Quick Answer: How the IB Predicted Grade Calculator Works

This IB Predicted Grade Calculator estimates your Diploma Programme score by adding six subject grades and the TOK/Extended Essay core bonus. Each IB subject is graded from 1 to 7, so six subjects can contribute up to 42 points. Theory of Knowledge and the Extended Essay can add up to 3 core points. CAS is required for the Diploma but does not add numerical points. The maximum possible Diploma score is therefore 45 points.

The planner also checks the structure behind the score. It separates Higher Level and Standard Level subjects, totals HL and SL points, warns when the subject mix is not the usual three HL and three SL structure, flags low predicted grades, and warns when TOK, EE, CAS, or total points may create Diploma risk. That makes it more useful than a simple total-score calculator.

Predicted grades are not final results. They are professional estimates made by teachers and schools using evidence such as internal assessments, classwork, tests, mock exams, coursework drafts, and historical performance. Universities often use predicted grades for conditional offers, but final admission depends on the final IB results and the university's policy.

IB Diploma Score Formula

The Diploma score calculation is simple at the top level:

For example, if your predicted subject grades are 7, 7, 6, 6, 6, and 5, your subject total is 37. If your TOK and EE combination gives 3 bonus points, your predicted Diploma score is 40. The planner displays this as subject points, TOK/EE bonus, and total Diploma score so you can see where the points come from.

The formula is easy, but the interpretation is more complex. A student with 38 points made from strong HL subjects may be in a better position for a specific course than a student with 39 points but weaker required HL grades. Universities often publish subject-specific requirements such as "38 points with 666 at HL" or "HL Mathematics grade 6 required." Always read the subject conditions, not only the total score.

TOK and Extended Essay Bonus Points Matrix

The IB core can add between 0 and 3 points through the combination of TOK and Extended Essay grades. CAS is required, but it does not add points. The matrix below is the core bonus used by this planner.

Core points are often underestimated. Moving from TOK C and EE D to TOK B and EE C can change the core bonus from 0 to 2 points. That is equivalent to improving two subject grades by one point each. For students aiming at competitive university conditions, TOK and EE are not side tasks. They can be the difference between 36 and 38, or between 39 and 41.

IB Diploma Passing Conditions to Watch

The score out of 45 is only one part of Diploma planning. The IB states that candidates must earn at least 24 total points and meet other conditions. For a standard six-subject Diploma plan, this includes completing CAS, receiving grades in all subjects and core components, avoiding failing core conditions, and meeting minimum subject performance rules.

• Minimum total: at least 24 points.
• Core: TOK and EE cannot create a failing condition; CAS must be completed.
• Subject grades: a grade of at least 2 must be awarded in every subject.
• Low grades: no more than two grade 2s, and no more than three grades of 3 or below.
• HL points: at least 12 points from HL subjects in the standard three-HL pattern.
• SL points: at least 9 points from SL subjects in the standard three-SL pattern.

This planner flags common risks, including total below 24, HL points below 12, SL points below 9, an E in TOK or EE, CAS risk, too few or too many HL/SL subjects, and very low subject predictions. These warnings are planning alerts. Your IB coordinator is the authority for official Diploma requirements and school-specific procedures.

What Are IB Predicted Grades?

IB predicted grades are teacher or school estimates of the grades a student is likely to achieve in final IB assessments. They are often used for university applications before final May or November results are available. A predicted grade may be based on mock exams, internal assessment drafts, class tests, oral work, lab work, essays, practice papers, coursework quality, effort, consistency, and a teacher's judgment of how the student is likely to perform by the exam session.

Predicted grades matter because many universities make conditional offers before final results. A UK course might offer a place conditional on 38 points with 666 at HL. A European university might require a total score and specific subject grades. A U.S. college may review predicted grades along with transcripts, counselor reports, essays, recommendations, and school context. Predicted grades help universities make decisions when final results are not yet available.

Predicted grades are not negotiable wish lists. A student can ask what evidence would support a higher prediction, but teachers should base predictions on academic evidence. The best way to improve a prediction is to produce stronger evidence: better mock exams, stronger IA drafts, consistent coursework, improved subject-specific skills, and clear alignment with IB grade descriptors.

How Teachers Determine Predicted Grades

Schools vary, but most IB teachers combine multiple evidence sources when setting predictions. A single test rarely determines everything. Teachers often look at performance over time, the quality of internal assessment work, completed coursework, participation in class tasks, mock exam results, and how a student's work matches the subject's assessment criteria. Some departments moderate predictions internally so that predictions are consistent across teachers.

Prediction reliability also depends on timing. Early IB1 predictions are usually less stable because teachers have less evidence. IB2 predictions used for university applications are usually more evidence-based, especially after mocks and substantial IA work. If a student applies early, the school may need to issue predictions before all evidence is complete, which can make the process more conservative.

Students should not treat predicted grades as final scores. Final performance can change because of revision, exam pressure, illness, time management, IA moderation, subject difficulty, and grade boundaries. A prediction is a planning tool, not a guarantee.

Worked Example 1: High-Achieving Student

A predicted score of 40 is excellent. It may be competitive for many strong universities, but the final interpretation depends on subject requirements. If the student is applying for engineering, the HL Mathematics and HL Physics predictions are especially important. If the course asks for 766 at HL, this profile may be strong. If the course asks for a 7 in a specific HL subject, the relevant subject prediction matters more than the total alone.

Worked Example 2: Solid 35-Point Profile

A 35-point predicted score is a strong position for many universities. The student may have broad options, especially if subject requirements match. The strategy is usually to maintain HL strength, protect the core bonus, and identify one or two realistic grade improvements. Moving one SL from 5 to 6 and improving the core from 2 to 3 would turn 35 into 37, which may open more competitive course options.

Worked Example 3: Closing a 3-Point Gap

A 3-point gap can sometimes be closed strategically. The student could improve one HL grade from 5 to 6, improve two SL grades from 4 to 5, or improve the TOK/EE combination from 1 bonus point to 3 bonus points. The best route depends on evidence. If a student's EE draft is already strong, improving core points may be realistic. If a student's HL mock score is close to the next grade boundary, HL improvement may be more valuable for university conditions.

The planner helps by making the gap visible. Instead of vaguely aiming to "do better," the student can see exactly which grade movements change the total. That makes meetings with teachers more productive.

Predicted Score Ranges and University Planning

These ranges are planning labels, not admissions guarantees. A university can accept, reject, or conditionally offer based on many factors: subject fit, HL requirements, personal statement, interviews, admissions tests, portfolio, school reference, country requirements, and capacity. Use the score range to build a balanced list, then check each course page directly.

How to Build a Balanced University List With Predicted Grades

A practical university list usually includes reach, target, and safer options. A reach course asks for a score slightly above your prediction or has very competitive selection. A target course roughly matches your predicted score and subject profile. A safer course sits below your prediction and gives you a realistic backup. This does not mean applying without ambition. It means protecting your choices.

For example, a student predicted 36 points might apply to one or two courses asking for 38, several courses asking for 35-36, and one or two options asking for 32-34. If the student has strong HL subject grades and a good personal statement, a reach may be reasonable. If the student's HL grades are below the required subject conditions, the reach may be unrealistic even if the total is close.

Predicted grades should guide course selection, but they should not be the only factor. Course content, teaching style, country, cost, language of instruction, visa rules, scholarship options, and career goals also matter.

Internal Links for IB and Grade Planning

IB predicted score planning often connects with GPA conversion, university admissions, and subject-level grade tracking. These RevisionTown tools can support the next steps:

For broader admissions and grade strategy, use the What-If Grade Scenario Simulator Tool, the Predictive GPA Trend Graph Generator, the Scholarship Eligibility GPA Checker, and the Class Rank Estimator with Cohort Data.

How to Improve Your Predicted IB Score Strategically

The most efficient improvement plan starts with the score gap. If you need one more point, look for the subject closest to the next grade boundary or a core combination that can move from 1 to 2 points. If you need three points, combine one subject improvement with a core improvement or two subject improvements. If you need five or more points, the plan usually requires deeper changes in study habits, IA quality, exam practice, and teacher feedback loops.

HL subjects deserve special attention because many universities set HL conditions. Improving an HL subject from 5 to 6 may matter more than improving an unrelated SL subject from 5 to 6. However, the total score still counts, so do not ignore SL subjects. The best strategy depends on the course requirement.

TOK and EE can be high-value areas because they can add up to 3 points without changing subject grades. A weak core can hold back an otherwise strong profile. A strong core can turn a good subject profile into a more competitive total. Start the EE early, use supervisor feedback, and treat TOK drafts seriously.

What to Do If Your Predicted Grades Are Lower Than Expected

First, ask for evidence. A useful question is not "Can you predict me higher?" but "What evidence would support the next grade?" That invites a specific answer: stronger Paper 2 essays, better IA analysis, more consistent calculation accuracy, improved oral performance, or higher mock exam scores. Once you know the evidence gap, you can plan.

Second, check timing. A preliminary prediction in IB1 may improve by IB2 if performance improves. A final school prediction submitted to universities may be harder to change. Schools often have internal deadlines and moderation procedures. If your school has an appeal or review process, follow it professionally and provide evidence.

Third, build your application list around reality and ambition. If your prediction is 34, applying only to courses requiring 40 creates risk. Applying only to courses requiring 28 may undersell you. Use a balanced list and continue working toward final results.

Why CAS Status Still Matters Even Though It Adds No Points

CAS does not add numerical points to the Diploma score, but it is still required for the award of the Diploma. This is why the planner asks for CAS status. A student can have a high predicted score and still face a serious problem if CAS is incomplete or at risk. CAS should not be treated as optional because it does not appear in the point total.

Use the CAS field as a risk indicator. If CAS is complete, the planner treats it as safe. If CAS is in progress, it reminds you to keep evidence organized. If CAS is at risk, the planner warns you because an incomplete CAS program can jeopardize the Diploma. Students should check their school CAS platform, reflections, supervisor approvals, and project requirements regularly.

Common Mistakes to Avoid

• Mistake 1: Focusing only on the total. HL subject requirements can matter more than one extra SL point.
• Mistake 2: Ignoring TOK and EE. The core can add up to 3 points and can create failing conditions.
• Mistake 3: Treating predicted grades as guaranteed results. Predictions are evidence-based estimates, not final outcomes.
• Mistake 4: Forgetting CAS. CAS adds no points but is required for the Diploma.
• Mistake 5: Using too many or too few subjects in the calculation. The standard Diploma score uses six subjects.
• Mistake 6: Applying only to reach courses. A balanced university list reduces risk.

The best IB planning is specific. Know your subject grades, HL and SL totals, core bonus, CAS status, course requirements, and realistic improvement opportunities. A clear plan beats vague anxiety.

IB Predicted Grade Checklist

This checklist is especially useful before UCAS submission, Common App counselor uploads, direct university applications, scholarship applications, and school advising meetings. Bring both the total score and the subject breakdown.

Sample Wording for Applications and Emails

HL vs SL Strategy: Where Points Matter Most

Higher Level and Standard Level subjects are equally valued in the final point total: a 7 in HL and a 7 in SL both add 7 points to the Diploma score. However, HL subjects often matter more for university admissions because they show depth in the field most connected to your intended course. A student applying for engineering, medicine, economics, computer science, psychology, architecture, or law may face subject-specific expectations that focus on HL grades.

This is why the planner separates HL and SL points. A total score of 38 can look strong, but if a target course asks for 666 at HL and your HL predictions are 655, the total alone does not solve the problem. Likewise, a student predicted 36 with 776 at HL may be better positioned for some specialist courses than a student predicted 38 with weaker required HL grades. The total score opens doors, but the HL profile often determines whether the door is the right one.

When planning improvements, start with required HL subjects. If Mathematics Analysis and Approaches HL needs to move from 5 to 6 for a target economics or engineering course, that improvement may be more important than moving an unrelated SL from 6 to 7. If Biology and Chemistry HL are required for a medicine-related pathway, protect those grades first. Once subject requirements are secure, use SL and core points to lift the total.

SL subjects still matter. A weak SL grade can drag down the total and create Diploma risk if it falls to 3 or below. The best IB strategy is not "HL only." It is "required HL first, total score second, Diploma safety always." Use the planner to check all three layers.

Subject Selection and Predicted Score Planning

Predicted grade planning begins before the final year. The subjects you choose influence the predictions you can realistically earn and the university courses available to you. A student who chooses a very demanding HL combination may gain strong preparation for a selective field, but may also face a heavier workload. A student who chooses subjects only because they seem easier may later discover that a university course requires a subject they did not take.

Good subject selection balances interest, strength, university requirements, and workload. If you are aiming for engineering, mathematics and physics may be central. If you are aiming for medicine or biomedical science, chemistry and biology may matter. If you are aiming for economics, some universities prefer or require strong mathematics. If you are aiming for law, humanities or essay-based strength may be useful even when there is no strict subject requirement.

The planner can support subject selection by testing realistic grade scenarios. For example, a student might compare a demanding HL combination predicted as 6, 5, 5 with a better-fit combination predicted as 6, 6, 6. The second option may produce a stronger total and a more stable application. However, if the first option includes required subjects and the second does not, the higher score may not help. Always check course prerequisites before optimizing only for points.

Students should revisit subject planning with counselors early. Changing subjects late can disrupt coursework, IA progress, and predicted grade evidence. If a change is necessary, it should be made with a clear academic reason, not only because a single test went badly.

How Internal Assessments Affect Predictions

Internal Assessments, often called IAs, can strongly influence predicted grades because they give teachers subject-specific evidence beyond timed exams. An IA draft can show research quality, analysis, communication, mathematical reasoning, scientific method, evaluation, and understanding of assessment criteria. In many subjects, the IA contributes a meaningful portion of the final grade, so teachers naturally consider it when predicting outcomes.

A weak IA can hold back a prediction even if class tests are decent. A strong IA can support a higher prediction if it demonstrates skills aligned with the grade descriptor. This does not mean that an IA automatically guarantees a grade. It means that IA quality is part of the evidence profile. If you are trying to move a prediction from 5 to 6 or 6 to 7, ask your teacher what IA evidence would support that movement.

For planning, put IA deadlines into your score strategy. If two subjects are close to the next grade, prioritize the IA that can most realistically improve. Do not submit weak drafts late and expect predictions to rise. Strong predictions are easier to justify when teachers can point to completed or near-completed evidence.

IA work also affects final score confidence. A student with strong predicted grades but incomplete IAs may be more vulnerable than the total suggests. A student with solid IA evidence and improving mocks may be more stable. Use the planner's "current progress" field honestly: on track, above target, or below target.

Mock Exams and Prediction Reliability

Mock exams are one of the clearest pieces of prediction evidence because they simulate final exam conditions. They show whether a student can retrieve knowledge, manage time, write under pressure, solve unfamiliar problems, and apply markscheme expectations. Teachers often use mock results heavily when finalizing predictions, especially in subjects with large exam components.

A single mock should not be the whole story, but it can shift a prediction. If a student consistently works at grade 6 level but scores a low 4 in a full mock, the teacher may need to ask whether exam technique is a serious risk. If a student usually scores 5s but produces a strong grade 6 or 7 mock under timed conditions, that may provide evidence for a higher prediction. The strongest case comes from consistency: classwork, IA, tests, and mocks all pointing in the same direction.

Students can use mock feedback as a grade-improvement map. Instead of focusing only on the final mark, identify the lost-mark categories. Did the student lose marks from missing knowledge, poor command terms, weak evaluation, calculation errors, essay structure, time management, or incomplete answers? Each problem needs a different solution. The planner tells you the score gap; mock analysis tells you how to close it.

After mocks, update your predicted score scenario. If two grades are likely to fall, plan conservatively. If one grade is clearly rising, test the higher scenario. This keeps university planning realistic rather than emotional.

TOK and EE Timeline for Protecting Core Points

The core bonus is easy to misunderstand because it is only three points. In a 45-point system, three points may sound small, but it can be decisive. It can move a student from 35 to 38, from 38 to 41, or from 22 to 25. More importantly, weak TOK or EE performance can create serious risk if an E appears in the core combination.

To protect core points, start early. For the Extended Essay, choose a workable research question, confirm subject fit, meet your supervisor, keep a research log, draft sections before deadlines, and revise based on feedback. A rushed EE often loses marks not because the student is incapable, but because the research question, method, structure, and reflection were not managed early enough.

For TOK, understand the assessment structure. TOK requires students to think about knowledge questions, evidence, perspectives, and real-world contexts. Strong TOK work is not just opinion. It is structured reflection on how knowledge is produced, justified, shared, limited, or challenged. The earlier students understand the criteria, the less likely they are to treat the essay or exhibition as a last-minute writing task.

The planner's TOK/EE matrix helps you test the payoff. If your current scenario is TOK C and EE D, the core bonus is 0. If a realistic improvement moves that to TOK B and EE C, the bonus becomes 2. That is a major gain. If you are already at TOK A and EE B, the goal is to maintain quality and avoid deadline problems.

Using the Planner for Monthly IB Check-Ins

The calculator is most useful when used repeatedly, not once. A monthly check-in can show whether your predicted profile is improving, stable, or drifting. Create one scenario at the start of the month using current evidence. At the end of the month, update grades only where there is new evidence: mock scores, IA feedback, oral performance, tests, teacher comments, or completed core work.

Track the reason for every change. If Mathematics moved from 5 to 6, note the evidence. If English moved from 6 to 5, note whether the issue was essay structure, oral performance, or missed coursework. This makes the planner a decision tool rather than a mood tracker. A score can change for good reasons or weak reasons; the explanation matters.

A monthly check-in also prevents late surprises. Students often discover too late that CAS is incomplete, the EE draft is weak, or an HL subject is below the required level. By checking each month, you can intervene before the problem becomes urgent. Parents and counselors can use the same structure for calm, evidence-based conversations.

The best monthly question is: "Which one action would most improve my realistic score?" Sometimes the answer is a mock exam plan. Sometimes it is IA revision. Sometimes it is a TOK draft. Sometimes it is asking a teacher for clearer feedback. One targeted action per month is easier to sustain than a vague promise to improve everything.

Predicted Grades for UK Applications

UK university applications commonly rely on predicted grades because students apply before final IB results. Offers may be written as total points plus HL conditions. A course might ask for 38 points with 666 at HL, 36 points with 665 at HL, or a specific grade in HL Mathematics, Chemistry, Biology, English, or another subject. That means your planner output must be read in two parts: total score and required subject profile.

For UK planning, do not apply only by total score. If a course requires HL Mathematics grade 6 and your prediction is grade 5, the total may not be enough. If a course requires 35 points and you are predicted 37, but your required HL subject is below the condition, the application may still be risky. Conversely, a student predicted exactly the total requirement with strong required HL grades may be well matched.

Use the planner to create a short UCAS strategy note: predicted total, HL grades, core bonus, and course fit. A balanced UK list should include aspirational options, realistic options, and safer options. Since the number of choices is limited, each choice should have a purpose. Avoid filling the list with courses that all require the same high score if your prediction is below that level.

Predicted Grades for U.S. Applications

U.S. colleges often review IB predicted grades differently from UK universities. They may consider predicted grades as part of a broader application that includes school transcript, course rigor, counselor report, essays, activities, recommendations, and sometimes standardized tests. Many U.S. colleges understand the IB Diploma and value its rigor, but they may not issue offers in the same conditional format as UK universities.

For U.S. applications, predicted grades should be consistent with the transcript and teacher recommendations. If the prediction is much higher than prior performance, the counselor or teacher may need to explain the improvement. If the prediction is lower than a student's ambitions, strong essays and recommendations can help, but they do not erase academic evidence. U.S. colleges often look for trajectory, context, and fit.

Some U.S. forms ask for GPA. If your school does not calculate GPA, do not invent one without guidance. Use original IB grades and school profile information where possible. If you need a GPA estimate for context, use a dedicated IB to GPA tool such as the IB to GPA Converter, and label the result as estimated.

Final IB results can also matter after admission. U.S. colleges may expect students to maintain academic performance and complete the Diploma. They may award credit or placement for strong HL results, depending on policy. Check each college's IB credit page separately.

Predicted Grades for Canada, Europe, and Other Destinations

Canadian universities often publish IB requirements by faculty or program. Some programs focus on total points, while others require specific HL subjects. Competitive programs may ask for strong mathematics, science, or English preparation. Predicted grades may be used for conditional admission, with final results required later. Scholarships may have separate score thresholds.

European universities vary widely. Some countries use centralized systems, some use direct university applications, and some require subject-specific equivalencies. The Netherlands, Germany, Ireland, Spain, Italy, France, and other destinations may treat the IB differently. Some programs care about total score, some care about subject grades, and some require proof of language proficiency or specific subject combinations.

For destinations outside the UK and U.S., the planner is a starting point. Use it to summarize your profile, then check the destination's official recognition and admission rules. Do not assume that a 36 in one country means the same thing in another. Country-specific recognition can matter, especially for regulated courses such as medicine, law, engineering, architecture, or teaching.

How Parents Can Use the Planner Without Creating Pressure

Parents often want a clear number because the IB can feel complicated. The planner gives a clear number, but it should be used carefully. A predicted score is not a judgment of a student's worth, intelligence, or future. It is a planning estimate based on current evidence. The most useful parent response is to ask what support would help the student improve, not to react only to the total.

Parents can use the score breakdown to ask better questions. If HL points are low, ask whether the student needs subject tutoring, teacher feedback, or exam-practice structure. If core points are weak, ask whether the EE or TOK timeline is under control. If CAS is at risk, ask whether reflections, evidence, or supervisor approvals are missing. These are practical issues, not moral failures.

Parents should also understand that predicted grades can change. A student may improve through better study systems, stronger IA drafts, and more effective exam preparation. A student may also struggle if workload rises. The planner can support calm check-ins if everyone agrees that the goal is evidence-based planning rather than pressure.

How Counselors and IB Coordinators Can Use the Planner

Counselors and IB coordinators can use this planner as a conversation tool before official predictions are submitted. It helps students see the relationship between subject grades, HL/SL totals, TOK/EE points, CAS completion, and university choices. It can also help students understand why a predicted total alone is not enough for course selection.

For advising meetings, ask the student to bring three scenarios: current evidence, realistic target, and stretch target. Compare those scenarios with university requirements. If a student's stretch target is required for every chosen university, the list may be too risky. If the current evidence already meets all choices comfortably, the student may have room for one more ambitious option.

Coordinators can also use the warning categories as a checklist. Does the student have exactly six subjects? Are HL and SL totals safe? Is CAS on track? Is the TOK/EE combination safe? Are there grade 2 or grade 3 risks? This turns Diploma risk into concrete action items.

Document Checklist for Predicted Grade Applications

When predicted grades are used in applications, documentation matters. Students should know which documents are official, which are internal, and which are personal planning notes. The planner is a personal planning tool. Official predicted grades normally come from the school through UCAS, Common App counselor forms, direct university submissions, or school-issued documents.

• Official predicted grade report or counselor form, if available.
• Current school transcript or report showing IB subjects and levels.
• Mock exam results if the school includes them in advising.
• IA, EE, and TOK status notes for internal planning.
• CAS completion evidence or progress record.
• University course requirements, including total points and HL conditions.
• Personal planning scenario exported from the calculator, clearly labeled as unofficial.

Do not upload a personal calculator output as if it were an official school prediction. Use it for planning, then rely on school channels for formal submission.

How to Interpret a Score Drop or Score Increase

A predicted score can move up or down as new evidence appears. A score increase is encouraging, but it should be tied to evidence. Did mock performance improve? Did an IA draft move closer to the next grade band? Did a teacher see consistent improvement in essays, calculations, oral work, or lab analysis? If yes, the increase is more reliable.

A score drop should not be ignored, but it should be diagnosed. Did one test go badly, or is there a pattern? Is the student missing deadlines? Is the issue content knowledge, exam technique, mental load, or time management? A drop caused by one weak mock may be recoverable. A drop caused by months of incomplete work needs a deeper intervention.

Use the planner to separate emotional reaction from planning action. If a predicted total falls from 37 to 34, identify exactly where the three points were lost. Then decide which lost points are recoverable and which university choices need adjustment. This is a better response than panic or denial.

High-Impact Study Moves for Raising Predicted Grades

The best study moves are linked to assessment criteria. In essay subjects, students should practice thesis clarity, evidence selection, analysis, evaluation, and command terms. In sciences, students should strengthen conceptual understanding, calculation accuracy, data analysis, and explanation. In mathematics, students need regular problem practice, error logs, and timed paper strategy. In languages, students need consistent reading, writing, speaking, and listening practice.

Generic revision can help, but targeted revision changes grades faster. Start by asking where marks are lost. Then build a weekly plan around those weaknesses. A student losing marks to time management needs timed practice. A student losing marks to weak evaluation needs model answers and feedback. A student losing marks to careless errors needs an error log and slower checking routines.

Teachers are the best source of grade-specific advice. Ask what separates your current work from the next grade. Then bring evidence of improvement. Predictions rise when evidence rises.

Final Takeaway

The IB Predicted Grade Calculator & Planner gives you a structured way to estimate your Diploma score, understand core points, check HL and SL risks, and plan university applications. It is most useful when you use it with honest evidence, realistic predictions, and the actual entry requirements for your target courses.

Do not stop at the total score. Look at your HL subjects, SL points, TOK and EE combination, CAS status, and low-grade risks. A good IB plan is not just "I need 38." It is "I need 38 with 666 at HL, at least 2 core points, CAS complete, and no weak subject that threatens the Diploma." That level of detail turns predicted grades into an action plan.