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TOK Essay Grade boundaries
Hi... I was wondering if anyone would be able to give me a really rough idea of the grade boundaries on the TOK essays.
We got our first drafts back today and they are all marked out of 40, with no implication of what is an A,B, C or D. Please help!
We got our first drafts back today and they are all marked out of 40, with no implication of what is an A,B, C or D. Please help!
if i get 16 for ToK presentation, does it mean that i would get a maximum of B in ToK ?
by the looks of the boundaries...yeah...a B in TOK Presentation....not the entire TOK....if you could fetch a minimum of 33 points in your essay....then your overall score could be an A grade (33+16=49)....as per the grade points available...but i would recommend you to aim for higher than 33 in the essay...if you think that you're gonna earn 16 points in your TOK Presentation....
not thinking .. but i'm getting 16 in my ToK presentation .. the teacher quite strict .. does the grade boundaries changes every year ?
David1989
May 2005 TOK grade boundaries
Overall:
E: 0-21
D: 22-31
C: 32-39
B: 40-48
A: 49-60
Essay:
E: 0-13
D: 14-19
C: 20-24
B: 25-30
A: 31-40
Presentation:
E: 0-8
D: 9-12
C: 13-15
B: 16-18
A: 19-20
Overall:
E: 0-21
D: 22-31
C: 32-39
B: 40-48
A: 49-60
Essay:
E: 0-13
D: 14-19
C: 20-24
B: 25-30
A: 31-40
Presentation:
E: 0-8
D: 9-12
C: 13-15
B: 16-18
A: 19-20
you and your grade boundaries r so damn useful, seriously
External Assessment Descriptors
A Knowledge Issue(s) (10 points)
Is/are the problem(s) of knowledge implied by the prescribed title recognized and understood, and prominently maintained throughout the essay?
The phrase ‘problems of knowledge’ refers to possible uncertainties, biases in approach to knowledge or limitations of knowledge, and the methods of verification and justification appropriate to the different Areas of Knowledge.
If appropriate, intermediate points (1,3,5,7 and 9) may be awarded by the assessor.
Achievement Level
The candidate has:
0 not recognized any problem(s) of knowledge implied by the prescribed title.
2 a very poor recognition and understanding of the problem(s) of knowledge implied by the prescribed title; the development of ideas is irrelevant to the prescribed title.
4 a poor recognition and understanding of the problem(s) of knowledge implied by the prescribed title; the development of ideas is generally irrelevant to the prescribed title.
6 a satisfactory recognition and understanding of the problem(s) of knowledge implied by the prescribed title; the development of ideas is generally relevant to the prescribed title, is a balanced enquiry, and, for the most part, reflects the voice of the candidate.
8 a good recognition and understanding of the problem(s) of knowledge implied by the prescribed title; the development of ideas is consistently relevant to the prescribed title in particular, and to TOK in general; it is a balanced enquiry, and reflects the voice of the candidate.
10 an excellent recognition and understanding of the problem(s) of knowledge implied by the prescribed title; the development of ideas is consistently relevant to the prescribed title in particular, and to TOK in general; it is a balanced, purposeful enquiry, and reflects the voice of the candidate.
B Quality of Analysis (10 points)
Do the analysis, and the treatment of counter-claims, show critical reflection and insight in addressing the problem(s) of knowledge?
If appropriate, intermediate points (1,3,5,7 and 9) may be awarded by the assessor.
Achievement Level
The candidate demonstrates:
0 no concern with the problem(s) of knowledge implied by the prescribed title.
2 a very poor level of critical reflection; the discussion is entirely superficial or the arguments are logically invalid; the main points are not evaluated, and there is no acknowledgement of their implications.
4 a poor level of critical reflection; the discussion is generally superficial, or the arguments are logically invalid; some of the main points are justified and evaluated, but there is little acknowledgement of their implications.
6 a satisfactory level of critical reflection and some insight; the discussion is adequately detailed and, in general, the arguments are logically valid; the main points are justified and evaluated, and there is acknowledgement of their implications; counter-claims are identified.
8 a good level of critical reflection and insight; the discussion is detailed, and the arguments are logically valid; the main points are justified and evaluated, and there is acknowledgement of their implications; counter-claims are identified and evaluated.
10 an excellent level of critical reflection and insight; the discussion is detailed, and the arguments are logically valid; the main points are cogently justified and evaluated, and there is effective acknowledgement of their implications; counter-claims are identified and thoroughly evaluated.
C Breadth and Links (5 points)
Does the essay reflect an awareness of different Ways of Knowing and different Areas of Knowledge, and of how they may be linked?
The terms ‘Ways of Knowing’ and ‘Areas of Knowledge’ refer to the elements of the TOK diagram. This is not to discourage reference to elements which do not feature on the diagram and which may be equally relevant and appropriate.
The word ‘across’ here denotes links and comparisons across elements in the same radial section of the diagram. The word ‘between’ here denotes links and comparisons between elements in different radial sections of the diagram.
Achievement Level
The candidate demonstrates:
0 no awareness of different Ways of Knowing and different Areas of Knowledge.
1 a very poor level of awareness of different Ways of Knowing and different Areas of Knowledge; links are attempted but are inappropriate.
2 a poor level of awareness of different Ways of Knowing and different Areas of Knowledge; some links are drawn either across or between them, but these are not always appropriate.
3 a satisfactory level of awareness of different Ways of Knowing and different Areas of Knowledge; appropriate links are drawn either across or between them.
4 a good level of awareness of different Ways of Knowing and different Areas of Knowledge; appropriate links and comparisons are drawn across and between them.
5 an excellent level of awareness of different Ways of Knowing and different Areas of Knowledge; effective links and comparisons are drawn across and between them.
D Structure, Clarity and Logical Coherence (5 points)
Is the essay structured, clear and logically coherent?
If the essay is of fewer than 1200 words or exceeds 1600 words in length, zero will be awarded for this criterion.
This criterion is not intended to assess linguistic skills. Rather, it is intended to assess the extent to which the main ideas are clearly and coherently conveyed in an appropriately structured form.
Achievement Level
The essay is:
0 unstructured, unclear or logically incoherent or has no relevance to the prescribed title.
1 very poor in its structure, clarity and logical coherence.
2 poor in its structure, clarity and logical coherence.
3 satisfactorily structured, adequately clear and logically coherent enough to convey the main points.
4 well structured, with a concise introduction, and a clear, logically coherent development of the argument leading to a conclusion; concepts and distinctions are defined and clarified.
5 excellently structured, with a concise introduction, and a clear, logically coherent development of the argument leading to an effective conclusion; concepts and distinctions are succinctly defined and clarified.
E Examples (5 points)
Is the essay well supported by appropriate examples drawn from a variety of sources?
Achievement Level
The candidate uses:
0 no examples relevant to the prescribed title.
1 very poor (or inappropriate) examples, drawn from narrow sources, not supporting the main points of the essay.
2 poor (rarely appropriate) examples, drawn from a limited variety of sources, to support the main points of the argument.
3 satisfactory (generally appropriate) examples, drawn from a variety of sources, to support the main points of the argument.
4 good (consistently appropriate) examples, drawn from a variety of sources, including the candidate’s own experience, to support the main points of the argument; the examples reflect a degree of cultural diversity.
5 excellent (consistently appropriate and effective) examples, drawn from a wide variety of sources, including the candidate’s own experience, to illustrate succinctly the main points of the argument; the examples reflect a high degree of cultural diversity.
F Factual Accuracy and Reliability (5 points) (revised November 2001)
Are the affirmations factually accurate and, if sources were used, were they reliable and correctly cited?
There are two strands in criterion F, which can work independently. In this revised version these are separated out, so that factual accuracy becomes one strand, and proper citation the other. The overall score is obtained by adding the levels achieved in the two strands.
Essays that have no relevance to the prescribed title will be awarded zero.
Factual accuracy
Achievement Level
0 The essay contains extensive factual inaccuracy.
1 The essay contains some factual inaccuracy.
2 The essay contains little factual inaccuracy.
3 The essay contains no factual inaccuracy.
Citation
Non-original ideas, quotations and verifiable facts should be cited by candidates in a way that enables their sources to be traced.
Achievement Level
0 No workable information about sources is given.
1 Most sources are adequately cited.
2 All sources are cited in a thorough and systematic fashion, or the essay requires no citations.
A Knowledge Issue(s) (10 points)
Is/are the problem(s) of knowledge implied by the prescribed title recognized and understood, and prominently maintained throughout the essay?
The phrase ‘problems of knowledge’ refers to possible uncertainties, biases in approach to knowledge or limitations of knowledge, and the methods of verification and justification appropriate to the different Areas of Knowledge.
If appropriate, intermediate points (1,3,5,7 and 9) may be awarded by the assessor.
Achievement Level
The candidate has:
0 not recognized any problem(s) of knowledge implied by the prescribed title.
2 a very poor recognition and understanding of the problem(s) of knowledge implied by the prescribed title; the development of ideas is irrelevant to the prescribed title.
4 a poor recognition and understanding of the problem(s) of knowledge implied by the prescribed title; the development of ideas is generally irrelevant to the prescribed title.
6 a satisfactory recognition and understanding of the problem(s) of knowledge implied by the prescribed title; the development of ideas is generally relevant to the prescribed title, is a balanced enquiry, and, for the most part, reflects the voice of the candidate.
8 a good recognition and understanding of the problem(s) of knowledge implied by the prescribed title; the development of ideas is consistently relevant to the prescribed title in particular, and to TOK in general; it is a balanced enquiry, and reflects the voice of the candidate.
10 an excellent recognition and understanding of the problem(s) of knowledge implied by the prescribed title; the development of ideas is consistently relevant to the prescribed title in particular, and to TOK in general; it is a balanced, purposeful enquiry, and reflects the voice of the candidate.
B Quality of Analysis (10 points)
Do the analysis, and the treatment of counter-claims, show critical reflection and insight in addressing the problem(s) of knowledge?
If appropriate, intermediate points (1,3,5,7 and 9) may be awarded by the assessor.
Achievement Level
The candidate demonstrates:
0 no concern with the problem(s) of knowledge implied by the prescribed title.
2 a very poor level of critical reflection; the discussion is entirely superficial or the arguments are logically invalid; the main points are not evaluated, and there is no acknowledgement of their implications.
4 a poor level of critical reflection; the discussion is generally superficial, or the arguments are logically invalid; some of the main points are justified and evaluated, but there is little acknowledgement of their implications.
6 a satisfactory level of critical reflection and some insight; the discussion is adequately detailed and, in general, the arguments are logically valid; the main points are justified and evaluated, and there is acknowledgement of their implications; counter-claims are identified.
8 a good level of critical reflection and insight; the discussion is detailed, and the arguments are logically valid; the main points are justified and evaluated, and there is acknowledgement of their implications; counter-claims are identified and evaluated.
10 an excellent level of critical reflection and insight; the discussion is detailed, and the arguments are logically valid; the main points are cogently justified and evaluated, and there is effective acknowledgement of their implications; counter-claims are identified and thoroughly evaluated.
C Breadth and Links (5 points)
Does the essay reflect an awareness of different Ways of Knowing and different Areas of Knowledge, and of how they may be linked?
The terms ‘Ways of Knowing’ and ‘Areas of Knowledge’ refer to the elements of the TOK diagram. This is not to discourage reference to elements which do not feature on the diagram and which may be equally relevant and appropriate.
The word ‘across’ here denotes links and comparisons across elements in the same radial section of the diagram. The word ‘between’ here denotes links and comparisons between elements in different radial sections of the diagram.
Achievement Level
The candidate demonstrates:
0 no awareness of different Ways of Knowing and different Areas of Knowledge.
1 a very poor level of awareness of different Ways of Knowing and different Areas of Knowledge; links are attempted but are inappropriate.
2 a poor level of awareness of different Ways of Knowing and different Areas of Knowledge; some links are drawn either across or between them, but these are not always appropriate.
3 a satisfactory level of awareness of different Ways of Knowing and different Areas of Knowledge; appropriate links are drawn either across or between them.
4 a good level of awareness of different Ways of Knowing and different Areas of Knowledge; appropriate links and comparisons are drawn across and between them.
5 an excellent level of awareness of different Ways of Knowing and different Areas of Knowledge; effective links and comparisons are drawn across and between them.
D Structure, Clarity and Logical Coherence (5 points)
Is the essay structured, clear and logically coherent?
If the essay is of fewer than 1200 words or exceeds 1600 words in length, zero will be awarded for this criterion.
This criterion is not intended to assess linguistic skills. Rather, it is intended to assess the extent to which the main ideas are clearly and coherently conveyed in an appropriately structured form.
Achievement Level
The essay is:
0 unstructured, unclear or logically incoherent or has no relevance to the prescribed title.
1 very poor in its structure, clarity and logical coherence.
2 poor in its structure, clarity and logical coherence.
3 satisfactorily structured, adequately clear and logically coherent enough to convey the main points.
4 well structured, with a concise introduction, and a clear, logically coherent development of the argument leading to a conclusion; concepts and distinctions are defined and clarified.
5 excellently structured, with a concise introduction, and a clear, logically coherent development of the argument leading to an effective conclusion; concepts and distinctions are succinctly defined and clarified.
E Examples (5 points)
Is the essay well supported by appropriate examples drawn from a variety of sources?
Achievement Level
The candidate uses:
0 no examples relevant to the prescribed title.
1 very poor (or inappropriate) examples, drawn from narrow sources, not supporting the main points of the essay.
2 poor (rarely appropriate) examples, drawn from a limited variety of sources, to support the main points of the argument.
3 satisfactory (generally appropriate) examples, drawn from a variety of sources, to support the main points of the argument.
4 good (consistently appropriate) examples, drawn from a variety of sources, including the candidate’s own experience, to support the main points of the argument; the examples reflect a degree of cultural diversity.
5 excellent (consistently appropriate and effective) examples, drawn from a wide variety of sources, including the candidate’s own experience, to illustrate succinctly the main points of the argument; the examples reflect a high degree of cultural diversity.
F Factual Accuracy and Reliability (5 points) (revised November 2001)
Are the affirmations factually accurate and, if sources were used, were they reliable and correctly cited?
There are two strands in criterion F, which can work independently. In this revised version these are separated out, so that factual accuracy becomes one strand, and proper citation the other. The overall score is obtained by adding the levels achieved in the two strands.
Essays that have no relevance to the prescribed title will be awarded zero.
Factual accuracy
Achievement Level
0 The essay contains extensive factual inaccuracy.
1 The essay contains some factual inaccuracy.
2 The essay contains little factual inaccuracy.
3 The essay contains no factual inaccuracy.
Citation
Non-original ideas, quotations and verifiable facts should be cited by candidates in a way that enables their sources to be traced.
Achievement Level
0 No workable information about sources is given.
1 Most sources are adequately cited.
2 All sources are cited in a thorough and systematic fashion, or the essay requires no citations.
kragnagna
Now there's just criteria a,b,c,d. each worth 10 points. c and d, and d and f were merged together.
that is a v. v. v. old thread! haha
I know this is a really old post, but this could be useful for future students with the same question! Here is a great link http://www.ericmacknight.com/ibtok/Subject_Report_May2010.pdf
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