situations.

Criterion B: Planning for Performance. This criterion emphasizes goal setting, strategy, and training design. Students are expected to: • Design, explain, and justify fitness plans or training programs • Use data (like fitness test results) to set realistic goals • Identify ways to improve physical performance • Evaluate and revise plans based on progress.

Criterion C: Applying and Performing. Assesses practical skills and the application of knowledge in real-life or simulated scenarios. Students demonstrate: • Competence and technique in specific physical activities • Coordination, control, and effectiveness • Understanding of rules and team dynamics • Participation, effort, and sportsmanship.

Criterion D: Reflecting and Improving Performance. Focuses on self-evaluation, feedback analysis, and performance improvement over time. Students reflect on: • Personal strengths and weaknesses • Challenges faced and overcome • Feedback from peers and teachers • How their skills and fitness have developed over time.

In Grade 10 MYP PHE, students engage in a variety of formative (ongoing) and summative (final) assessments, such as: • Fitness logs and personal health journals • Sports skill demonstration and video analysis • Group and individual fitness planning projects • Health presentations and research reports • Peer and self-assessments • Practical game play and tactical analysis. These assessments often integrate theory and practice, allowing students to showcase multiple skills and learning outcomes.

Teachers use a variety of strategies to assess and guide student learning: • Task-specific clarifications: Students receive clear rubrics aligned with each criterion • Ongoing feedback: Teachers give oral and written feedback during activities • Peer feedback: Encourages collaborative reflection • Student reflection: Promotes metacognition and personal responsibility • Differentiation: Tasks are adapted to suit diverse needs and abilities. Assessment is not just about scoring but about continuous improvement, which helps students take ownership of their learning journey.

Assessment outcomes are used for: • Determining progress levels (0–8 per criterion; max 32 total) • Reporting to students and parents • Setting new learning goals • Informing teaching strategies • Developing student portfolios. Teachers combine criterion levels using IB grade boundaries to report an overall grade from 1 (lowest) to 7 (highest).

In Grade 10, students are encouraged to take an active role in assessment by: • Participating in goal setting • Engaging in self and peer assessment • Using rubrics to track their progress • Reflecting on their strengths, areas for improvement, and next steps. These practices help prepare students for the demands of the IB Diploma Programme and lifelong health and fitness choices.

Assessment in MYP Grade 10 Physical and Health Education is comprehensive, balanced, and student-centered. It combines theoretical knowledge with practical application and emphasizes reflective practice. By focusing on the four assessment criteria—Knowing and Understanding, Planning for Performance, Applying and Performing, and Reflecting and Improving Performance—students gain a deep understanding of their own health, develop physical competence, and foster lifelong habits of well-being. Through authentic assessment tasks and meaningful feedback, students become more aware, responsible, and active participants in their own development.