IA marking rubric for DP Biology (first exams 2016)

Physics Internal Assessment Coversheet

Candidate
Student Name: Session:
Number:

Investigation title: Type: ___ Practice ___ Final

Criteria
Total %
Personal
Exploration Analysis Evaluation Communication
engagement

Mark Awarded:

Total Marks: 2 6 6 6 4 24 100

n.b. Marks are given on a best-fit approach based on the levels awarded for each aspect of a given criteria. Refer to the criteria pages for a more detailed breakdown.

“I confirm that this work is my own work and is the final version. I have acknowledged each use of the words or
Candidate declaration:
ideas of another person, whether written, oral or visual.”

Signed: Date:

https://bioknowledgy.wikispaces.com/ (Chris Paine)

 IA marking rubric for DP Biology (first exams 2016)

P e r s o n a l e n g a g e m e n t
This criterion assesses the extent to which the student engages with the exploration and makes it their own. Personal engagement may be recognized in different attributes and skills. These
could include addressing personal interests or showing evidence of independent thinking, creativity or initiative in the designing, implementation or presentation of the investigation.

Aspect
Mark
Exploration Personal significance Intiative

0 The student’s report does not reach a standard described by the descriptors below.

The evidence of personal engagement with the The justification given for choosing the research question There is little evidence of personal input and initiative in
1 exploration is limited with little independent thinking, and/or the topic under investigation does not the designing, implementation or presentation of the
initiative or insight. demonstrate personal significance, interest or curiosity. investigation.

The evidence of personal engagement with the The justification given for choosing the research question There is evidence of personal input and initiative in the
2 exploration is clear with significant independent thinking, and/or the topic under investigation demonstrates designing, implementation or presentation of the
initiative or insight. personal significance, interest or curiosity. investigation.

P1.1 Arguments and discussion show intelligent RQ of question is based on prior research, Novel or innovative approach to address the
P2.1 P3.1
use of citations, not reliance on them. but does not repeat it. research question
P1.2 Arguments consider data, published data Methodology uses known methods, but
and observations together, not as separate P2.2 RQ based on personal interests P3.2 adapts them to the investigation with good
entities. reason.
Checklist

P1.3
The discussion uses theory/citations beyond Explores related research from reliable
the research question to explain anomalies P2.3 RQ is relevant to local issues. P3.3 sources (publications, journals, etc) or
and trends, if necessary and relevant. online simulations for comparison

P2.4 RQ is novel and/or unusual.

n.b. Unlike other criteria personal engagement there just has to be point of evidence against an aspect, it does not have to comprehensively meet all mark points.

https://bioknowledgy.wikispaces.com/ (Chris Paine)

IA marking rubric for DP Biology (first exams 2016)

E x p l o r a t I o n
This criterion assesses the extent to which the student establishes the scientific context for the work, states a clear and focused research question and uses concepts and techniques
appropriate to the Diploma Programme level. Where appropriate, this criterion also assesses awareness of safety, environmental, and ethical considerations.

Aspect
Mark Safety, ethics and environmental
Research question Background Method
issues

0 The student’s report does not reach a standard described by the descriptors below.

The methodology of the investigation is

1 The background information provided for only appropriate to address the research
The report shows evidence of limited
The topic of the investigation is identified the investigation is superficial or of limited question to a very limited extent since it
awareness of the significant safety, ethical
and a research question of some relevance relevance and does not aid the takes into consideration few of the
or environmental issues that are relevant
is stated but it is not focused. understanding of the context of the significant factors that may influence the
to the methodology of the investigation.
2 investigation. relevance, reliability and sufficiency of the
collected data.

The methodology of the investigation is

3 mainly appropriate to address the research
The background information provided for The report shows evidence of some
The topic of the investigation is identified question but has limitations since it takes
the investigation is mainly appropriate and awareness of the significant safety, ethical
and a relevant but not fully focused into consideration only some of the
relevant and aids the understanding of the or environmental issues that are relevant
research question is described. significant factors that may influence the
context of the investigation. to the methodology of the investigation.
4 relevance, reliability and sufficiency of the
collected data.

The methodology of the investigation is

5 highly appropriate to address the research
The background information provided for The report shows evidence of full
The topic of the investigation is identified question because it takes into
the investigation is entirely appropriate and awareness of the significant safety, ethical
and a relevant and fully focused research consideration all, or nearly all, of the
relevant and enhances the understanding or environmental issues that are relevant
question is clearly described. significant factors that may influence the
of the context of the investigation. to the methodology of the investigation.
6 relevance, reliability and sufficiency of the
collected data.
IV correctly identified with
Research Question is clearly Reference to existing
units/range including an
E1.1 stated in bold as part of the E2.1 research or preliminary E3.1 E4.1 Safety issues fully considered.
explanation of how this range
introduction. experiments, if relevant.
was chosen.
The research question is a The background sets the DV (as directly recorded)
Ethical issues fully
E1.2 precisely and sufficiently E2.2 research question into E3.2 correctly identified with units E4.2
considered.
detailed formulated question. context. and # of repeats
The research question can be
Research question restated Important control variables Environmental issues full
E1.3 used to formulate a E2.3 E3.3 E4.3
and referred to. identified and described. considered.
hypothesis.
Concepts and background The likely impact of each
E2.4 E3.4
theory described / explained. control variable is discussed.
Citations relevant to the The potential impact of each
E2.5 research question used to E3.5 control variable has been
support theories / ideas. addressed.
Method to manipulate IV
Demonstrated understanding
fully detailed including units
E2.6 of theory clarifies the context E3.6
and uncertainty of tools (±
of the investigation.
____ )*
Method for recording results,
If relevant a sketch graph is
including units and
Checklist

E2.7 used to illustrate the E3.7

uncertainty of tools (± ____
hypothesis.
)*
List of apparatus including
sizes and uncertainty.
Equations are derived or Annotated photo or diagram
E2.8 E3.8
explained (not just stated) of equipment or
experimental set-up is
included.
Specific method to keep each
controlled variable constant
has been explained clearly.
E3.9
This should include values
and equipment used at each
point in the method.
Method is not generic, but is
E3.10
tailored to answer the RQ.
Method clearly, specific and
E3.11 easily replicated by the
reader, if desired.
Monitored variables which
E3.12
cannot be controlled stated

https://bioknowledgy.wikispaces.com/ (Chris Paine)

 IA marking rubric for DP Biology (first exams 2016)

A n a l y s i s
This criterion assesses the extent to which the student’s report provides evidence that the student has selected, recorded, processed and interpreted the data in ways that are relevant
to the research question and can support a conclusion.

Aspect
Mark
Raw data Data processing Impact of uncertainty Interpretation of processed data

0 The student’s report does not reach a standard described by the descriptors below.

1 The report shows evidence of little

The report includes insufficient relevant Some basic data processing is carried out The processed data is incorrectly or
consideration of the impact of
raw data to support a valid conclusion to but is either too inaccurate or too insufficiently interpreted so that the
measurement uncertainty on the
the research question. insufficient to lead to a valid conclusion. conclusion is invalid or very incomplete.
2 analysis.

3 The report includes relevant but Appropriate and sufficient data

The report shows evidence of some The processed data is interpreted so that
incomplete quantitative and qualitative processing is carried out that could lead
consideration of the impact of a broadly valid but incomplete or limited
raw data that could support a simple or to a broadly valid conclusion but there
measurement uncertainty on the conclusion to the research question can
partially valid conclusion to the research are significant inaccuracies and
4 analysis. be deduced.
question. inconsistencies in the processing.

Appropriate and sufficient data

5 The report includes sufficient relevant processing is carried out with the The report shows evidence of full and The processed data is correctly
quantitative and qualitative raw data accuracy required to enable a conclusion appropriate consideration of the impact interpreted so that a completely valid
that could support a detailed and valid to the research question to be drawn of measurement uncertainty on the and detailed conclusion to the research
6 conclusion to the research question. that is fully consistent with the analysis. question can be deduced.
experimental data.

Data collected is relevant Calculations to determine Random and systematic Patterns and trends in
A1.1 and appropriate to answer A2.1 DV carried out, if A3.1 uncertainties included and A4.1 graphed data described
the RQ. necessary. justified (linear, exponential, etc)
Random and systematic Propagation of
Min. 5 increments over a Equation of trendline
A1.2 A2.2 uncertainties included and A3.2 uncertainties in processed A4.2
suitable range of the IV. stated with uncertainty
justified data correctly carried out
Min. 5 repeats is Discussion of size of
Sample calculations of Outliers identified and
Checklist

recommended at each uncertainties compared to

A1.3 A2.3 processing is included and A3.3 A4.3 discussed (and removed, if
increment to ensure the data. Is validity
correctly carried out applicable)
reliability. affected?
Insightful, detailed and Graphed data are based on
Error bars included in If necessary, trendline is
A1.4 relevant qualitative data A2.4 mean values of trials and A3.4 A4.4
graphed data. extrapolated
(observations). presented as scatter graph
All data are recorded Best-fit, max and minimum Trendline(s) hit all error Datapoints are not joined
A1.5 A2.5 A3.5 A4.5
correctly and honestly. trendlines fitted to date bars (error-box) by line segments.
Attempt to linearize non-
A2.6
linear trends (if applicable)

https://bioknowledgy.wikispaces.com/ (Chris Paine)

 IA marking rubric for DP Biology (first exams 2016)

E v a l u a t i o n
This criterion assesses the extent to which the student’s report provides evidence of evaluation of the investigation and the results with regard to the research question and the accepted
scientific context.

Aspect
Mark Limitations of the data and sources Suggestions for improvements and
Conclusion Scientific context
of error extension

0 The student’s report does not reach a standard described by the descriptors below.

1 Strengths and weaknesses of the

The student has outlined very few realistic
A conclusion is outlined which is not The conclusion makes superficial investigation, such as limitations of the
and relevant suggestions for the
relevant to the research question or is not comparison to the accepted scientific data and sources of error, are outlined but
improvement and extension of the
supported by the data presented. context. are restricted to an account of the
investigation.
2 practical or procedural issues faced.

Strengths and weaknesses of the

3 investigation, such as limitations of the The student has described some realistic
A conclusion is described which is relevant A conclusion is described which makes
data and sources of error, are described and relevant suggestions for the
to the research question and supported some relevant comparison to the
and provide evidence of some awareness improvement and extension of the
by the data presented. accepted scientific context.
of the methodological issues involved in investigation.
4
establishing the conclusion.

Strengths and weaknesses of the

5 investigation, such as limitations of the
A detailed conclusion is described and
A conclusion is correctly described and data and sources of error, are discussed The student has discussed realistic and
justified which is entirely relevant to the
justified through relevant comparison to and provide evidence of a clear relevant suggestions for the improvement
research question and fully supported by
the accepted scientific context. understanding of the methodological and extension of the investigation.
the data presented.
6 issues involved in establishing the
conclusion.
Is the trend/pattern in the
Scientific explanation for results clear or is it difficult
Conclusion based on, and Improvements appropriate
results is provided and to be certain about the
EV1.1 refers to the interpretation EV2.1 EV3.1 EV4.1 and related to the
clearly described (and trend (refer to error
of processed and raw data. RQ/Hypothesis
referenced) bars/std dev/strength of
correlation)?
Possible impact(s) of Does the range/increments
Scientific explanation Improvements are specific
outliers, qualitative of IV values produce data
EV1.2 EV2.2 justified with explicit EV3.2 EV4.2 (e.g. equipment named) and
observations and controlled that enables the RQ to be
reference to the data. clearly explained
variables discussed answered?
Checklist

level of support (strong, Analysis of sufficiency of

Comparison attempted with
weak, no support, or data, is the way the DV is Improvements, if related to
published data, reliable
EV1.3 inconclusive) for the EV2.3 EV3.3 measured producing valid EV4.3 known or existing methods,
scientific sources or
hypothesis/RQ is identified, results or does it need to be are cited correctly.
available simulations.
correct and justified. changed?
Systematic errors (problems
Scientific context restated - Addresses all the identified
with method), i.e. identified
EV2.4 does not rely on the EV3.4 EV4.4 limitations of the data and
control variables, are
background. sources of error.
discussed.
Suggestions for further
Impact of qualitative data
investigations are based on
EV3.5 on the validity of the EV4.5
the conclusion and are
conclusion examined.
relevant to the RQ

https://bioknowledgy.wikispaces.com/ (Chris Paine)

 IA marking rubric for DP Biology (first exams 2016)

C o m m u n i c a t i o n
This criterion assesses whether the investigation is presented and reported in a way that supports effective communication of the focus, process and outcomes.

Mark Aspect
awared Presentation Structure Focus Terminology and conventions

0 The student’s report does not reach a standard described by the descriptors below.

1 The report is not well structured and is

The understanding of the focus, process
The presentation of the investigation is unclear: the necessary information on There are many errors in the use of
and outcomes of the investigation is
unclear, making it difficult to understand focus, process and outcomes is missing subject-specific terminology and
obscured by the presence of
the focus, process and outcomes. or is presented in an incoherent or conventions.
2 inappropriate or irrelevant information.
disorganized way.

3 The presentation of the investigation is The report is well structured and clear: The report is relevant and concise The use of subject-specific terminology
clear. Any errors do not hamper the necessary information on focus, thereby facilitating a ready and conventions is appropriate and
understanding of the focus, process and process and outcomes is present and understanding of the focus, process and correct. Any errors do not hamper
4 outcomes . presented in a coherent way. outcomes of the investigation. understanding.

A consistent linguistic style Table column headers

(preferably passive Obvious clear structure present and correct (IV in
All data and graphs are
C1.1 voice/third person) C2.1 outlined, e.g. clear C3.1 C4.2 the first column and DV
relevant to the RQ
maintained throughout the headings and (sub)titles values in subsequent
essay. columns) incl. units
Citations given for all Graphs, tables, equations
All images and media are
C1.2 support material taken C2.2 and images titled and C3.2 C4.3 Uncertainties correct (± __)
relevant to the RQ
from sources. numbered e.g. Graph #1 …
Citations must use a clear
Graphs, tables, and images
consistent style (MLA) and Decimal points consistent
included as close as All citations included are
C1.3 inline citations must be C2.3 C3.3 C4.4 with precision of the
possible to it's first relevant to the RQ
used to support the use of equipment / uncertainty
reference/use.
citations within text.
Decimal points consistent
All arguments and throughout (e.g. the
Diagrams and images used Tables & graphs do not
C1.4 C2.4 C3.4 discussion are relevant to C4.5 precision of mean values is
are clear and/or annotated break across pages
checklist

the RQ consistent with the data

they are based upon)
No reference is made to Raw data clearly
the school, teacher or Effective use of space leads Report consists of 6 to 12 distinguished from
C1.5 C2.5 C3.5 C4.6
name of candidate in the to clarity of presentation pages processed data (possibly
report separate table)
Appendices used contain
Consistent use of font type
Graphs clear, colouring information that is not
and font size (11±1) and Scatter graph plots IV on x-
C1.6 C2.6 appropriate, equations of C3.6 necessary for a complete C4.7
sufficiently spaced lines axis and DV on y-axis
trendlines clearly visible understanding of the
(≥1.15)
investigation
Graph axes labeled clearly
C4.8
and scaled appropriately
Essay shows a mastery of,
and fluency in, the use of
C4.11 appropriate scientific
terminology and avoid
excessive use of jargon.

https://bioknowledgy.wikispaces.com/ (Chris Paine)