Internal assessment criteria—SL and HL

The exploration is internally assessed by the teacher and externally moderated by the IB using
assessment criteria that relate to the objectives for mathematics.

Each exploration is assessed against the following five criteria. The final mark for each
exploration is the sum of the scores for each criterion. The maximum possible final mark is 20.

Students will not receive a grade for their mathematics course if they have not submitted an
exploration.
Criterion A Presentation
Criterion B Mathematical communication
Criterion C Personal engagement
Criterion D Reflection
Criterion E Use of mathematics
Criterion A: Presentation
Achievement Descriptor
level
0 The exploration does not reach the standard described by the descriptors
below.
1 The exploration has some coherence or some organization.
2 The exploration has some coherence and shows some organization.
3 The exploration is coherent and well organized.
4 The exploration is coherent, well organized, and concise.
The “presentation” criterion assesses the organization and coherence of the exploration.

A coherent exploration is logically developed, easy to follow and meets its aim. This refers to
the overall structure or framework, including introduction, body, conclusion and how well the
different parts link to each other.

A well-organized exploration includes an introduction, describes the aim of the exploration

and has a conclusion. Relevant graphs, tables and diagrams should accompany the work in the
appropriate place and not be attached as appendices to the document. Appendices should be
used to include information on large data sets, additional graphs, diagrams and tables.

A concise exploration does not show irrelevant or unnecessary repetitive calculations, graphs
or descriptions.

The use of technology is not required but encouraged where appropriate. However, the use of
analytic approaches rather than technological ones does not necessarily mean lack of
conciseness, and should not be penalized. This does not mean that repetitive calculations are
condoned.

Criterion B: Mathematical communication

Achievement Descriptor
level
1 Mathematics: analysis and approaches guide
 0 The exploration does not reach the standard described by the descriptors
below.
1 The exploration contains some relevant mathematical communication
which is partially appropriate.
2 The exploration contains some relevant appropriate mathematical
communication.
3 The mathematical communication is relevant, appropriate and is mostly
consistent.
4 The mathematical communication is relevant, appropriate and consistent
throughout.
The “mathematical communication” criterion assesses to what extent the student has:

• used appropriate mathematical language (notation, symbols, terminology). Calculator

and computer notation is acceptable only if it is software generated. Otherwise it is
expected that students use appropriate mathematical notation in their work
• defined key terms and variables, where required
• used multiple forms of mathematical representation, such as formulae, diagrams, tables,
charts, graphs and models, where appropriate
• used a deductive method and set out proofs logically where appropriate
Examples of level 1 can include graphs not being labelled, consistent use of computer notation
with no other forms of correct mathematical communication.

Level 4 can be achieved by using only one form of mathematical representation as long as this
is appropriate to the topic being explored. For level 4, any minor errors that do not impair clear
communication should not be penalizsed.

Criterion C: Personal engagement

Achievement Descriptor
level
0 The exploration does not reach the standard described by the descriptors
below.
1 There is evidence of some personal engagement.
2 There is evidence of significant personal engagement.
3 There is evidence of outstanding personal engagement.
The “personal engagement” criterion assesses the extent to which the student engages with
the topic by exploring the mathematics and making it their own. It is not a measure of effort.

Personal engagement may be recognized in different ways. These include thinking

independently or creatively, presenting mathematical ideas in their own way, exploring the
topic from different perspectives, making and testing predictions. Further (but not exhaustive)
examples of personal engagement at different levels are given in the teacher support material
(TSM).

There must be evidence of personal engagement demonstrated in the student’s work. It is not
sufficient that a teacher comments that a student was highly engaged.

Textbook style explorations or reproduction of readily available mathematics without the

candidate’s own perspective are unlikely to achieve the higher levels.

Mathematics: analysis and approaches guide 2

Significant: The student demonstrates authentic personal engagement in the exploration on a
few occasions and it is evident that these drive the exploration forward and help the reader to
better understand the writer’s intentions.

Outstanding: The student demonstrates authentic personal engagement in the exploration in

numerous instances and they are of a high quality. It is evident that these drive the exploration
forward in a creative way. It leaves the impression that the student has developed, through
their approach, a complete understanding of the context of the exploration topic and the
reader better understands the writer’s intentions.

Criterion D: Reflection
Achievement Descriptor
level
0 The exploration does not reach the standard described by the
descriptors below.
1 There is evidence of limited reflection.
2 There is evidence of meaningful reflection.
3 There is substantial evidence of critical reflection.
The “reflection” criterion assesses how the student reviews, analyses and evaluates the
exploration. Although reflection may be seen in the conclusion to the exploration, it may also
be found throughout the exploration.

Simply describing results represents limited reflection. Further consideration is required to

achieve the higher levels.

Some ways of showing meaningful reflection are: linking to the aims of the exploration,
commenting on what they have learned, considering some limitation or comparing different
mathematical approaches.

Critical reflection is reflection that is crucial, deciding or deeply insightful. It will often develop
the exploration by addressing the mathematical results and their impact on the student’s
understanding of the topic. Some ways of showing critical reflection are: considering what
next, discussing implications of results, discussing strengths and weaknesses of approaches,
and considering different perspectives.

Substantial evidence means that the critical reflection is present throughout the exploration. If
it appears at the end of the exploration it must be of high quality and demonstrate how it
developed the exploration in order to achieve a level 3.

Further (but not exhaustive) examples of reflection at different levels are given in the teacher
support material (TSM).

Criterion E: Use of mathematics—SL

Achievement Descriptor
level
0 The exploration does not reach the standard described by the descriptors
below.
1 Some relevant mathematics is used.
2 Some relevant mathematics is used. Limited understanding is

Mathematics: analysis and approaches guide 3

 demonstrated.
3 Relevant mathematics commensurate with the level of the course is used.
Limited understanding is demonstrated.
Achievement Descriptor
level
4 Relevant mathematics commensurate with the level of the course is used.
The mathematics explored is partially correct. Some knowledge and
understanding are demonstrated.
5 Relevant mathematics commensurate with the level of the course is used.
The mathematics explored is mostly correct. Good knowledge and
understanding are demonstrated.
6 Relevant mathematics commensurate with the level of the course is used.
The mathematics explored is correct. Thorough knowledge and
understanding are demonstrated.
The “Use of mathematics” SL criterion assesses to what extent students use mathematics that
is relevant to the exploration.
Relevant refers to mathematics that supports the development of the exploration towards the
completion of its aim. Overly complicated mathematics where simple mathematics would
suffice is not relevant. Students are expected to produce work that is commensurate with the
level of the course, which means it should not be completely based on mathematics listed in
the prior learning. The mathematics explored should either be part of the syllabus, or at a
similar level.
A key word in the descriptor is demonstrated. The command term demonstrate means “to
make clear by reasoning or evidence, illustrating with examples or practical application”.
Obtaining the correct answer is not sufficient to demonstrate understanding (even some
understanding) in order to achieve level 2 or higher.

For knowledge and understanding to be thorough it must be demonstrated throughout.

The mathematics can be regarded as correct even if there are occasional minor errors as long
as they do not detract from the flow of the mathematics or lead to an unreasonable outcome.

Students are encouraged to use technology to obtain results where appropriate, but
understanding must be demonstrated in order for the student to achieve higher than level 1,
for example merely substituting values into a formula does not necessarily demonstrate
understanding of the results.

The mathematics only needs to be what is required to support the development of the
exploration. This could be a few small elements of mathematics or even a single topic (or sub-
topic) from the syllabus. It is better to do a few things well than a lot of things not so well. If
the mathematics used is relevant to the topic being explored, commensurate with the level of
the course and understood by the student, then it can achieve a high level in this criterion.

Criterion E: Use of mathematics—HL

Achievement Descriptor
level
0 The exploration does not reach the standard described by the descriptors
below.
1 Some relevant mathematics is used. Limited understanding is
demonstrated.

Mathematics: analysis and approaches guide 4

 2 Some relevant mathematics is used. The mathematics explored is partially
correct. Some knowledge and understanding is demonstrated.
3 Relevant mathematics commensurate with the level of the course is used.
The mathematics explored is correct. Some knowledge and understanding
are demonstrated.
Achievement Descriptor
level
4 Relevant mathematics commensurate with the level of the course is used.
The mathematics explored is correct. Good knowledge and understanding
are demonstrated.
5 Relevant mathematics commensurate with the level of the course is used.
The mathematics explored is correct and demonstrates sophistication or
rigour. Thorough knowledge and understanding are demonstrated.
6 Relevant mathematics commensurate with the level of the course is used.
The mathematics explored is precise and demonstrates sophistication and
rigour.
Thorough knowledge and understanding are demonstrated.
The “Use of mathematics” HL criterion assesses to what extent students use relevant
mathematics in the exploration.

Students are expected to produce work that is commensurate with the level of the course,
which means it should not be completely based on mathematics listed in the prior learning.
The mathematics explored should either be part of the syllabus, at a similar level or slightly
beyond. However, mathematics of a level slightly beyond the syllabus is not required to
achieve the highest levels.

A key word in the descriptor is demonstrated. The command term demonstrate means to
make clear by reasoning or evidence, illustrating with examples or practical application.
Obtaining the correct answer is not sufficient to demonstrate understanding (even some
understanding) in order to achieve level 2 or higher.

For knowledge and understanding to be thorough it must be demonstrated throughout. Lines

of reasoning must be shown to justify steps in the mathematical development of the
exploration.

Relevant refers to mathematics that supports the development of the exploration towards the
completion of its aim. Overly complicated mathematics where simple mathematics would
suffice is not relevant.

The mathematics can be regarded as correct even if there are occasional minor errors as long
as they do not detract from the flow of the mathematics or lead to an unreasonable outcome.
Precise mathematics is error-free and uses an appropriate level of accuracy at all times.

Sophistication: To be considered as sophisticated the mathematics used should be

commensurate with the HL syllabus or, if contained in the SL syllabus, the mathematics has
been used in a complex way that is beyond what could reasonably be expected of an SL
student. Sophistication in mathematics may include understanding and using challenging
mathematical concepts, looking at a problem from different perspectives and seeing
underlying structures to link different areas of mathematics.

Rigour involves clarity of logic and language when making mathematical arguments and
calculations. Mathematical claims relevant to the development of the exploration must be
justified or proven.

Mathematics: analysis and approaches guide 5

Students are encouraged to use technology to obtain results where appropriate, but
understanding must be demonstrated in order for the student to achieve level 1 or higher, for
example merely substituting values into a formula does not necessarily demonstrate
understanding of the results.

The mathematics only needs to be what is required to support the development of the
exploration. This could be a few small elements of mathematics or even a single topic (or sub-
topic) from the syllabus. It is better to do a few things well than a lot of things not so well. If
the mathematics used is relevant to the topic being explored, commensurate with the level of
the course and understood by the student, then it can achieve a high level in this criterion

Mathematics: analysis and approaches guide 6

Mathematics: analysis and approaches guide 7