ToK Essay Name:

Date:

Question:

Criterion A: Understanding knowledge issues This criterion is concerned with the extent to which the essay focuses on knowledge issues relevant to the prescribed title, and with the depth and breadth of the understanding demonstrated in the essay. A relevant knowledge issue is one that directly relates to the prescribed title undertaken, or one that the essay has shown is important in relation to it. Depth of understanding is often indicated by drawing distinctions within ways of knowing and areas of knowledge, or by connecting several facets of knowledge issues to these. Breadth of understanding is often indicated by making comparisons between ways of knowing and areas of knowledge. Since not all prescribed titles lend themselves to an extensive treatment of an equal range of areas of knowledge or ways of knowing, this element in the descriptors should be applied with concern for the particularity of the title. relevance connections Does the essay demonstrate understanding of knowledge issues that are relevant to the prescribed title? Does the essay demonstrate an awareness of the connections between knowledge issues, areas of knowledge and ways of knowing? Level 1 is not achieved. Level 1 is not achieved. 0 The essay includes very little treatment of knowledge issues that are relevant to the prescribed title and If present, areas of knowledge and/or ways of knowing are merely mentioned. 1 demonstrates little understanding of them. 2 The essay includes some treatment of knowledge issues that are relevant to the prescribed title and Some links to areas of knowledge and/or ways of knowing have been attempted but they are largely 3 demonstrates a rudimentary understanding of them. ineffective. 4 For the most part the essay treats knowledge issues that are relevant to the prescribed title, and Some effective links are drawn between areas of knowledge and/or ways of knowing. 5 demonstrates some understanding of them. 6 The essay consistently maintains as its focus knowledge issues that are relevant to the prescribed title. Effective links and some comparisons between areas of knowledge and/or ways of knowing are drawn, 7 so that the essay demonstrates a good understanding of the knowledge issues under consideration. 8 The essay consistently maintains as its focus knowledge issues that are relevant to the prescribed title. Effective links and comparisons between areas of knowledge and/or ways of knowing are elaborated, 9 so that the essay demonstrates a sophisticated understanding of the knowledge issues under 10 consideration.

Criterion B: Knowers perspective To what extent have the knowledge issues relevant to the prescribed title been connected to the students own experience as a learner? Does the student show an awareness of his or her own perspective as a knower in relation to other perspectives, such as those that may arise, for example, from academic and philosophical traditions, culture or position in society (gender, age, and so on)? Do the examples chosen show an individual approach consciously taken by the student, rather than mere repetition of standard commonplace cases or the impersonal recounting of sources? independent thinking self-awareness as a knower diversity of perspectives use of examples Level 1 is not achieved. Level 1 is not achieved. Level 1 is not achieved. Level 1 is not achieved. 0 The essay shows no evidence of independent There is limited personal engagement with the There is no attempt to acknowledge or explore There are no appropriate examples. 1 thinking about the knowledge issues related to the knowledge issues. different perspectives 2 prescribed title. The essay shows very little evidence of There is some personal engagement with the Different perspectives may be mentioned but there Examples chosen are sometimes appropriate. 3 independent thinking about the knowledge issues knowledge issues. is no attempt to explore them. 4 related to the prescribed title. The essay shows some evidence of independent The student has shaped the essay in a way that There is an awareness that different perspectives Examples chosen are appropriate, although there 5 thinking about the knowledge issues related to the shows personal engagement with the knowledge may exist, although there may be little attempt to may be little variety in their sources. 6 prescribed title. issues. explore these. The essay shows adequate evidence of independent The student has shaped the essay in a way that There is an acknowledgment of different Examples chosen are effective, with some 7 thinking about the knowledge issues related to the shows thoughtful, personal engagement with the perspectives and some attempt to explore these. variety. 8 prescribed title. knowledge issues and some self-awareness as a knower. The essay shows much evidence of independent The student has shaped the essay in a way that There is serious consideration of different Examples chosen are varied and effectively 9 shows both a personal, reflective exploration of the perspectives. used. 10 thinking about the knowledge issues related to the prescribed title. knowledge issues and significant self-awareness as a knower.

Criterion C: Quality of analysis of knowledge issues This criterion is concerned only with knowledge issues that are relevant to the prescribed title. Analysis of knowledge issues that are not relevant to the prescribed title is not assessed. exploration of knowledge issues justification of main points counterclaims implications and assumptions What is the quality of the inquiry into knowledge Are the main points in the essay justified? Are the Have counterclaims been considered? Are the implications and underlying assumptions issues? arguments coherent and compelling? of the essays argument identified? Level 1 is not achieved. Level 1 is not achieved. Level 1 is not achieved. Level 1 is not achieved. 0 There is no inquiry into knowledge issues, only There are very few attempts at justifying the main There is very little evidence of any awareness of 1 description. points of the essay. counterclaims. 2 The inquiry partly explores, but largely describes, There is some justification of main points and Counterclaims are implicitly identified. 3 knowledge issues. some coherent argument. 4 The inquiry explores knowledge issues Most points are justified; most arguments are Some counterclaims are considered. 5 coherent. 6 The inquiry explores with some insight, in some All, or nearly all, main points are justified and Counterclaims are explored. Implications of the essays argument are 7 depth and/or detail, knowledge issues. arguments are coherent. identified. 8 The inquiry explores with a high degree of insight, All main points are justified and arguments are Counterclaims are explored and evaluated. Implications and underlying assumptions of the 9 coherent and compelling. essays argument are identified. 10 in considerable depth and/or detail, knowledge issues.

Criterion D: Organization of ideas An essay that fails to meet the word limit of 1,2001,600 words will not score above level 4 on this criterion. An essay that has no relevance to the prescribed title will score 0 on this criterion. structure and organisation clarity and explanation accuracy referencing Is the essay well organized and relevant to the Does the use of language assist the reader's When factual information is used or presented, is If sources have been used, have they been prescribed title? understanding and avoid confusion? Are central it accurate and, when necessary, referenced? properly referenced in a way that allows them to terms explained or developed clearly in a way that Factual information includes generalizations. be traced (Internet references must include the assists comprehension? Note: This task is not a date on which they were accessed)? Note: Not all test of first language linguistic skills. essays require sources or references. Level 1 is not achieved. Level 1 is not achieved. Level 1 is not achieved. Level 1 is not achieved. 0 The essay on the prescribed title is very poorly It is difficult to understand what the writer Factual information used to support arguments Sources of information and ideas may not be 1 structured, with little overall organization. intends. may contain significant inaccuracies. acknowledged and there is no attempt at 2 referencing. The essay on the prescribed title is poorly It is sometimes difficult to understand what the Factual information used to support arguments is Some sources of information and ideas are 3 structured, with limited overall organization. writer intends. There may be some attempt to not always reliable (there may be minor acknowledged; there is some attempt at 4 explain or explore the meaning of terms but this inaccuracies; sources of more important referencing but it is not complete, nor sufficiently contributes little to conceptual clarity. information may be missing or unreliable). precise to permit tracing of sources. The essay on the prescribed title is satisfactorily In general, concepts are used clearly: if concepts Factual information used to support arguments is Most sources of information and ideas are 5 structured, with adequate overall organization. are explained, explanations are generally mostly correct. acknowledged; most referencing permits tracing 6 adequate. of sources, although some precision may be lacking. The essay on the prescribed title is well structured, Concepts are used or developed clearly: some Factual information used to support arguments is Sources of information and ideas are 7 with a clear overall organization. explanations are included, where appropriate. correct. acknowledged; most referencing permits tracing 8 of sources. The essay on the prescribed title is very well Concepts are used clearly and, where appropriate, Factual information used to support arguments is Sources of information and ideas are 9 refined by helpful explanations. correct. acknowledged; all referencing permits tracing of 10 structured, with an effective overall organization. sources.

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