Internal assessment criteria -2009
The internal assessment criteria for the course taking exams in 2009 has changed considerably. This affects all students starting the IB course September 2007. Click on the criteria to see a description and level rubric:
- Design
- Data collection and processing
- Conclusions and Evaluation
- Manipulative skills
- Personal skills
The breakdown of marks is as follows:
| Criterion | marks available |
marks
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| Design | two grades out of 6 are to be presented | 12 marks |
| Data collection and processing | two grades out of 6 are to be presented | 12 marks |
| Conclusions and Evaluation | two grades out of 6 are to be presented | 12 marks |
| Manipulative skills | 1 grade out of 6 will be presented | 6 marks |
| Personal skills | 1 grade out of 6 will be presented | 6 marks |
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Total =
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48 marks |
| Aspect 1 | Aspect 2 | Aspect 3 | |
| Defining the problem and selecting variables | Controlling variables | Developing a method for collection of data | |
| Complete/2 | Formulates a focussed 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 |
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| Partial/1 | Formulates a problem /research question that is incomplete or identifies only some variables | Designs a method that makes some attempt to control of the variables | Develops a method that allows for the collection of insufficient relevant data |
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| 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. |
Criterion: Data Collection and processing
| Aspect 1 | Aspect 2 | Aspect 3 | |
| Recording raw data | processing raw data | Presenting processed data | |
| Complete/2 | Records appropriate quantitative and associated qualitative raw data including units and uncertainties where relevant. | Processes the raw data correctly | Presents processed data appropriately and, where relevant, includes errors and uncertainties |
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| 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 |
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| Not at all/0 | Does not record any appropriate raw data or raw data is incomprehensible. | No processing of raw data is carried out or major mistakes are made in processing. | Presents processed data inappropriately or incomprehensibly |
| Aspect 1 | Aspect 2 | Aspect 3 | |
| Concluding | Evaluating procedure | 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. |
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| 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. |
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| 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. |
Criterion: Manipulative skills (assessed summatively)
| Aspect 1 | Aspect 2 | Aspect 3 | |
| Following instructions | Carrying out techniques | 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. |
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| Partial/1 | Follows instructions accurately but requires assistance. | Usually competent and methodical in the use of a range of techniques and equipment | Usually pays attention to safety issues. |
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| 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. |
Note: Instructions may be in a variety of forms: oral, written worksheets,
diagrams, photographsm video, flow charts, audio tapes, models, computer
programs and so on, and need not originate from the teacher.
Criterion: Personal skills (To be exclusively assessed using the group IV project)
| Aspect 1 | Aspect 2 | Aspect 3 | |
| Self motivation and perseverence | Working within a team | 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 an weaknesses and gives thoughtful consideration to their learning experience. |
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| 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 an weaknesses and gives some consideration to their learning experience. |
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| Not at all/0 | Lacks perseverence and motivation. | Makes little or no attempt to collaborate in a group situation. | Shows no awareness of their own strengths an weaknesses and gives no consideration to their learning experience. |