The+Exploration

=The New Criteria=

Sample Exploration for this session:.

Internal Assessment Criteria
Each exploration is assessed against the following five criteria for a total of 20 marks. A one-page Google Doc of the criteria can be found here.


 * ~ Criterion ||~ Name ||~ Description ||~ Max Achievement Level ||
 * = A ||< Communication || * assesses the organization and coherence of the exploration ||= 4 ||
 * = B ||< Mathematical Presentation || * assesses the correct and appropriate use of mathematical notation and terminology and various forms of mathematical representation including the use of technology ||= 3 ||
 * = C ||< Personal Engagement || * assesses creativity, unique presentation of ideas and how well a student engages in the project to make it their own. ||= 4 ||
 * = D ||< Reflection || * assesses the ability of the student to review, analyze and evaluate both processes and results of the exploration ||= 3 ||
 * = E ||< Use of Mathematics || * assesses the appropriateness of the mathematics used along with its correctness as well as the level of knowledge and understanding demonstrated by the student. ||= 6 ||

Session Activity
In order to familiarize ourselves with the new criteria, it is important to pull apart some of the key words in each level of achievement. We will use the task above to find appropriate evidence. Record a summary of your discussions on this document and in your project area of this wiki.


 * 1) Discuss the marks awarded for each criterion.
 * 2) For criterion A, discriminate between each of the four elements of the descriptor (coherent, well-organized, concise and complete) in level 4. Can you find evidence for each in this exploration?
 * 3) For criterion B, how will you assess students’ mathematical presentation of topics that either have not been covered yet, or will not be covered at all? Can you find evidence for appropriate presentation throughout the work?
 * 4) For criterion C, what is meant by ‘personal engagement’? What is the difference between ‘significant’ and ‘outstanding’? Can you find abundant evidence of outstanding personal engagement?
 * 5) For criterion D, what is the difference between level 2 and level 3? Can you find substantial evidence of critical reflection?
 * 6) For criterion E, how will thorough knowledge and understanding be demonstrated? How will you assess whether the mathematics is commensurate with the level of the course? Can you find evidence of thorough knowledge and understanding?
 * 7) Discuss the suitability of this exploration topic with regard to the mathematics SL syllabus and the level of mathematics used.