ESS IA Criteria from 1-7 (International Baccalaureate), Guías, Proyectos, Investigaciones de Ciencias de la Tierra y del Medio Ambiente

¡Descarga ESS IA Criteria from 1-7 (International Baccalaureate) y más Guías, Proyectos, Investigaciones en PDF de Ciencias de la Tierra y del Medio Ambiente solo en Docsity! Environmental systems and societies guide 81 Internal assessment criteria For internal assessment, the following assessment criteria will be used. Indentifying the context Planning Results, analysis and conclusion Discussion and evaluation Applications Communication Total 6 (20%) 6 (20%) 6 (20%) 6 (20%) 3 (10%) 3 (10%) 30 (100%) Levels of performance are described using multiple indicators per level. In many cases the indicators occur together in a specific level, but not always. Also, not all indicators are always present. This means that a candidate can demonstrate performances that fit into different levels. To accommodate this, the IB assessment models use markbands and advise examiners and teachers to use a best-fit approach in deciding the appropriate mark for a particular criterion. Teachers should read the guidance on using markbands shown above in the section called “Using assessment criteria for internal assessment” before starting to mark. It is also essential to be fully acquainted with the marking of the exemplars in the teacher support material. The precise meaning of the command terms used in the criteria can be found in the glossary of this subject guide. Environmental systems and societies guide 82 Identifying the context (6) This criterion assesses the extent to which the student establishes and explores an environmental issue (either local or global) for an investigation and develops this to state a relevant and focused research question. Achievement level Descriptor 0 The student’s report does not reach a standard described by any of the descriptors given below. 1–2 The student’s report: • states a research question, but there is a lack of focus • outlines an environmental issue (either local or global) that is linked to the research question • lists connections between the environmental issue (either local or global) and the research question but there are significant omissions. 3–4 The student’s report: • states a relevant research question • outlines an environmental issue (either local or global) that provides the context to the research question • describes connections between the environmental issue (either local or global) and the research question, but there are omissions. 5–6 The student’s report: • states a relevant, coherent and focused research question • discusses a relevant environmental issue (either local or global) that provides the context for the research question • explains the connections between the environmental issue (either local or global) and the research question. Environmental systems and societies guide 85 Discussion and evaluation (6) This criterion assesses the extent to which the student discusses the conclusion in the context of the environmental issue, and carries out an evaluation of the investigation. Achievement level Descriptor 0 The student’s report does not reach a standard described by any of the descriptors given below. 1–2 The student’s report: • describes how some aspects of the conclusion are related to the environmental issue • identifies some strengths and weaknesses and limitations of the method • suggests superficial modifications and/or further areas of research. 3–4 The student’s report: • evaluates the conclusion in the context of the environmental issue but there are omissions • describes some strengths, weaknesses and limitations within the method used • suggests modifications and further areas of research. 5 – 6 The student’s report: • evaluates the conclusion in the context of the environmental issue • discusses strengths, weaknesses and limitations within the method used • suggests modifications addressing one or more significant weaknesses with large effect and further areas of research. Environmental systems and societies guide 86 Applications (3) This criterion assesses the extent to which the student identifies and evaluates one way to apply the outcomes of the investigation in relation to the broader environmental issue that was identified at the start of the project. Achievement level Descriptor 0 The student’s report does not reach a standard described by any of the descriptors given below. 1 The student’s report: • states one potential application and/or solution to the environmental issue that has been discussed in the context • describes some strengths, weaknesses and limitations of this solution. 2 The student’s report: • describes one potential application and/or solution to the environmental issue that has been discussed in the context, based on the findings of the study, but the justification is weak or missing • evaluates some relevant strengths, weaknesses and limitations of this solution 3 The student’s report: • justifies one potential application and/or solution to the environmental issue that has been discussed in the context, based on the findings of the study • evaluates relevant strengths, weaknesses and limitations of this solution. Environmental systems and societies guide 87 Communication (3) This criterion assesses whether the report has been presented in a way that supports effective communication in terms of structure, coherence and clarity. The focus, process and outcomes of the report are all well presented. Achievement level Descriptor 0 The student’s report does not reach a standard described by any of the descriptors given below. 1 • The investigation has limited structure and organization. • The report makes limited use of appropriate terminology and it is not concise. • The presentation of the report limits the reader’s understanding. 2 • The report has structure and organization but this is not sustained throughout the report. • The report either makes use of appropriate terminology or is concise. • The report is mainly logical and coherent, but is difficult to follow in parts. 3 • The report is well structured and well organized. • The report makes consistent use of appropriate terminology and is concise. • The report is logical and coherent. Please note that while the report would be expected to be correctly referenced, students will not be penalized under this criterion for a lack of bibliography or other means of citation. It is likely that such an omission would be treated under the IB Diploma Programme academic honesty policy.