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.
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.
A well-organized exploration includes an introduction, describes the aim of the

exploration and has a conclusion. Relevant graphs, tables and diagrams should
accompany the work in the appropriate place and not be attached as appendices to the
document. Appendices should be used to include information on large data sets,
additional graphs, diagrams and tables.
A concise exploration does not show irrelevant or unnecessary repetitive calculations,

graphs or descriptions.
The use of technology is not required but encouraged where appropriate. However, the
use of analytic approaches rather than technological ones does not necessarily mean
lack of conciseness, and should not be penalized. This does not mean that repetitive
calculations are condoned.
Criterion B: Mathematical Communication

The “mathematical communication” criterion assesses to what extent the student has:
● used appropriate mathematical language (notation, symbols, terminology).
Calculator and computer notation is acceptable only if it is software generated.
Otherwise it is expected that students use appropriate mathematical notation in
their work
● defined key terms and variables, where required
● used multiple forms of mathematical representation, such as formulae,
diagrams, tables, charts, graphs and models, where appropriate
● used a deductive method and set out proofs logically where appropriate
Examples of level 1 can include graphs not being labelled, consistent use of computer
notation with no other forms of correct mathematical communication.
Level 4 can be achieved by using only one form of mathematical representation as long
as this is appropriate to the topic being explored. For level 4, any minor errors that do
not impair clear communication should not be penalized.
Criterion C: Personal Engagement
The “personal engagement” criterion assesses the extent to which the student engages
with the topic by exploring the mathematics and making it their own. It is not a
measure of effort.
Personal engagement may be recognized in different ways. These include thinking

independently or creatively, presenting mathematical ideas in their own way, exploring
the topic from different perspectives, making and testing predictions. Further (but not
exhaustive) examples of personal engagement at different levels are given in the
teacher support material (TSM).
There must be evidence of personal engagement demonstrated in the student’s work.

It is not sufficient that a teacher comments that a student was highly engaged.
Textbook style explorations or reproduction of readily available mathematics without

the candidate’s own perspective are unlikely to achieve the higher levels.
Significant: The student demonstrates authentic personal engagement in the

exploration on a few occasions and it is evident that these drive the exploration
forward and help the reader to better understand the writer’s intentions.
Outstanding: The student demonstrates authentic personal engagement in the

exploration in numerous instances and they are of a high quality. It is evident that
these drive the exploration forward in a creative way. It leaves the impression that the
student has developed, through their approach, a complete understanding of the
context of the exploration topic and the reader better understands the writer’s
intentions.
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.
Simply describing results represents limited reflection. Further consideration is

required to achieve the higher levels.
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.
Critical reflection is reflection that is crucial, deciding or deeply insightful. It will

often develop the exploration by addressing the mathematical results and their impact
on the student’s understanding of the topic. Some ways of showing critical reflection
are: considering what next, discussing implications of results, discussing strengths and
weaknesses of approaches, and considering different perspectives.
Substantial evidence means that the critical reflection is present throughout the
exploration. If it appears at the end of the exploration it must be of high quality and
demonstrate how it developed the exploration in order to achieve a level 3.
Criterion E: Use of Mathematics

The “Use of mathematics” SL criterion assesses to what extent students use
mathematics that is relevant to the exploration.
Relevant refers to mathematics that supports the development of the exploration

towards the completion of its aim. Overly complicated mathematics where simple
mathematics would suffice is not relevant.
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.
A key word in the descriptor is demonstrated. The command term demonstrate

means “to make clear by reasoning or evidence, illustrating with examples or practical
application”. Obtaining the correct answer is not sufficient to demonstrate
understanding (even some understanding) in order to achieve level 2 or higher.
For knowledge and understanding to be thorough it must be demonstrated

throughout.
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.

Internal Assessment Criteria IB Mathematics SL Analysis and Approaches

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Internal Assessment Criteria IB Mathematics SL Analysis and Approaches

A well-organized exploration includes an introduction, describes the aim of the

A concise exploration does not show irrelevant or unnecessary repetitive calculations,

Criterion B: Mathematical Communication

Personal engagement may be recognized in different ways. These include thinking

There must be evidence of personal engagement demonstrated in the student’s work.

Textbook style explorations or reproduction of readily available mathematics without

Significant: The student demonstrates authentic personal engagement in the

Outstanding: The student demonstrates authentic personal engagement in the

Simply describing results represents limited reflection. Further consideration is

Critical reflection is reflection that is crucial, deciding or deeply insightful. It will

Criterion E: Use of Mathematics

Relevant refers to mathematics that supports the development of the exploration

A key word in the descriptor is demonstrated. The command term demonstrate

For knowledge and understanding to be thorough it must be demonstrated

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