Internal+assessment+criteria

=Criteria and aspects=

There are four assessment criteria that are used to assess the work of students.


 * Planning—Pl
 * Data collection and processing—DCP
 * Discussion, evaluation and conclusion—DEC
 * Personal skills—PS

The first three criteria—planning (Pl), data collection and processing (DCP), and discussion, evaluation and conclusion (DEC)—are each assessed at least twice.

Personal skills (PS) is assessed summatively, once only, at the end of the course. It should not be the average achieved over the whole practical scheme of work but should reflect any sustained improvement in performance.

Each of the assessment criteria can be separated into three **aspects** as shown in the following sections.

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).**

A “complete” is awarded 2 marks, a “partial” 1 mark and a “not at all” 0 marks.

The maximum mark for each criterion is 6 (representing three “completes”).

Pl × 2 = 12 DCP × 2 = 12 DEC × 2 = 12 PS × 1 = 6

This makes a total mark out of 42.

The marks for each of the criteria are added together to determine the final mark out of 42 for the internal assessment component. This is then scaled by the IB to give a total out of 20%.

General regulations and procedures relating to internal assessment can be found in the //Handbook of procedures for the Diploma Programme// for the year in which the internal assessment is being submitted.

Planning

 * ~ Levels/marks ||~ Aspect 1 ||~ Aspect 2 ||~ Aspect 3 ||
 * ~  ||~ Defining the problem and selecting variables ||~ Controlling variables ||~ Developing a method for collection of data ||
 * Complete/2 || States a focused problem/research question and identifies the relevant variables. || Designs a method for the effective control of variables. || Describes a method that allows for the collection of sufficient relevant data. ||
 * Partial/1 || States a problem/research question that is incomplete or identifies only some relevant variables. || Designs a method that makes some attempt to control the variables. || Describes a method that does not allow for the collection of sufficient relevant data. ||
 * Not at all/0 || Does not state a problem/research question and does not identify any relevant variables. || Designs a method that does not allow for the control of the variables. || Describes a method that does not allow for the collection of any relevant data. ||

Data collection and processing

 * ~ Levels/marks ||~ Aspect 1 ||~ Aspect 2 ||~ Aspect 3 ||
 * ~  ||~ Recording data ||~ Processing data ||~ Presenting processed data ||
 * Complete/2 || Systematically records appropriate quantitative and/or qualitative data*, including units. || Processes primary and/or secondary data correctly. || Presents processed data appropriately and effectively to assist analysis. ||
 * Partial/1 || Records appropriate quantitative and/or qualitative data but with some mistakes and/or omissions. || Processes primary and/or secondary data but with some mistakes and/or omissions || Presents processed data appropriately but lacks clarity or with some mistakes and/or omissions. ||
 * Not at all/0 || Data is not recorded or is recorded incomprehensibly. || No processing of data is carried out or major mistakes are made in processing. || Presents processed data inappropriately or incomprehensibly. ||


 * This can be raw primary or secondary data

Discussion, evaluation and conclusion
conclusion or gives a correct explanation, based on the data. ||
 * ~ Levels/marks ||~ Aspect 1 ||~ Aspect 2 ||~ Aspect 3 ||
 * ~  ||~ Discussing and reviewing ||~ Evaluating procedure(s) and suggesting improvements ||~ Concluding ||
 * Complete/2 || Discussion is clear and well reasoned, showing a broad understanding of context and the implications of results. || Identifies weaknesses and limitations and suggests realistic improvements. || States a reasonable conclusion, with a correct explanation, based on the data. ||
 * Partial/1 || Discussion is adequate, showing some understanding of context and implications of results. || Identifies weaknesses and limitations but misses some obvious faults. Suggests only superficial improvements. || States a reasonable
 * Not at all/0 || Discussion is inadequate, showing little understanding of context and implications of results. || The weaknesses and limitations are irrelevant or missing. Suggests unrealistic improvements. || States an unreasonable conclusion or no conclusion at all. ||

Personal skills
and communicates in a group situation and integrates the views of others. || Always pays attention to safety issues and shows due regard for the environmental onsequences of his or her actions and academic integrity. || consequences of his or her actions and academic integrity. ||
 * ~ Levels/marks ||~ Aspect 1 ||~ Aspect 2 ||~ Aspect 3 ||
 * ~  ||~ Carrying out techniques ||~ Working in a team ||~ Working safely and ethically ||
 * Complete/2 || Fully competent and methodical in the use of a range of techniques and equipment. || Consistently collaborates
 * Partial/1 || Usually competent and methodical in the use of a range of techniques and equipment. || Occasionally collaborates and communicates in a group situation. || Usually pays attention to safety issues and shows some regard for the environmental
 * Not at all/0 || Rarely competent and methodical in the use of a range of techniques and equipment. || Makes little or no attempt to collaborate in a group situation. || Pays little attention to safety issues and shows little regard for the environmental consequences of his or her actions and academic integrity. ||

This is grade once at the end of the course