There are five assessment criteria that are used to assess the work of both SL and HL students. This is 24% of the IB grade.
- Design—D
- Data collection and processing—DCP
- Conclusion and evaluation—CE
- Manipulative skills—MS
- Personal skills—PS
The first three criteria—design (D), data collection and processing (DCP) and conclusion and evaluation (CE)—are each assessed twice.
Manipulative skills (MS) are assessed summatively over the whole course and the assessment should be based on a wide range of manipulative skills.
Personal skills (PS) are assessed once only and this will be during the group 4 project.
Each of the assessment criteria can be separated into three aspects as shown in the following sections. Descriptions are provided to indicate what is expected in order to meet the requirements of a given aspect completely (c) and partially (p). A description is also given for circumstances in which the requirements are not satisfied, not at all (n).
A “complete” is awarded 2 marks, a “partial” 1 mark and a “not at all” 0 marks. The maximum mark for each criterion is 6 (representing three “completes”).
D × 2 = 12
DCP × 2 = 12
CE × 2 = 12
MS × 1 = 6
PS × 1 = 6
This makes a total mark out of 48. The marks for each of the criteria are added together to determine the final mark out of 48 for the IA component. This is then scaled at IBCA to give a total out of 24%.
Design - D
|
Levels/marks
|
Aspect 1
Defining the problem
and selecting
variables
|
Aspect 2
Controlling variables
|
Aspect 3
Developing a method
for collection of data
|
|
Complete/2
|
Formulates a focused problem/ research question and identifies the relevant variables.
|
Designs a method for the effective control of the variables.
|
Develops a method that allows for the collection of sufficient relevant data.
|
|
Partial/1
|
Formulates a problem/research question that is
incomplete or identifies only some relevant variables.
|
Designs a method that makes some attempt to control the variables.
|
Develops a method that allows for the collection of insufficient relevant data.
|
|
Not at all/0
|
Does not identify a
problem/research
question and does not identify any relevant variables.
|
Designs a method that does not control the variables.
|
Develops a method
that does not allow for any relevant data to be collected.
|
Data Collection and Processing - DCP
|
Levels/marks
|
Aspect 1
Recording raw data
|
Aspect 2
Processing raw data
|
Aspect 3
Presenting processed
data
|
|
Complete/2
|
Records appropriate
quantitative and
associated qualitative raw data, including units and uncertainties where relevant.
|
Processes the
quantitative raw data correctly.
|
Presents processed
data appropriately and, where relevant, includes
errors and uncertainties.
|
|
Partial/1
|
Records appropriate
quantitative and
associated qualitative raw data, but with some mistakes or omissions.
|
Processes quantitative
raw data, but with
some mistakes and/or omissions.
|
Presents processed data appropriately, but with some mistakes and/or omissions.
|
|
Not at all/0
|
Does not record any appropriate quantitative raw data or raw data is
incomprehensible.
|
No processing of
quantitative raw data is carried out or major mistakes are made in processing.
|
Presents processed
data inappropriately or
incomprehensibly.
|
Conclusion and Evaluation - CE
|
Levels/marks
|
Aspect 1
Concluding
|
Aspect 2
Evaluating procedure(s)
|
Aspect 3
Improving the
investigation
|
|
Complete/2
|
States a conclusion,
with justification,
based on a reasonable
interpretation of the data.
|
Evaluates weaknesses and limitations.
|
Suggests realistic
improvements in
respect of identified
weaknesses and
limitations.
|
|
Partial/1
|
States a conclusion
based on a reasonable
interpretation of the data.
|
Identifies some
weaknesses and
limitations, but the
evaluation is weak or missing.
|
Suggests only
superficial
improvements.
|
|
Not at all/0
|
States no conclusion or
the conclusion is based on an unreasonable
interpretation of the
data.
|
Identifies irrelevant
weaknesses and
limitations.
|
Suggests unrealistic
improvements.
|
Manipulative Skills – MS
|
Levels/marks
|
Aspect 1
Following
instructions*
|
Aspect 2
Carrying out
techniques
|
Aspect 3
Working safely
|
|
Complete/2
|
Follows instructions
accurately, adapting to new circumstances
(seeking assistance when required).
|
Competent and
methodical in the use of a range of techniques and equipment.
|
Pays attention to safety issues.
|
|
Partial/1
|
Follows instructions but requires assistance.
|
Usually competent and methodical in the use of a range of techniques and equipment.
|
Usually pays attention to safety issues.
|
|
Not at all/0
|
Rarely follows
instructions or requires constant supervision.
|
Rarely competent and methodical in the use of a range of techniques
and equipment.
|
Rarely pays attention to safety issues.
|
*Instructions may be in a variety of forms: oral, written worksheets, diagrams, photographs, videos, flow charts, audio tapes, models, computer programs, and so on, and need not originate from the teacher.
Personal Skills- PS
|
Levels/marks
|
Aspect 1
Self-motivation and
perseverance
|
Aspect 2
Working within a
team
|
Aspect 3
Self-reflection
|
|
Complete/2
|
Approaches the project with self-motivation and follows it through
to completion.
|
Collaborates and
communicates in a
group situation and integrates the views of others.
|
Shows a thorough
awareness of their
own strengths and
weaknesses and
gives thoughtful
consideration to their learning experience.
|
|
Partial/1
|
Completes the project but sometimes lacks
self-motivation.
|
Exchanges some views but requires guidance to collaborate with others.
|
Shows limited
awareness of their
own strengths and
weaknesses and gives some consideration
to their learning
experience.
|
|
Not at all/0
|
Lacks perseverance and motivation.
|
Makes little or no
attempt to collaborate in a group situation.
|
Shows no awareness
of their own strengths and weaknesses and
gives no consideration to their learning
experience.
|
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