IB DP Predicted Grades: A Student’s Checklist Before PG Season

IB DP Predicted Grades: Why this season matters (and why you can control more than you think)

Predicted grades (PGs) are a moment in the IB Diploma journey where assessment, evidence, and judgement come together. For many students they influence university offers, scholarship decisions, and even personal confidence. But predicted grades aren’t magic numbers plucked from thin air; they’re evidence-based professional judgments your teachers make about where you’re likely to sit at the end of the Diploma Programme. Treat this season like a performance review with purpose: it’s not only about the figure your teacher writes down, it’s about the story you can back up with evidence.

What predicted grades are used for

Universities commonly use predicted grades to make conditional offers when final exam results are months away. They can affect early decision timelines, scholarship shortlists, and the confidence with which an institution offers a place. Within school, PGs inform internal tracking, interventions and conversations about what to prioritise before final examinations.

Your two-year roadmap: a student-centred checklist before PG season

Think of the next two years as three big phases: build, refine, and demonstrate. Build strong routines and evidence in the first phase; refine understanding and complete summative tasks in the middle; demonstrate consistent performance and compile evidence as PG season approaches. Below is a practical checklist organised by milestones you can control—no calendar dates, just clear windows and actions.

Top-level checklist (overview)

• Keep a transparent record of assessments and feedback.
• Map evidence for each subject: mocks, essays, IA feedback, class tests.
• Schedule timely conversations with each teacher long before PG deadlines.
• Use mock exams as diagnostic moments, not final verdicts.
• Understand how TOK, EE, and IAs influence final outcomes and PG decisions.
• Manage wellbeing so performance is sustainable.

A practical timeline table to guide your two-year journey

Gathering evidence: what to collect and how to present it

When you ask a teacher to support a particular predicted grade, evidence wins over anecdotes. Evidence is concrete: marks, graded work, written feedback, and observed consistency. The clearer and more organised your evidence, the better your conversation will go.

Essential evidence checklist (per subject)

• Marked mock exam or classroom test scores, with dates.
• Samples of assessed work tied to the syllabus criteria (e.g. an IA draft with teacher comments).
• Teacher feedback notes and grade descriptors showing how your work meets assessment objectives.
• For essay-based subjects, a short log of improvements across drafts.
• Any external assessments or relevant certificates (for languages, maths tests, etc.).

How to present your evidence in a short, student-friendly pack

Make a one-page overview for each subject that summarises: current evidence, recent improvements, target grade, and one or two questions for the teacher. Keep each page crisp—teachers will appreciate clarity. Use bullet points, dates, and a short sentence linking each piece of evidence to the grade you’re suggesting.

How to prepare for your teacher conversation

Teacher conversations about predicted grades can feel intimidating, but they are routine professional discussions for teachers and useful developmental moments for you. Approach them as a collaborative conversation, not a negotiation.

Before the meeting

• Share your one-page evidence summary in advance if possible.
• Decide on a realistic target range—aim to be aspirational but defensible.
• List two strengths and one area where you plan to improve before final exams.
• Prepare to listen. Teachers often know patterns in your work you don’t.

During the meeting

• Open with appreciation—teachers invest time in this process.
• Use your evidence: point to specific pieces that demonstrate consistent performance.
• Ask clear questions: What would lift my grade from X to Y? Where is the biggest return on effort?
• Clarify next steps: will there be additional formative assessments? Can you submit a revised IA draft?

Specific considerations: IAs, EE, and TOK

The Extended Essay (EE), Theory of Knowledge (TOK), and Internal Assessments (IAs) sit alongside exam performance as part of the holistic Diploma picture. They carry real weight and often tip the balance when a teacher decides a predicted grade.

Internal Assessments (IAs)

IAs are usually submitted with teacher guidance and are graded internally against published criteria. Strong IA evidence—timely drafts, thoughtful teacher feedback, and marked improvements—makes a persuasive case for a higher predicted grade.

Extended Essay and TOK

These components are assessed through their own criteria and contribute to the DP’s formal outcomes. If your EE draft shows depth, good research practice, and consistent supervisor feedback, it strengthens your academic profile in teachers’ eyes. Similarly, clear engagement with TOK assessment criteria (evidence of critical thinking, linking claims and counterclaims) can support a strong predicted grade narrative.

What to do if predicted grades don’t match your expectations

Occasionally, a predicted grade will feel unexpectedly low. That’s a stressful moment, but it’s also an opportunity for constructive next steps. Approach the situation calmly and professionally.

Steps to take

• Ask for feedback: request specific examples where your work did not meet the higher band and what would change that judgement.
• Request a development plan: agree on clear, measurable actions you can complete before final assessments.
• Document progress: keep records of additional work, reassessments, or practice exams that show improvement.
• Discuss pathways: sometimes changes to options or retakes are available in your context; your coordinator can clarify.

Using support smartly (including tutoring and personalised help)

Support is most effective when it’s targeted and responsive. A few hours of guided practice that addresses a specific weakness can deliver more value than unfocused study. If you’re using one-on-one support, aim for clarity around what will move your grade and ask your tutor or mentor to work from the syllabus criteria and assessment rubrics.

For students who choose extra support, consider tools and services that emphasise personalised plans and expert insight. For example, Sparkl‘s personalised tutoring often focuses on 1-on-1 guidance, tailored study plans, expert tutors, and AI-driven insights to highlight progress areas—approaches that can pair well with the evidence-driven conversations you’ll have with teachers. Use these resources to practice applying rubrics, refining essay technique, and polishing IA drafts, not as a shortcut past classroom learning.

Mock exams and practice: getting the most from practice assessments

Mocks are valuable because they provide dated evidence of performance under exam conditions. Treat them like the real thing in terms of timing and exam protocol so the marks you receive are meaningful. After mocks, do a systematic review: identify common errors, map them to syllabus statements, and set measurable targets.

How to convert mock feedback into higher predicted grades

• Analyse marking: break down a mock paper by rubric strands and list which strands require improvement.
• Create focused practice: plan short, timed tasks that target the weakest rubric strand, then seek feedback.
• Record gains: keep a running file that shows mock scores, subsequent practice scores, and teacher comments.

Practical templates: what to say to teachers and coordinators

Short, polite, evidence-focused communication works best. Below is a student-friendly template you can adapt before a meeting. Keep your tone professional and collaborative.

Template (email or message): Dear [Teacher], I hope you are well. I would like to schedule a short meeting to discuss my predicted grade in [subject]. I have put together a one-page summary of my recent evidence (mocks, IA draft, class tests) and would appreciate your feedback on what I can do to move from a [current range] to my target of [target grade]. Are you available for a 20-minute meeting this week? Many thanks, [Your name]

Sample checklists for the week before PG submission

• Confirm that all IA marks and teacher comments have been recorded where required.
• Ensure EE status and TOK requirements are logged and any pending forms are completed.
• Deliver final evidence pages to teachers in the format they requested.
• Have an agreed follow-up plan with each teacher if additional improvements are expected.
• Rest and prioritise sleep: cognitive performance matters when you are consolidating learning.

Quick reference: what teachers consider when assigning a predicted grade

Teachers typically consider a combination of the following: sustained performance across assessments, mastery of syllabus objectives, quality of internally assessed work, evidence from timed conditions (mocks), and professional judgement about how a student responds to feedback. Being transparent with your evidence helps them make the most accurate, fair judgement possible.

Wrapping up: the mindset to bring into predicted grade season

Predicted grades can feel like high stakes because they sit on university offers and futures. The most effective students treat PG season as a chance to practise professional self-advocacy: collate evidence, present it clearly, ask constructive questions, and act on feedback. Remember that teachers are assessing a trajectory: consistent improvement and clear engagement often speak as loudly as a single excellent result.

Final note on approach: organise your evidence, keep conversations factual and respectful, prioritise activities that produce measurable improvement, and treat every mock and feedback moment as an opportunity to build a stronger case for the grade you believe you can achieve.

This conclusion closes the academic guidance on preparing for predicted grade season, emphasising evidence, constructive communication, and focused preparation.