IB Math: Analysis & Approaches Internal Assessment guide

What this criterion assesses

The exploration is coherent, well organized, concise and complete. A coherent exploration is logically developed, easy to follow and links to its aim. A concise exploration does not include irrelevant material.

Mark band descriptors

Criterion A: Presentation (0–4):
- 0: The exploration does not reach the standard described by the descriptors below.
- 1: The exploration has some coherence or some organization.
- 2: The exploration has some coherence and shows some organization.
- 3: The exploration is coherent and well organized.
- 4: The exploration is coherent, well organized, concise and complete.
Note: "Coherent" = logically developed and easy to follow. "Well organized" = has an introduction, body and conclusion, with the aim included. "Concise" = focused, no irrelevant material. "Complete" = all stages are fully explained.

What this criterion assesses

Relevant, appropriate and consistent mathematical communication: correct notation, symbols and terminology; key terms defined; appropriate use of multiple forms of representation (formulae, diagrams, tables, charts, graphs, models).

Mark band descriptors

Criterion B: Mathematical communication (0–4):
- 0: The exploration does not reach the standard described by the descriptors below.
- 1: There is some relevant mathematical communication which is partially appropriate.
- 2: The mathematical communication is relevant, appropriate and is mostly consistent.
- 3: The mathematical communication is relevant, appropriate and consistent throughout.
- 4: The mathematical communication is relevant, appropriate and consistent throughout. Furthermore, the mathematical communication is effective.
Note: "Appropriate" communication = defining key terms where required; using appropriate notation, symbols and terminology; using multiple forms of mathematical representation (formulae, diagrams, tables, charts, graphs and models) where relevant. "Effective" = aids the reader's understanding and the variables/parameters are clear.

What this criterion assesses

Evidence of the student engaging with the exploration and making it their own: thinking independently or creatively, presenting ideas in their own way, exploring the topic from a personal perspective, asking and addressing their own questions.

Mark band descriptors

Criterion C: Personal engagement (0–3):
- 0: The exploration does not reach the standard described by the descriptors below.
- 1: There is evidence of some personal engagement.
- 2: There is evidence of significant personal engagement.
- 3: There is evidence of outstanding personal engagement.
Note: Personal engagement may be recognised in: thinking independently and/or creatively; addressing personal interest; presenting mathematical ideas in their own way. It is not the same as effort or enthusiasm stated explicitly.

What this criterion assesses

Critical reflection on the mathematics and the process: reviewing, analysing and evaluating; considering the significance of results; discussing limitations and/or extensions; linking reflections back to the aim of the exploration.

Mark band descriptors

Criterion D: Reflection (0–3):
- 0: The exploration does not reach the standard described by the descriptors below.
- 1: There is evidence of limited reflection.
- 2: There is evidence of meaningful reflection.
- 3: There is substantial evidence of critical reflection.
Note: Reflection is "meaningful" if it links to the aim, develops the exploration, or considers limitations/extensions. "Critical" reflection drives the exploration forward, discusses implications of results, and evaluates the approach.

What this criterion assesses

Relevant mathematics commensurate with the level of the SL course, explored correctly, demonstrating thorough knowledge and understanding. Mathematics below the level of the course caps this criterion at 2 marks.

Mark band descriptors

Criterion E: Use of mathematics — SL (0–6):
- 0: The exploration does not reach the standard described by the descriptors below.
- 1: Some relevant mathematics is used.
- 2: Some relevant mathematics is used. Limited understanding is demonstrated.
- 3: Relevant mathematics commensurate with the level of the course is used. Limited understanding is demonstrated.
- 4: Relevant mathematics commensurate with the level of the course is used. The mathematics explored is partially 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.
Note: If the level of mathematics is NOT commensurate with the level of the course, a maximum of 2 marks can be awarded. The mathematics can be that listed in the syllabus, at a similar level, or beyond. It should not be wholly based on prior-learning mathematics.