<\/p>\nIf you\u2019re in the IB Diploma Programme and thinking about university applications, predicted grades will be on your mind. They aren\u2019t a verdict on your future\u2014they\u2019re a professional estimate teachers make about what you\u2019re likely to score at final assessment. What changes everything is evidence. The ‘Two Assessment’ rule is a focused, student-friendly approach: present two high-quality, independently timed assessments that show real improvement or consistent mastery, and you create a clear, defensible case for a revised prediction.<\/p>\n
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This isn\u2019t about arguing or begging. It\u2019s about curating the best, most honest evidence of your learning journey and showing a reliable upward trend. Below you\u2019ll find practical steps, templates, calendars, and sample evidence formats that make the conversation with your teacher professional and persuasive\u2014plus how that same evidence will strengthen essays, interviews, and the overall application timeline.<\/p>\n
Predicted grades matter because many universities use them to make conditional offers in the current application cycle. They can open doors, but they do not replace your final exams. The best way to think about predicted grades is as part of a broader narrative: they should reflect your potential at exam time, informed by real work and measurable progress.<\/p>\n
At its simplest: gather two strong assessments\u2014separated in time and scope\u2014that both point to the same higher level of performance. These could be two past-paper mocks, a mock and an IA draft marked against the IB rubric, or a timed essay followed weeks later by another timed essay under realistic exam conditions. The key is independence (different occasions) and comparability (same skills or criteria measured).<\/p>\n
Think like a researcher. Collect, organize, and present your materials clearly. Teachers are trained to look for reliable evidence and to protect the integrity of a prediction\u2014so give them the kind of evidence that makes their job easier.<\/p>\n
| Evidence<\/th>\n | Why it helps<\/th>\n | How to present it<\/th>\n<\/tr>\n<\/thead>\n |
|---|---|---|
| Mock exam A (earlier)<\/td>\n | Baseline performance under timed conditions<\/td>\n | Scan\/photocopy paper, include teacher\u2019s marking and rubric ticks<\/td>\n<\/tr>\n |
| Mock exam B (later)<\/td>\n | Shows improvement or consistency at a higher level<\/td>\n | Highlight corrected errors and annotate where marks improved<\/td>\n<\/tr>\n |
| IA draft with rubric comments<\/td>\n | Evidence of academic skill tied to the subject\u2019s assessment criteria<\/td>\n | Include grader comments and any re-submission notes<\/td>\n<\/tr>\n |
| Teacher feedback & marked essays<\/td>\n | Shows iterative improvement and teacher engagement<\/td>\n | Compile dated feedback snippets and short reflection notes<\/td>\n<\/tr>\n |
| Practice analytics (if available)<\/td>\n | Objective data\u2014percentiles, question-level performance<\/td>\n | Print or screenshot analytics and explain the metrics briefly<\/td>\n<\/tr>\n<\/tbody>\n<\/table><\/div>\nHow to present your case in a meeting<\/h3>\nSample, respectful email to request the conversation<\/h2>\n“Hello [Teacher Name], How the two-assessment approach ties into essays, activities, interviews, and timelines<\/h2>\nOne of the overlooked benefits of building a strong two-assessment case is that it fuels other parts of your application. The same evidence you present to a teacher can strengthen personal statements, supply talking points for interviews, and shape your activity lists.<\/p>\n Essays (Personal Statements and Subject Supplements)<\/h3>\nActivity lists and interviews<\/h3>\nEvergreen timeline: when to prepare, when to ask<\/h3>\n |
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