Internal Assessment Criteria IB Mathematics SL Analysis and Approaches
Internal Assessment Criteria IB Mathematics SL Analysis and Approaches
Internal Assessment Criteria IB Mathematics SL Analysis and Approaches
Rubric
A Presentation B Mathematical C Personal D Reflection E Use of Mathematics
(4) Communication (4) Engagement (3) (3) (6)
0 The exploration The exploration The exploration The exploration The exploration does
does not reach does not reach the does not reach does not reach not reach the standard
the standard standard described the standard the standard described by the
described by the by the descriptors described by described by the descriptors below.
descriptors below. below. the descriptors
descriptors below.
below.
1 The exploration The exploration There is There is evidence Some relevant
has some contains some evidence of of limited mathematics is used.
coherence or relevant some personal reflection.
some mathematical engagement.
organisation. communication,
which is partially
appropriate.
2 The exploration The exploration There is There is evidence Some relevant
has some contains some evidence of of meaningful mathematics is used.
coherence and relevant appropriate significant reflection. Limited understanding
shows some mathematical personal is demonstrated.
organisation. communication. engagement.
3 The exploration is The mathematical There is There is Relevant mathematics
coherent and well communication is evidence of substantial commensurate with the
organised. relevant, outstanding evidence of level of the course is
appropriate and is personal critical reflection. used. Limited
mostly consistent. engagement. understanding is
demonstrated.
4 The exploration is The mathematical Relevant mathematics
coherent, well communication is commensurate with the
organised, relevant, level of the course is
concise. appropriate and used. The mathematics
consistent explored is partially
throughout. correct. Some
knowledge and
understanding are
demonstrated.
5 Relevant mathematics
commensurate with the
level of the course is
used. The mathematics
explored is mostly
correct. Good
knowledge and
understanding are
demonstrated.
6 Relevant mathematics
commensurate with the
level of the course is
used. The mathematics
explored is correct.
Thorough knowledge
and understanding are
demonstrated.
Internal Assessment Criteria IB Mathematics SL Analysis and Approaches
Criterion A: Presentation
The “presentation” criterion assesses the organization and coherence of the
exploration.
A coherent exploration is logically developed, easy to follow and meets its aim. This
refers to the overall structure or framework, including introduction, body, conclusion
and how well the different parts link to each other.
Criterion D: Reflection
The “reflection” criterion assesses how the student reviews, analyses and evaluates the
exploration. Although reflection may be seen in the conclusion to the exploration, it
may also be found throughout the exploration.
Some ways of showing meaningful reflection are: linking to the aims of the
exploration, commenting on what they have learned, considering some limitations or
comparing different mathematical approaches.
Students are expected to produce work that is commensurate with the level of the
course, which means it should not be completely based on mathematics listed in the
prior learning. The mathematics explored should either be part of the syllabus, or at a
similar level.
The mathematics can be regarded as correct even if there are occasional minor errors
as long as they do not detract from the flow of the mathematics or lead to an
unreasonable outcome.
Students are encouraged to use technology to obtain results where appropriate, but
understanding must be demonstrated in order for the student to achieve higher
than level 1, for example merely substituting values into a formula does not
necessarily demonstrate understanding of the results.
The mathematics only needs to be what is required to support the development of the
exploration. This could be a few small elements of mathematics or even a single topic
(or sub-topic) from the syllabus. It is better to do a few things well than a lot of things
not so well. If the mathematics used is relevant to the topic being explored,
commensurate with the level of the course and understood by the student, then it can
achieve a high level in this criterion.
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