Internal Assessment
The Internal Assessment (IA) is a collection of work completed by the student during the course of the year. Each candidate must keep a portfolio (lab notebook), which is a compilation of all investigations carried out, and summarized on IBO form 4/PSOW (Group 4 -- Experimental Science, Practical Scheme of Work). HL students in each science are required to demonstrate 60 hours of laboratory/field investigations in their portfolios, SL students in each science are required to demonstrate 40 hours of laboratory/field investigations in their portfolios.
The portfolio must include:
- A copy of the candidate's form 4/PSOW
- A contents page
- Instruction sheets and/or summaries of verbal instructions relating to each investigation
- Evidence of the candidate's involvement in the Group 4 Project
- Observations/drawings/diagrams
- Tables, graphs and 'partial' write-ups
- 'Full' write-ups of 3-6 investigations
The Portfolio is also likely to include:
- Data analysis made in the field/laboratory
- Outcomes of data manipulation exercises
- Results of computer simulations
There are eight assessment criteria which are used to assess the work of higher level candidates:
- planning (a)�P (a)
- planning (b)�P (b)
- data collection�D(c)
- data analysis�D(a)
- conclusion and evaluation�CE
- manipulative skills�MS
- personal skills (a)�PS (a)
- personal skills (b)�PS (b)
Each of the assessment criteria can be separated into two or three aspects as shown below. 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).
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ASPECTS |
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LEVELS |
Defining the problem or research question |
Formulating a hypothesis or prediction |
Selecting variables |
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Complete |
Identifies a focused problem or research question. |
Relates the hypothesis or prediction directly to the research question and explains it, quantitatively where appropriate. |
Selects the relevant independent and controlled variable(s). |
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Partial |
States the problem or research question, but it is unclear or incomplete. |
States the hypothesis or prediction but does not explain it. |
Selects some relevant variables. |
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Not at all |
Does not state the problem or research question or repeats the general aim provided by the teacher. |
Does not state a hypothesis or prediction. |
Does not select any relevant variables. |
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ASPECTS |
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LEVELS |
Selecting appropriate apparatus or materials* |
Designing a method for the control of variables |
Designing a method for the collection of sufficient relevant data |
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Complete |
Selects appropriate apparatus or materials. |
Describes a method that allows for the control of the variables. |
Describes a method that allows for the collection of sufficient relevant data. |
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Partial |
Selects some appropriate apparatus or materials. |
Describes a method that makes some attempt to control the variables. |
Describes a method that allows for the collection of insufficient relevant data. |
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Not at all |
Does not select any apparatus or materials. |
Describes a method that does not allow for the control of the variables. |
Describes a method that does not allow any relevant data to be collected. |
* suitable diagrams are acceptable
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ASPECTS |
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LEVELS |
Collecting and recording raw data |
Organizing and presenting raw data |
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Complete |
Records appropriate raw data (qualitative and/or quantitative), including units and uncertainties where necessary. |
Presents raw data clearly, allowing for easy interpretation. |
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Partial |
Records some appropriate raw data. |
Presents raw data but does not allow for easy interpretation. |
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Not at all |
Does not record any appropriate raw data. |
Does not present raw data or presents it incomprehensibly. |
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ASPECTS |
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LEVELS |
Processing raw data |
Presenting processed data |
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Complete |
Processes the raw data correctly. |
Presents processed data appropriately, helping interpretation and, where relevant, takes into account errors and uncertainties. |
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Partial |
Some raw data is processed correctly. |
Presents processed data appropriately but with some errors and/or omissions. |
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Not at all |
No processing of raw data is carried out or major errors are made in processing. |
Presents processed data inappropriately or incomprehensibly. |
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ASPECTS |
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LEVELS |
Drawing conclusions |
Evaluating procedure(s) and results |
Improving the investigation |
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Complete |
Gives a valid conclusion, based on the correct interpretation of the results, with an explanation and, where appropriate, compares results with literature values. |
Evaluates procedure(s) and results including limitations, weaknesses or errors. |
Identifies weaknesses and states realistic suggestions to improve the investigation. |
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Partial |
States a conclusion that has some validity. |
Evaluates procedure(s) and results but misses some obvious limitations or errors. |
Suggests only simplistic improvements. |
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Not at all |
Draws a conclusion that misinterprets the results. |
The evaluation is superficial or irrelevant. |
Suggests unrealistic improvements. |
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ASPECTS |
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LEVELS |
Carrying out techniques safely |
Following a variety of instructions* |
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Complete |
Is competent and methodical in the use of the technique(s) and the equipment, and pays attention to safety issues. |
Follows the instructions accurately, adapting to new circumstances (seeking assistance when required). |
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Partial |
Requires assistance in the use of a routine technique. Works in a safe manner with occasional prompting. |
Follows the instructions but requires assistance. |
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Not at all |
Does not carry out the technique(s) or misuses the equipment, showing no regard for safety. |
Does not follow the instructions or requires constant supervision. |
* Instructions may be given in a variety of forms: oral, written worksheets, diagrams, photographs, videos, flowcharts, audiotapes, models, computer programs etc.
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ASPECTS |
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LEVELS |
Working within a team* |
Recognizing the contributions of others |
Exchanging and integrating ideas |
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Complete |
Collaborates with others, recognizing their needs, in order to complete the task. |
Expects, actively seeks and acknowledges the views of others. |
Exchanges ideas with others, integrating them into the task. |
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Partial |
Requires guidance to collaborate with others. |
Acknowledges some views. |
Exchanges ideas with others but requires guidance in integrating them into the task. |
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Not at all |
Is unsuccessful when working with others. |
Disregards views of others. |
Does not contribute. |
* A team is defined as two or more people.
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ASPECTS |
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LEVELS |
Approaching scientific investigations with self-motivation and perseverance |
Working in an ethical manner |
Paying attention to environmental impact |
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Complete |
Approaches the investigation with self-motivation and follows it through to completion. |
Pays considerable attention to the authenticity of the data and information, and the approach to materials (living or non-living). |
Pays considerable attention to the environmental impact of the investigation. |
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Partial |
Approaches the investigation with self-motivation or follows it through to completion. |
Pays some attention to the authenticity of the data and information, and the approach to materials (living or non-living). |
Pays some attention to the environmental impact of the investigation. |
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Not at all |
Lacks perseverance and motivation. |
Pays little attention to the authenticity of the data and information, and the approach to materials (living or non-living). |
Pays little attention to the environmental impact of the investigation |
For a particular criterion, a piece of work is judged to see whether the requirements of each aspect have been fulfilled completely, partially or not at all. This can then be translated into an achievement level 0, 1, 2 or 3 using the achievement level matrixes below. The lowest level of achievement is represented by 0, and 3 represents the highest level of achievement.
Planning (a), Planning (b), Conclusion and Evaluation, Personal Skills (a), Personal Skills (b)
The matrix below refers to planning (a), planning (b), conclusion and evaluation, personal skills (a) and personal skills (b), where each criterion has three aspects.
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Level |
3 |
2 |
2 |
2 |
1 |
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Completely |
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Partially |
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Not at all |
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Aspects |
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Level |
1 |
1 |
1 |
0 |
0 |
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Completely |
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Partially |
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Not at all |
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Data Collection, Data Processing and Presentation, Manipulative Skills
The matrix below applies to data collection, data processing and presentation, and manipulative skills, where each criterion has two aspects.
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Level |
3 |
2 |
1 |
1 |
0 |
0 |
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Completely |
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Partially |
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Not at all |
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Aspects |
Aspects |
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