Assessment

Rubric for Grade 11 Semester 1 Group TOK Presenta:on

A
Identification of knowledge
issue

B
Treatment of knowledge issues

C
Knower's perspective

D
Connections and Implications

Did the presentation identify a

relevant knowledge issue
involved, implicit or embedded
in a real-life situation?

Did the presentation show a good

understanding of knowledge issues, in the
context of the real-life situation?

Did the presentation, particularly in the use

of arguments and examples, show an
individual approach and demonstrate the
significance of the topic?

Did the presentation give a balanced

account of how the topic could be
approached from different perspectives
and how these positions would have
implications in related areas?

The presentation showed a very limited

The presentation referred to a
understanding of knowledge issues. The ToK
knowledge issue but it was irrelevant
specific vocabulary is missing or awkward or
to the real-life situation under
inappropriate for the topic, making the speaker
consideration.
difficult to understand. Connections vague.
The presentation did refer to a
knowledge issue but it was unclear
how it related real-life situation
under consideration.

The presentation identified a

knowledge issue that was in some
ways relevant to the real-life
situation under consideration.

The presentation identified a

knowledge issue that was mostly
relevant to the real-life situation
under consideration.

The presentation identified a

knowledge issue that was clearly
relevant to the real-life situation
under consideration.

The presentation, in its use of arguments and

examples, showed no personal involvement and
did not show why the topic was significant.

The presentation only really looked at one point

of view. No implications explored.

The presentation, in its use of arguments and

examples, showed limited personal involvement
The presentation explored at least two different
and did not clearly show why the topic was
perspectives to some extent. Implications weak
significant. Assertions were weak or showed lack
or missing.
of personal attention to course content. Other
diploma subjects were weakly linked.
The presentation, in its use of arguments and
The presentation showed some clear understanding
examples, showed some personal involvement and
of knowledge issues, but some confusion remains
The presentation gave a satisfactory account of
began to show why the topic was significant.
due to unclear or weak connections between WoK
how the question could be approached from
Assertions showed attention to and student
and AoK or between knowledge issue and
different perspectives. Implications sometimes
engagement with the course concepts. There was
situation. The ToK specific vocabulary provides
explicit and insightful.
some linking of learning in another diploma
clarity and avoids confusion.
subject.
The presentation, in its use of arguments and
The presentation showed good understanding of
The presentation gave a satisfactory account of
examples, showed clear personal involvement and
knowledge issues with clear connections between
how the question could be approached from
showed that the topic was significant. Assertions
AoK and WoK and the knowledge issue and the
different perspectives, and began to explore
show attention to and student engagement with the
real-life situation.. The ToK specific vocabulary is
their similarities and differences. Implications
course concepts. Clear links were made to another
mostly accurate.
varied, explicit and insightful.
diploma subject.
The presentation, in its use of arguments and
The presentation showed excellent understanding
examples, showed very clear personal involvement The presentation gave a clear account of how
of knowledge issues. The ToK specific vocabulary
and showed very clearly that the topic was
the question could be approached from different
is defined in context, relevant to the message, clear
significant. Excellent personal understanding of perspectives and considered their implications in
and accurate, and engages the listener. Knowledge
course content and the connection to the knower. related areas. Implications unique, varied,
issues and the real-life situation clearly connected
The presentation very clearly demonstrated links explicit and insightful.
by the presenter.
to another diploma subject.
The presentation showed some understanding of
knowledge issues. The ToK specific vocabulary is
defined in context, sometimes clear and in places,
advances understanding, sometimes obscure.

The presentation should be at least 10 minutes per group, but no more than 20 minutes.

1 | o f 1