Read school reports and predicted grades through their evidence
A school report, a predicted grade and an official final result can represent different judgments.
Identify what kind of grade you are reading
A school report, a predicted grade and an official final result can represent different judgments. Begin by asking what the label means in your school's reporting system. IB subjects use a scale from 1 to 7, but a raw percentage does not have one universal conversion to that scale. A useful conversation should clarify the basis of the reported grade before deciding what it says about progress.
Understand a prediction’s purpose
The IB describes predicted grades as teachers' judgments about expected achievement based on student work and knowledge of IB standards. Ask how your school makes the relevant prediction and which evidence it considers. School or admissions reporting practices may have their own timelines. A prediction is not a result already earned or a grade to negotiate without evidence. Keep questions about the judgment separate from requests for learning support.
Try a report-card discussion
Imagine a report shows a lower grade than a recent test suggested. Ask whether the report combines several tasks, uses different evidence or reflects a broader skill gap. Bring the test and teacher feedback to the discussion. Do not assume the report is mistaken simply because the percentage looks high. The conversation may reveal that extended responses or coursework require improvement even where short-answer knowledge is strong.
Ask for an actionable explanation
Request examples of the work supporting the judgment and the most important next improvement. A useful answer might identify unsupported evaluation or inconsistent application. Translate it into a practice task and a review point. Avoid pressuring teachers to produce a preferred number in place of an accurate assessment. Students and parents can advocate for clarity and appropriate support while respecting the need for evidence-based professional judgment.
Keep the record proportional
Save the relevant report, feedback and agreed actions. Compare later work with the identified gap rather than checking grades continuously. If a reporting error is suspected, use the school's process and bring specific evidence. Distinguish an administrative error from disagreement about quality. This makes follow-up more precise and leaves learning priorities visible after the conversation ends.
Prepare three questions for a meeting
Ask what the grade represents, which evidence supports it and what new work would show meaningful improvement. Add any school-specific timeline question if it affects applications or reporting. After the meeting, record the action and review date. The goal is a clearer understanding of progress and expectations, not a promised prediction or a mechanical conversion of one practice score into a final IB grade.
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Official references
This is an original practical guide from IBvia. The examples are illustrative; your subject guide, assessment year and school instructions determine the requirements.
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