Internal Assessment

The Internal Assessment (IA) is a collection of work completed by the student during the course of the year. Each candidate must keep a portfolio (lab notebook), which is a compilation of all investigations carried out, and summarized on IBO form 4/PSOW (Group 4 - Experimental Science, Practical Scheme of Work). HL students in each science are required to demonstrate 60 hours of laboratory/field investigations in their portfolios, SL students in each science are required to demonstrate 40 hours of laboratory/field investigations in their portfolios. The portfolio must include: A copy of the candidate's form 4/PSOW A contents page Instruction sheets and/or summaries of verbal instructions relating to each investigation Evidence of the candidate's involvement in the Group 4 Project Observations/drawings/diagrams Tables, graphs and 'partial' write-ups 'Full' write-ups of 3-6 investigations

The Portfolio is also likely to include: Data analysis made in the field/laboratory Outcomes of data manipulation exercises Results of computer simulations

There are eight assessment criteria which are used to assess the work of higher level candidates: o o o o o o o o

planning (a)P (a) planning (b)P (b) data collectionD(c) data analysisD(a) conclusion and evaluationCE manipulative skillsMS personal skills (a)PS (a) personal skills (b)PS (b)

Each of the assessment criteria can be separated into two or three aspects as shown below. 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).

Planning (a) ASPECTS LEVELS Defining the problem Formulating a hypothesis Selecting or research question Complete Identifies problem question. a or or prediction variables the

focused Relates the hypothesis or Selects research prediction directly to the relevant research question and independent

and

explains it, quantitatively controlled where appropriate. Partial variable(s). some

States the problem or States the hypothesis or Selects

research question, but prediction but does not relevant variables. it is unclear or explain it.

incomplete. Not at all Does not or state the Does not state a Does not select any variables. relevant

problem

research hypothesis or prediction.

question or repeats the general aim provided by the teacher. Planning (b) ASPECTS LEVELS Selecting appropriate apparatus materials* Complete

Designing a method Designing a method for for the control of the collection of

or variables

sufficient relevant data

Selects appropriate Describes a method Describes a method that apparatus materials. or that allows of for the allows for the collection the of sufficient relevant

control variables.

data.

Partial

Selects appropriate apparatus materials.

some Describes a method Describes a method that that makes some allows for the collection

or attempt to control the of insufficient relevant variables. data.

Not at all

Does

not

select Describes a method Describes a method that not allow data to any be

any apparatus or that does not allow for does materials. the control of

the relevant collected.

variables.

* suitable diagrams are acceptable

Data Collection ASPECTS LEVELS Collecting and recording raw data Organizing and presenting raw data Complete Records (qualitative appropriate and/or raw data Presents raw data clearly, for easy

quantitative), allowing

including units and uncertainties where interpretation. necessary. Partial Records some appropriate raw data. Presents raw data but does not allow for easy

interpretation. Not at all Does not record any appropriate raw Does not present raw data data. or presents it

incomprehensibly.

Data Processing and Presentation ASPECTS LEVELS Complete Processing raw data Presenting processed data

Processes the raw data Presents processed data appropriately, correctly. helping interpretation and, where

relevant, takes into account errors and uncertainties. Partial Some raw data is Presents processed data appropriately but with some errors and/or omissions.

processed correctly. Not at all

No processing of raw data Presents processed data inappropriately is carried out or major or incomprehensibly. errors are made in

processing. Conclusion and Evaluation ASPECTS LEVELS Drawing conclusions Evaluating procedure(s) results Complete Gives a valid Evaluates procedure(s) the results limitations, Identifies weaknesses and and states realistic to the Improving and investigation the

conclusion, based correct on

including suggestions improve

interpretation of weaknesses or errors. investigation. the results, with an and, explanation where

appropriate, compares results with values. Partial States conclusion has validity. a Evaluates that procedure(s) some results some but Suggests and simplistic misses improvements. obvious only literature

limitations or errors. Not at all Draws conclusion a The evaluation is Suggests unrealistic

that superficial

or improvements.

misinterprets the irrelevant.

results. Manipulative Skills ASPECTS LEVELS Carrying out techniques safely Following instructions* Complete Is competent and methodical in Follows the use of the technique(s) and the accurately, the adapting instructions to new a variety of

equipment, and pays attention to circumstances safety issues. Partial

(seeking

assistance when required). the instructions but

Requires assistance in the use of Follows

a routine technique. Works in a requires assistance. safe manner with occasional

prompting. Not at all Does not carry or out the Does not follow the instructions the or requires constant supervision.

technique(s)

misuses

equipment, showing no regard for safety.

* Instructions may be given in a variety of forms: oral, written worksheets, diagrams, photographs, videos, flowcharts, audiotapes, models, computer programs etc.

Personal Skills (a) ASPECTS LEVELS Working within Recognizing a team* Complete Collaborates with the Exchanging integrating ideas and

contributions of others

Expects, actively seeks Exchanges ideas with integrating

others, and acknowledges the others, views of others.

recognizing their needs, in order complete task. to the

them into the task.

Partial

Requires guidance collaborate with others.

Acknowledges to views.

some Exchanges ideas with others but requires

guidance in integrating them into the task. views of Does not contribute.

Not at all

Is unsuccessful Disregards when working others.

with others.

* A team is defined as two or more people.

Personal Skills (b) ASPECTS LEVELS Approaching scientific Working in an Paying attention

investigations with self- ethical manner motivation perseverance Complete Approaches the Pays and

to environmental impact

considerable Pays to the considerable to the

investigation with self- attention

motivation and follows it authenticity of the attention through to completion. data

and environmental of the

information, and the impact approach

to investigation.

materials (living or non-living). Partial Approaches the Pays some attention Pays some the

investigation with self- to the authenticity of attention to motivation or follows it the through to completion. data and environmental of

information, and the impact approach

the

to investigation.

materials (living or non-living). Not at all Lacks perseverance and Pays little attention Pays motivation. to the authenticity of attention to the data and environmental little the

information, and the impact approach

of

the

to investigation

materials (living or non-living).

For a particular criterion, a piece of work is judged to see whether the requirements of each aspect have been fulfilled completely, partially or not at all. This can then be translated into an achievement level 0, 1, 2 or 3 using the achievement level matrixes below. The lowest level of achievement is represented by 0, and 3 represents the highest level of achievement. Planning (a), Planning (b), Conclusion and Evaluation, Personal Skills (a), Personal Skills (b) The matrix below refers to planning (a), planning (b), conclusion and evaluation, personal skills (a) and personal skills (b), where each criterion has three aspects.

Level Completely Partially Not at all

Aspects Level Completely Partially Not at all Aspects 1

Aspects 1

Aspects 1

Aspects 0

Aspects 0

Aspects

Aspects

Aspects

Aspects

Data Collection, Data Processing and Presentation, Manipulative Skills The matrix below applies to data collection, data processing and presentation, and manipulative skills, where each criterion has two aspects.

Level Completely

Partially Not at all Aspects Aspects Aspects Aspects Aspects Aspects

Assessment in the Diploma Program

Assessment is by means of examination and practical for both higher and standard level chemistry courses. Examination weighting Practical work weighting - 76% - 24%

Examination (higher level)

There are three papers: Paper 1 Paper 2 Paper 3 Multiple choice Structured questions Options questions Total - 20% - 36% - 20% - 76%

Paper 1 (high): 1 hour consists of 40 multiple choice questions. Calculators are not allowed. A periodic table is provided Paper 2 (high): 2 hours 15 minutes consists of five structured questions and a choice of two from four longer answer questions. Calculators are allowed and a data booklet is provided Paper 3 (high): 1 hour 15 minutes consists of three questions form each of two selected options. The paper presents eight option choices. Calculators are allowed and data booklets are provided. Exam timing

Examination (standard level)

There are three papers: Paper 1 Paper 2 Paper 3 Multiple choice Structured questions Options questions Total - 20% - 32% - 24% - 76%

Paper 1 (standard): 45 minutes consists of 30 multiple choice questions. Calculators are not allowed. A periodic table is provided Paper 2 (standard): 1 hours 15 minutes consists of some structured questions and a choice of one from three longer answer questions. Calculators are allowed and a data booklet is provided Paper 3 (standard): 1 hour consists of two questions from each of two selected options. The paper presents eight option choices. Calculators are allowed and data booklets are provided. Exam timing

Examination action verbs

As with all examinations, it is important to know what the examiners require. The IBO releases a list of key words and what they mean when referring to exam questions. For example the word "Draw" is taken to mean "represent by a series of pencil lines and labels (unless specifically told not to do so)" This leaves the students clear as to the actual requirements of the questions. A full list of these so-called action verbs can be found here

Practical (Internal) Assessment 2008 exams

This is assessed by means of a practical course consisting of a series of experiments which the students carry out and write reports on in a separate laboratory exercise book. The reports are assessed according to eight criteria. These are: Criterion planning (a) planning (b) data collection data analysis evaluation personal skills (a) personal skills (b) manipulation handling and using apparatus and instrumentation Description aim, hypothesis, variable control apparatus selection and method measuring and recording data manipulating and processing data concluding and evaluating experimentation level 3 3 3 3 3 3 3 3

maximum total = 24

The criteria are mostly formative in that the students develop skills during the course of their studies and are given a final level for each criterion*. The assessment is carried out by the teacher(s) in charge and samples sent away for external moderation. Further details on the assessment criteria can be seen here. *Note: A student is not expected to begin the course with highly developed skills in these areas and low levels are normal at first.

Practical (Internal) Assessment 2009 exams

Criterion marks available marks 12 marks 12 marks 12 marks

Design

two grades out of 6 are to be presented

Data collection and processing

two grades out of 6 are to be presented

Conclusions and Evaluation

two grades out of 6 are to be presented

Manipulative skills Personal skills

1 grade out of 6 will be presented 1 grade out of 6 will be presented

6 marks 6 marks 48 marks

Total =

Final grades
The final grade awarded for an IB subject is from 1-7. The schools receive a breakdown of the grade achieved in each part of the exam.

ACTION VERBS These action verbs indicate the depth of treatment required for a given assessment statement. These verbs will be used in examination questions and so it is important that students are familiar with the following definitions. Objective 1 Define give the precise meaning of a word or phrase as concisely as possible represent by means of pencil lines (add labels unless told not to do so) give a sequence of names or other brief answers with no elaboration, each one clearly separated from the others find a value for a quantity give a specific name, value or other brief answer (no supporting argument or calculation is necessary)

Draw

List

Measure State

Objective 2 Annotate Apply Calculate add brief notes to a diagram, drawing or graph use an idea, equation, principle, theory or law in a new situation find an answer using mathematical methods (show the working unless instructed not to do so) give an account of similarities and differences between two (or more) items, referring to both (all) of them throughout (comparisons can be given using a table)

Compare

Describe Distinguish Estimate

give a detailed account, including all the relevant information give the differences between two or more different items find an approximate value for an unknown quantity, based on the information provided and scientific knowledge find an answer from a number of possibilities give a brief account or summary (include essential information only)

Identify Outline Objective 3 Analyse Construct Deduce Derive Design Determine Discuss

interpret data to reach conclusions represent or develop in graphical form reach a conclusion from the information given manipulate a mathematical equation to give a new equation or result produce a plan, object, simulation or model find the only possible answer give an account including, where possible, a range of arguments, assessments of the relative importance of various factors or comparisons of alternative hypotheses assess the implications and limitations give a clear account including causes, reasons or mechanisms give an expected result obtain an answer using algebraic and/or numerical methods propose a hypothesis or other possible answer

Evaluate Explain Predict Solve Suggest