IB INTERNAL ASSESSMENT
This investigation is (select one):
❏ A hands-on experiment
❏ A database analysis
❏ An analysis of a simulation or model
Scoring Summary:
Personal Engagement: _____/ 2 Evaluation: _____/ 6
Exploration: _____/ 6 Communication: _____/ 6
Analysis: _____/ 6 TOTAL: _____/24
Marks are awarded on a “best fit” approach based on the levels awarded for each aspect of a given criteria.
Estimated IB Grade, based on 2016 mark ranges:
PERSONAL ENGAGEMENT
This criterion assesses the extent to which the student engages with the investigation and makes it their own. Personal
engagement may be recognized in different attributes and skills; these could include addressing personal interest or
showing evidence of independent thinking, creativity, or initiate in the designing, implementation or presentation of the
investigation.
ASPECT
MARK Independent Thinking Personal Significance Initiative
0 The students report does not reach a standard described by the descriptors below.
The evidence of personal The justification given for There is little evidence of
engagement with the choosing the research question personal input and initiative in
exploration is limited with little and/or the topic under the designing, implementation
1 independent thinking, initiative investigation does not or presentation of the
or creativity. demonstrate personal investigation.
significance, interest or curiosity.
The evidence of personal The justification given for There is evidence of personal
engagement with the choosing the research question input and initiative in the
exploration is clear with and/or the topic under designing, implementation or
2 significant independent investigation demonstrates presentation of the
thinking, initiative or creativity. personal significance, interest or investigation.
curiosity.
Independent Thinking:
Evidence ❏ Research question is novel and/or unusual.
Unlike other ❏ Creativity in data collection methods or technique.
criteria, in personal ❏ Arguments and discussion show independent thinking, considering data, published sources
engagement there and observations together in a unique way.
just has to be a
❏ Exceptional depth in the understanding of the limitations of the investigation or in the
point of evidence
against an aspect, improvement or extension of the investigation
it does not have to ❏ Other
comprehensively
meet all mark
Personal Significance:
points.
❏ Research question is based on authentic personal interest or curiosity.
❏ Explanation of personal significance is not contrived (for example, “I have always been
interested in…”)
❏ Research question is relevant to local issues, with explanation.
❏ Other:
Initiative:
❏ Topic is of suitable complexity.
❏ Novel or innovative approach to address the research question, with explanation.
❏ Method uses known protocol, but adapts them for good reason, with explanation.
❏ Novel or innovative approach to presentation of results, with explanation.
❏ Evidence of tenacity in collection of data
❏ Other:
EXPLORATION
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
Research
Environmental
Question Background Methodology
Issues
0 The students report does not reach a standard described by the descriptors below.
The topic of the Background information The methodology of the The report shows
investigation is provided for the investigation is only evidence of limited
identified and the investigation is appropriate to address awareness of the
research question is superficial or of limited the research question to significant safety, ethical
somewhat relevant but relevance and does not a very limited extent or environmental issues
not focused. aid the understanding of since it takes into that are relevant to the
1-2 the context of the consideration few of the methodology of the
investigation significant factors that investigation.
may influence the
relevance, reliability and
sufficiency of the
collected data.
3-4 The topic of the Background information The methodology of the The report shows
investigation is provided for the investigation is mainly evidence of some
identified and the investigation is mainly appropriate to address awareness of the
research question is appropriate and relevant the research question significant safety, ethical
relevant but not fully and aids the but has limitations since or environmental issues
focused. understanding of the it takes into that are relevant to the
context of the consideration only some methodology of the
investigation. of the significant factors investigation.
that may influence the
relevance, reliability and
sufficiency of the
collected data.
The topic of the Background information The methodology of the The report shows
investigation is provided for the investigation is highly evidence of full
identified and the investigation is entirely appropriate to address awareness of the
research question is appropriate and relevant the research question significant safety, ethical
relevant and fully and enhances the because it takes into or environmental issues
focused. understanding of the consideration all, or that are relevant to the
5-6 context of the nearly all, of the methodology of the
investigation. significant factors that investigation.
may influence the
relevance, reliability and
sufficiency of the
collected data.
E Research Question:
❏ The research questions is clearly stated and precisely formulated.
V ❏ The research question is clearly biology in focus
❏ Research question includes clear and specific MV and RV (for example, “How does mass of sucrose affect…”
I NOT “how does amount of sugar affect…”
D ❏ Research question includes scientific name of organism, if relevant (Genus species).
❏ The research question is used to formulate a hypothesis predicting the relationship between the MV and RV.
E ❏ Hypothesis explanation is scientifically accurate
N
Background:
C ❏ The background sets the research question into context; need and importance are clear.
E ❏ Appropriate and relevant background biology of the entity being investigated is correctly described and explained.
❏ Background research includes scientific name of organism, if relevant (Genus species).
❏ Background research on the manipulated variable supports and explains manipulation of the variable.
❏ Background research on the responding variable indicates it is a good variable to measure response to
manipulation.
❏ Research into research methods is well described and selected methods are justified.
❏ Known differences or relationships between variables are described.
❏ Citations relevant to the research question are used.
❏ Background information is used to form a hypothesis.
❏ Null and alternative hypothesis given if a statistical test of significance is used.
❏ If relevant, a predicted graph is used to illustrate the hypothesis
Methodology:
❏ MV correctly identified with units and levels, including how the levels were chosen.
❏ Minimum of five levels of MV over a suitable range (unless comparing populations or correlating variables without
manipulation).
❏ RV (as directly recorded and/or calculated) correctly identified with units.
❏ RV is quantifiable
❏ Important CV identified, with the potential impact of each discussed. Validity measures and/or control group are
not misunderstood as CV.
❏ List or photographs of apparatus and materials including size, graduation and uncertainty.
❏ Reference to preliminary trials, if completed.
❏ Method to change and measure MV fully detailed (including tools, units and uncertainty).
❏ Method for measuring RV data fully detailed (including tools, units and uncertainty).
❏ Sufficient repeats of RV measurement to ensure reliability and allow for statistics (typically 5 minimum)
❏ Sample size is appropriate for the investigation: typically, 5-15 is a very small sample, 15-30 is a small sample,
30+ is considered a large sample.
❏ If relevant, collection of data from other students or sources is explained and referenced.
❏ If sampling only a portion of a population, include the method for ensuring the sample was randomly selected.
❏ Method for maintaining and measuring CV is detailed (including tools, units and uncertainty).
❏ Method includes validity measures to ensure experimental measurements are valid and consistent.
❏ Method is clear, specific and easily replicated as described.
❏ Full citation of a published protocol (or elements of), if used.
❏ Photographs of experimental setup and data collection are included and referenced in the text.
Safety, Ethics and Environmental Issues:
❏ Safety issues fully considered, including safe handling of chemicals or equipment.
❏ Mindful of the reasonable consumption and use of chemicals and materials.
❏ Use of human consent forms if needed (i.e. for physiology experimentation).
❏ Ethical issues fully considered (including animal experimentation policy if needed).
❏ Environmental issues fully considered (such as disposal of chemicals).
❏ Attempts to minimize impact of the investigation on field sites.
ANALYSIS
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 Interpretation of
Uncertainty Processed Data
0 The students report does not reach a standard described by the descriptors below.
The report includes Some basic data The report shows The processed data is
insufficient, relevant raw processing is carried evidence of little incorrectly or
data to support a valid out but is either too consideration of the insufficiently interpreted
1-2 conclusion to the inaccurate or too impact of measurement so that the conclusion is
research question. insufficient to lead to a uncertainty on the invalid or very
valid conclusion. analysis. incomplete.
The report includes Appropriate and The report shows The processed data is
relevant but Incomplete sufficient data evidence of some interpreted so that a
quantitative and processing is carried consideration of the broadly valid but
qualitative raw data that out that could lead to a impact of measurement incomplete or limited
could support a simple or broadly valid conclusion uncertainty on the conclusion to the
3-4 partially valid conclusion but there are significant analysis. research question can
to the research question. Inaccuracies and be deduced.
inconsistencies in the
processing.
5-6 The report includes Appropriate and The report shows The processed data is
sufficient relevant sufficient data evidence of full and correctly interpreted so
quantitative and processing is carried appropriate consideration that a completely valid
qualitative raw data that out with the accuracy of the impact of and detailed conclusion
could support a detailed required to enable a measurement uncertainty to the research question
and valid conclusion to conclusion to the on the analysis. can be deduced.
the research question. research question to be
drawn that is fully
consistent with the
experimental data.
E Raw Data:
❏ Data is collected for a minimum of 5 levels over a suitable range of the MV.
V ❏ Data is collected for a minimum of 5 repeats (for SD, more for correlations).
I ❏ Data is collected to show consistency of CV.
D ❏ Insightful and thorough qualitative data (maps, sketches, observations and/or photos with
E annotations).
❏ All data are recorded correctly and honestly.
N
C Data Processing:
E ❏ Per trial calculations to determine RV, if necessary (i.e. rate or percent change)
❏ Mean and standard deviations included, where appropriate.
❏ Calculations and/or significance tests appropriate to investigation are performed.
❏ Justification of the data processing method and statistical test.
❏ All calculations are mathematically correct.
❏ Statistical tests include full details including null and alternative hypothesis, DF, critical values and
probability levels.
❏ Formula, Excel formula, worked example or screenshot of calculations given.
❏ Appropriate choice of graph with variables on the appropriate axis
Impact of Uncertainty:
❏ Correct uncertainty reported for raw measurements.
❏ Uncertainties justified and/or explained.
❏ Correct and consistent number of digits throughout.
❏ Discussion of the size of uncertainties compared to the data collected.
❏ SD error bars included and labeled on graphs.
Interpretation of Processed Data:
❏ Patterns in the data related to the RQ stated.
❏ Data points joined to illustrate the trend (unless comparing qualitative IV).
❏ Patterns and trends in data described with reference to graphs.
❏ Implications of the variation (i.e. SD) within the data discussed.
❏ Correct conclusion of significance is drawn.
EVALUATION
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
Conclusion Scientific Context Limitations Suggestions
0 The students report does not reach a standard described by the descriptors below.
A conclusion is outlined The conclusion makes Strengths and The student has
which is not relevant to superficial comparison weaknesses of the outlined very few
the research question or to the accepted investigation, such as realistic and relevant
is not supported by the scientific context. limitations of the data suggestions for the
data presented. and sources of error, improvement and
1-2 are outlined but are extension of the
restricted to an account investigation.
of the practical or
procedural issues
faced.
A conclusion is described A conclusion is Strengths and The student has
which is relevant to the described which makes weaknesses of the described some
research question and some relevant investigation, such as realistic and relevant
supported by the data comparison to the limitations of the data suggestions for the
presented. accepted scientific and sources of error, improvement and
3-4 context. are described and extension of the
provide evidence of investigation.
some awareness of the
methodological issues
involved in establishing
the conclusion.
A detailed conclusion is A conclusion is Strengths and The student has
described and justified correctly described and weaknesses of the discussed realistic and
which is entirely relevant justified through investigation, such as relevant suggestions for
to the research question relevant comparison to limitations of the data the improvement and
and fully supported by the accepted scientific and sources of error, extension of the
the data presented. context. are discussed and investigation.
provide evidence of a
clear understanding of
5-6 the methodological
issues involved in
establishing the
conclusion.
E Conclusion:
❏ The conclusion refers back to the research question.
V ❏ The conclusion given is correct and clearly supported by the interpretation of the data.
I ❏ Key data from the analysis is given and trends in the data are discussed.
D ❏ Strengths of the investigation are considered
E ❏ The extent to which the hypothesis is supported by the data is explained (avoiding “proves”).
❏ The level of support (strong, weak, none or inconclusive) for the hypothesis/conclusion is
N identified, correct and justified.
C
E Scientific Context:
❏ Scientific explanation for the results is described.
❏ Comparison is made with published data and theoretical texts (with citations).
Limitations:
❏ Appropriately addresses data collection errors.
❏ Discusses ways the investigative design may have introduced limitations.
❏ The variation in results is reported, showing the strength of the conclusion.
❏ The appropriateness of the apparatus in obtaining relevant data is commented on.
❏ Weaknesses in the methodology are discussed.
❏ The reliability of the data is commented on.
❏ The quantity of the data is commented on (both MV and RV).
❏ The precision, accuracy and uncertainty in the data is commented on.
❏ Outlier data or irregularities in the data are addressed and explained.
❏ Relative impact of data collection errors and limitations on results is explained
Suggestions:
❏ Realistic and specific improvements are proposed.
❏ Improvements effectively and specifically address the limitations.
❏ Improvements are given which are possible within the context of a school laboratory.
❏ Provides possible ideas for future studies.
❏ Connects the research study to possible real-world applications.
COMMUNICATION
This criterion assesses whether the investigation is presented and reported in a way that supports effective
communication of the focus, process and outcomes.
ASPECT
MARK Terminology &
Presentation Structure Focus
Conventions
0 The students report does not reach a standard described by the descriptors below.
The presentation of the The report is not well The understanding of There are many errors
Investigation is unclear, structured and is the focus, process and in the use of subject
making it difficult to unclear: the necessary outcomes of the specific terminology
understand the focus, information on focus, investigation is and conventions.
1-2 process and outcomes. process and outcomes is obscured by the
missing or is presented presence of
in an incoherent or inappropriate or
disorganized way. irrelevant information.
The presentation of the The report is well The report is relevant The use of subject
Investigation is clear. structured and clear: the and concise thereby specific terminology
Any errors do not necessary information facilitating a ready and conventions is
3-4 hamper understanding on focus, process and understanding of the appropriate and
of the focus, process outcomes is present and focus, process and correct. Any errors do
and outcomes. presented in a coherent outcomes of the not hamper
way. investigation. understanding.
E Presentation:
❏ A consistent linguistic style is maintained throughout the writing (i.e. past tense, active voice).
V ❏ Minimal spelling or grammar errors are present.
I ❏ Legible and academically appropriate font style and size are used.
D ❏ Use of color in images or graphs is appropriate.
E ❏ Citations given for all material taken from sources.
❏ Does NOT include use of whole pages for titles, contents or blank data tables
N
C Structure:
E ❏ There are clear headings for each section, with consistent formatting.
❏ Paragraphs are logically organized and connected.
❏ Graphs, tables, images sequentially titled (i.e. “Figure 1…”).
❏ Narrative text references figures and tables.
❏ Graphs, tables and images included as close as possible to its first reference.
❏ Tables and graphs do not break across pages.
❏ Parenthetical in-text references/citations are given in consistent format.
❏ A Works Cited List with consistent formatting is given at the end of the report.
❏ Sources are written in alphabetical order by author’s last name.
❏ Paper is 6-12 pages in length.
Focus:
❏ All data, graphs and images are relevant to the RQ.
❏ All citations are relevant to the RQ.
❏ All analysis and discussion are relevant to the RQ.
Terminology and Conventions:
❏ If included, scientific name of organisms is formatted as Genus species
❏ Metric measurement units are used
❏ Table is well organized, with specific and clear title, headings and units.
❏ Data is tables is well organized either by groups or types of data.
❏ Table column headers are present and correct (IV in first column).
❏ Graph is well organized, with specific and clear title, labeled axis (with unit) and appropriately
scaled axis.
❏ Images annotated to add information of value to the investigation.
❏ Avoid excessive use of jargon.
❏ Non-standard technical terms are explained and used in the correct context.
