� PLATON IB DIPLOMA BIOLOGY HL Compiled by Miltiadis-Kitsos

Notes on Individual investigation assessment criteria

Personal engagement Exploration Analysis Evaluation Communication Total

Mark awarded

Available marks 2 (8%) 6 (25%) 6 (25%) 6 (25%) 4 (17%) 24

Personal engagement Overview

The official guide This criterion assesses the extent to which the student engages with the exploration and makes it their own. Personal engagement may be recognised 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.

Teacher’s notes The personal engagement criterion assesses the personal involvement of the student in the investigation. The student is assessed in the following aspects: (a) Independent thinking in developing the research question, the methodology, and data presentation. (b) Personal interest and curiosity in developing the research question and exploring the available tech-

niques. (c) Initiative/personal input in designing and materialising the research and overcoming problems related

to the methodology used. Don’t forget to add a relevant paragraph in your Ind. Inv. draft addressing personal engagement

Guidance: Consider the following questions: 1. Which process did you follow to choose the specific research question:2. How is the RO (research question) related to your interests?3. How is the RO related to previous studies on the specific topic? Is it just a repetition of an investigation

already done? 4. In which ways you have altered the context of the research question in relation to previous studies?

(1) Are there any new approaches in the design, implementation and presentation of the investigation?Mark

Aspect

Independent thinking Personal interest and curios-ity

Initiative/Personal input

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

1

The evidence of personal engagement with the ex-ploration is limited with little independent think-ing, initiative or creativi-ty.

The justification given for choosing the research ques-tion and/or the topic under invest igat ion does not demonstrate personal sig-nificance, interest or cu-riosity.

There is little evidence of personal input and initia-tive in the designing, imple-mentation or presentation of the investigation.

2

The evidence of personal engagement with the ex-ploration is clear with significant independent thinking, initiative or creativity.

The justification given for choosing the research ques-tion and/or the topic under investigation demonstrates personal significance, in-terest or curiosity.

There is clear evidence of personal input and initia-tive in the designing, imple-mentation or presentation of the investigation.

Exploration Overview

The official guide 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, environ-mental, and ethical considerations.

Teacher’s notes The exploration criterion assesses the design and the implementation of the individual investigation. The student is assessed in the following aspects:(a) Research question. Assesses the extent to which the research question is focused (there is a specif-

ic independent and dependent variable which are connected in a coherent manner).(b) Background information. Assesses whether the student has carried out a detailed literature review

and the collected data are properly used in the introduction to set the scientific context of the question. (c) Methodology. Assesses the appropriateness of the methodology employed in terms of:

a. Considering all the variables involvedb. Producing appropriate data for analysisc. Addressing safety issues related to the individual and the environment d. Addressing the animal experimentation policy developed by the IB

Don’t forget to add a relevant paragraph in your Ind. Inv. draft addressing the safety issues of your investigation.

Guidance: Consider the following questions:(1) Which are the independent, dependent and controlled variables of my individual investigation? (2) Can I support the concepts developed in the introduction using appropriate references? (3) Do I have enough literature data to compare with the results of my study? (4) Is my methodology yielding quantitative data that I may replicate? (5) Is my methodology too laborious and thus, I cannot complete my Ind. Investigation within the given

time frame? (6) What are the important safety issues related to the methodology and how were they addressed during

my lab work?

Aspect

Mark Research question Background information Methodology/Safety

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

1-2

The topic of the investigation is identified and a research ques-tion of some relevance is stated but it is not focused.

The background information provided for the investigation is superficial or of limited relevance and does not aid the understanding of the context of the investigation.

The methodology of the inves-tigation is only appropriate to address the research question to a very limited extent since it takes into consideration few of the significant factors that may influence the relevance, reliability and sufficiency of the collected data.The report shows evidence of limited awareness of the sig-nificant safety, ethical or en-vironmental issues that are relevant to the methodology of the investigation.

3-4The topic of the investigation is identified and a relevant but not fully focused research question is described.

The background information provided for the investigation is mainly appropriate and rele-vant and aids the understand-ing of the context of the in-vestigation.

The methodology of the investi-gation is mainly appropriate to address the research question but has limitations since it takes into consideration only some of the significant factors that may influence the relevance, reliability and sufficiency of the collected data.

The report shows evidence of some awareness of the sig-nificant safety, ethical or en-vironmental issues that are relevant to the methodology of the investigation.

5-6

The topic of the investigation is identified and a relevant and fully focused research ques-tion is clearly described.

The background information provided for the investigation is entirely appropriate and rele-vant and enhances the un-derstanding of the context of the investigation.

The methodology of the inves-tigation is highly appropriate to address the research ques-tion because it takes into con-sideration all, or nearly all, of the significant factors that may influence the relevance, reliability and sufficiency of the collected data.

The report shows evidence of full awareness of the signifi-cant safety, ethical or envi-ronmental issues that are rele-vant to the methodology of the investigation.

Analysis Overview

The official guide 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 ques-tion and can support a conclusion.

Teacher’s notes The analysis criterion assesses data collection, data processing and the process of reaching a conclusion, based on the selected data. The student is assessed in the following aspects (a) Data collection. Assesses whether the student has collected sufficient qualitative and quantitative

data. (b) Data processing/uncertainty. Assesses the extent to which the student has sufficiently processed the

data (statistical analysis, graphing) in order to reach a conclusion. In both data collection and process-ing, student should have taken into consideration the various sources of uncertainty that may impact data analysis

(c) Conclusion. Evaluates the extent to which the graphs and/or tables developed are properly used in order to reach a conclusion to the research question which is consistent with the data

Don’t forget to work on the uncertainties when developing tables and graphs

Guidance: Consider the following questions:(1) Do I have enough replicates per treatment? (minimum number of replicates should be 3-5)(2) Have I collected both quantitative and qualitative data? (3) Are the different sources of error (random and systematic) considered? (4) Have I added the uncertainties in all variables presented in tables? (5) Have I used the appropriate statistical methods? (6) Have I developed accurate graphs that do not overlap with table data? (7) Have I added units and error bars in all graphs (if applicable)?

Aspect

M a rk

Data collection Data processing/uncertainty Conclusion

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

1-2

The report includes insufficient relevant raw data to support a valid conclusion to the research question.

Some basic data processing is carried out but is either too in-accurate or too insufficient to lead to a valid conclusion.

The report shows evidence of little consideration of the im-pact of measurement uncer-tainty on the analysis.

The processed data is incor-rectly or insufficiently inter-preted so that the conclusion is invalid or very incomplete.

3-4

The report includes relevant but incomplete quantitative and qualitative raw data that could support a simple or par-tially valid conclusion to the research question.

Appropriate and sufficient data processing is carried out that could lead to a broadly valid conclusion but there are significant inaccuracies and inconsistencies in the pro-cessing.

The report shows evidence of some consideration of the impact of measurement un-certainty on the analysis.

The processed data is inter-preted so that a broadly valid but incomplete or limited conclusion to the research question can be deduced.

5-6

The report includes sufficient relevant quantitative and qualitative raw data that could support a detailed and valid conclusion to the research question.

Appropriate and sufficient data processing is carried out with the accuracy required to en-able a conclusion to the re-search question to be drawn that is fully consistent with the experimental data.

The report shows evidence of full and appropriate consider-ation of the impact of mea-surement uncertainty on the analysis..

The processed data is correctly interpreted so that a complete-ly valid and detailed conclu-sion to the research question can be deduced.

Evaluation Overview

The official guide 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.

Teacher’s notes The evaluation criterion is the most demanding, yet interesting criterion of the individual investigation. The student is assessed on his/her ability to reach a conclusion. However, in contrast to the analysis criterion, the overall quality of the conclusion is assessed rather its validity in relation to the collected data. Moreover, the ability of the student to identify strengths and weaknesses of the methodology (data limitations, sources of error) is assessed as well as the proposal of improvements to overcome the limitations described before.. The student is assessed in the following aspects:(d) Conclusion. Assesses the extend to which the conclusion of the individual investigation is well de-

scribed and fully supported by the data collected. Comparisons with the relevant literature references are also required.

(e) Strengths and weaknesses. Evaluates the extent to which the student is able to identify limitations of the methodology and potential sources of error.

(f) Improvements. Assesses whether the student has discussed realistic and relevant suggestions for the improvement and extension of the investigation.

(g)Guidance: Consider the following questions:

(8) Is my conclusion clear and concise? (9) Is the conclusion fully supported by the processed data?(10) Are the different sources of error (random and systematic) considered? (11) Are the suggested improvements realistic and relevant to the limitations described?

Aspect

M a rk

Conclusion Strengths and weaknesses Improvements

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

1-2

A conclusion is outlined which is not relevant to the research question or is not supported by the data presented. The conclusion makes superfi-cial comparison to the accept-ed scientific context.

Strengths and weaknesses of the investigation, such as limita-tions of the data and sources of error, are outlined but are re-stricted to an account of the practical or procedural issues faced.

The student has outlined very few realistic and relevant sug-gestions for the improvement and extension of the investiga-tion.

3-4

A conclusion is described which is relevant to the re-search question and support-ed by the data presented. A conclusion is described which makes some relevant compari-son to the accepted scientific context.

Strengths and weaknesses of the investigation, such as limita-tions of the data and sources of error, are described and pro-vide evidence of some aware-ness of the methodological issues* involved in establishing the conclusion.

The student has described some realistic and relevant suggestions for the improve-ment and extension of the in-vestigation.

5-6

A detailed conclusion is de-scribed and justified which is

entirely relevant to the re-search question and fully sup-ported by the data presented.A conclusion is correctly de-

scribed and justified through relevant comparison to the ac-

cepted scientific context.

Strengths and weaknesses of the investigation, such as limita-tions of the data and sources of error, are discussed and pro-

vide evidence of a clear under-standing of the methodologi-cal issues* involved in estab-

lishing the conclusion.

The student has discussed realistic and relevant sug-

gestions for the improvement and extension of the investiga-

tion.

Communication Overview

The official guide This criterion assesses whether the investigation is presented and reported in a way that supports effec-tive communication of the focus, process, and outcomes.

Teacher’s notes The communication criterion assesses the extent to which the concepts of the personal investigation are presented in an orderly and concise manner. The student is assessed in the following aspects (h) Structure. Evaluates the structure of the report. Sections should be in a coherent order and should

consist of clear concise subsections with explanatory titles. (i) Content. Evaluates whether the content is relevant and concise. (j) Subject-specific terminology Assesses whether the student has used the appropriate terminology

throughout the text.(k)

Guidance: Consider the following questions:(1) Is the draft well-presented and organised? (2) Have a used properly-titled sections and subsections? (3) Have I included sections that are redundant and do not enhance the understanding of the text?(4) Is my approach too complicated? (Many sections with subsections; no coherent order, many useless

graphs?)(5) Is the language used appropriately for the subject? (6) Am I using the correct terminology?

Aspect

M a rk

Structure Content Subject-specific terminology

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

1-2

The presentation of the inves-tigation is unclear, making it difficult to understand the focus, process and outcomes. The report is not well struc-tured and is unclear: the nec-essary information on focus, process and outcomes is miss-ing or is presented in an inco-herent or disorganized way.

The understanding of the focus, process and outcomes of the investigation is obscured by the presence of inappropriate or irrelevant information

There are many errors in the use of subject-specific termi-nology and conventions*.

3-4

The presentation of the inves-tigation is clear. Any errors do not hamper understanding of the focus, process and out-

comesThe report is well structured

and clear: the necessary infor-mation on focus, process and

outcomes is present and pre-sented in a coherent way.

The use of subject-specific ter-minology and conventions is appropriate and correct. Any errors do not hamper under-

standing.

The report is relevant and con-cise thereby facilitating a ready

understanding of the focus, process and outcomes of the

investigation.

The use of subject-specific terminology and conventions

is appropriate and correct. Any errors do not hamper un-

derstanding.

5-6

A detailed conclusion is de-scribed and justified which is

entirely relevant to the re-search question and fully sup-ported by the data presented.A conclusion is correctly de-

scribed and justified through relevant comparison to the ac-

cepted scientific context.The student has discussed realistic and relevant sug-

gestions for the improvement and extension of the investiga-

tion.

Strengths and weaknesses of the investigation, such as limita-tions of the data and sources of error, are discussed and pro-

vide evidence of a clear under-standing of the methodologi-cal issues* involved in estab-

lishing the conclusion.

The student has discussed realistic and relevant sug-

gestions for the improvement and extension of the investiga-

tion.