Internal Assessment Rubrics and Checklists

Internal Assessment Scoring

Personal engagement Exploration Analysis Evaluation Communication Total

2 (8%) 6 (25%) 6 (25%) 6 (25%) 4 (17%) 24 (100%)

 
Personal Engagement
This criterion assesses the extent to which the student engages with the exploration and makes it their own. Personal
engagement may be recognized in different attributes and skills. These could include addressing personal interests or
showing evidence of independent thinking, creativity or initiative in the designing, implementation or presentation of
the investigation.

Helpful Personal Engagement Checklist:

To Earn a 2:
Follow the strands above and be sure to:

____A section at the beginning specifically labelled with this heading.

____A statement of purpose, an explanation of how you decided on this topic, why it's important to you and worthy of

investigation.

____Relationship with the real world.

Exploration
This criterion assesses the extent to which the student establishes the scientific context for the work, states a clear and
focused research question and uses concepts and techniques appropriate to the Diploma Programme level. Where
appropriate, this criterion also assesses awareness of safety, environmental, and ethical considerations.
Mark Descriptor
0 The student’s report does not reach a standard described by the descriptors below​.
The topic of the investigation is identified and a research question of some relevance is ​stated but it is not
focused​.

The background information provided for the investigation is ​superficial ​or of limited relevance and does not aid
the understanding of the context of the investigation.
1–2
The methodology of the investigation is only appropriate to address the research question to a very limited
extent since it takes into consideration few of the significant factors that may influence the relevance, reliability
and sufficiency of the collected data.

The report shows evidence of limited awareness of the significant ​safety, ​ethical or environmental issues that
are ​relevant to the methodology of the investigation​*.
The topic of the investigation is identified and a relevant but not fully focused research question is described.

The background information provided for the investigation is mainly appropriate and relevant and aids the
understanding of the context of the investigation.

3–4 The methodology of the investigation is mainly appropriate to address the research question but has limitations
since it takes into consideration only some of the significant factors that may influence the relevance, reliability
and sufficiency of the collected data.

The report shows evidence of some awareness of the significant ​safety, ​ethical or environmental issues that are
relevant to the methodology of the investigation​*.
The topic of the investigation is identified and a relevant and fully focused research question is clearly described.

The background information provided for the investigation is entirely appropriate and relevant and enhances the
of the context of the investigation.

5–6 The methodology of the investigation is highly appropriate to address the research question because it takes
into consideration all, or nearly all, of the significant factors that may influence the relevance, reliability and
sufficiency of the collected data.

The report shows evidence of full awareness of the significant ​safety, ​ethical or environmental issues that are
relevant to the methodology of the investigation​*.

Helpful Exploration Checklist:

To earn a 5-6:​
The topic of the investigation is identified and a relevant and fully focused research question is clearly described.

_____ Research question (RQ) is ​focused​, meaning you can identify what’s being manipulated and what’s being
measured (independent and dependent variables included).

_____ RQ contains the species/cell type being tested. Both the common AND scientific name are present for the
species (if applicable).
The background information provided for the investigation is entirely appropriate and relevant and enhances the
understanding of the context of the investigation.
_____ Background info is present, allowing the research question to be put into context.
● Make a connection between what is being measured and how that pertains to the investigation.
● Example: What is the scientific phenomenon? What things affect it? What’s being investigated in the
lab and ​why​?

_____ Hypothesis is present, contains reasoning, AND research or classroom knowledge to back-up reasoning.

The methodology of the investigation is highly appropriate to address the research question because it takes into
consideration all, or nearly all, of the significant factors that may influence the relevance, reliability and sufficiency of
the collected data.

VARIABLES​:
_____ Identify variables (independent, dependent, and controlled variables / constants)
● Single independent variable is present and justified.

_____ Operationally define the ​“relevant” ​variables

● How are you manipulating the independent variable?
● How are you measuring the dependent variable, make sure you EXPLAIN it!
● How the controlled variables were controlled, (being in the “same place” is not controlling the temp,
etc)?

_____ Materials​ ​List included

PROCEDURE​:
_____ After reading the procedures, it does not appear than any outside factor will affect the outcome of the lab
(something that could have been controlled by the student).

_____ ​“Relevant”​ data means the method designed will be collecting data that WILL BE answering the specific research
question. Does the method of measurement you selected ACTUALLY measure what you intended to measure?
● Example: If pH’s effect on osmosis is being investigated, but the amount of salt in the solution was not
kept constant…so it’s the amount of salt that’s causing the change in water movement, NOT the pH.

_____ ​“Sufficient” ​data is at LEAST 5x5 (or 2x15 if doing a t-test or MORE). However, please do not limit yourself to this
minimum! If your lab requires more than 5 variations or 5 trials to really show a trend and to be confident in your
results or makes your data ​RELIABLE​, then please collect more data.
● The total number of trials should be mentioned within the procedure. Shouldn’t have to look to the
data table to figure out how many trials were done.

The report shows evidence of full awareness of the significant safety, ethical or environmental issues that are relevant
to the methodology of the investigation.

Risk Assessment​:
_____ Include all of these items in a specifically labeled ​Risk Assessment​ section.

_____ How did you assure that all investigators/organisms were protected from harm?
● What safety equipment was worn? (gloves, goggles, aprons, etc.)

_____ Were potentially hazardous items properly disposed of? How?

_____ Identification of potentially hazardous materials. Example: Sulphuric acid is corrosive and toxic.
Analysis
This criterion assesses the extent to which the student’s report provides evidence that the student has selected,
recorded, processed and ​interpreted ​the data in ways that are relevant to the research question and can support a
conclusion.
Mark Descriptor
0 The student’s report does not reach a standard described by the descriptors below.
The report includes ​insufficient relevant ​raw data to support a valid conclusion to the research question.

Some ​basic ​data processing is carried out but is either too ​inaccurate or too insufficient to lead to a valid
conclusion.
1–2
The report shows evidence of little consideration of the impact of measurement uncertainty on the analysis.

The processed data is incorrectly or insufficiently interpreted so that the conclusion is invalid or very incomplete.
The report includes relevant but incomplete quantitative and qualitative raw data that could support a simple or
partially valid conclusion to the research question.

Appropriate and sufficient data processing is carried out that could lead to a broadly valid conclusion but there
are significant inaccuracies and inconsistencies in the processing.
3–4
The report shows evidence of some consideration of the impact of measurement uncertainty on the analysis.

The processed data is interpreted so that a broadly valid but incomplete or limited conclusion to the research
question can be deduced.
The report includes sufficient relevant quantitative and qualitative raw data that could support a detailed and
valid conclusion to the research question.

Appropriate and sufficient data processing is carried out with the accuracy required to enable a conclusion to the
research question to be drawn that is fully consistent with the experimental data.
5–6
The report shows evidence of full and appropriate consideration of the impact of measurement uncertainty on
the analysis.

The processed data is correctly interpreted so that a completely valid and detailed conclusion to the research
question can be deduced.

Helpful Analysis Checklist:

To earn a 5/6:
The report includes sufficient, relevant, quantitative and qualitative raw data that could support a detailed and valid
conclusion to the research question.

_____ Qualitative data is descriptive and is relevant to the data being collected.

_____ Quantitative data is formatted in an organized way into data table(s).

_____ Data table has a title that explains what data is being presented.
_____ Data table has headings for ALL numbers in the table (both I.V. and D.V. are labeled so we know what all of the
numbers are.
_____ Units are present in data table.

_____ There is precision matching between the raw data and the measurement uncertainty.

The report shows evidence of full and appropriate consideration of the impact of measurement uncertainty on the
analysis.

_____Measurement uncertainty has been added to raw data values.

_____Chosen measurement uncertainty has been briefly ​explained​ (an asterisk underneath data table is appropriate, it
will be evaluated later).

Appropriate and sufficient data and processing is carried out with the ​accuracy​ required to enable a conclusion to the
research question to be drawn that is fully ​consistent​ with the experimental data.

_____Sufficient data is present for the chosen method of data processing.

_____ Pathway taken to process data is CLEAR and easy to understand (this may include a sample calculation, formulas,
explanations provided for why certain calculations were chosen).

_____Processed uncertainty is present, appropriate and ​explained​ as to why it was used.

_____The processing that has been done is accurate and lends itself to a correct conclusion to be drawn.

_____The processing that has been done addresses the research question (you didn’t have to do a RQ for this lab, but
keep this bullet point in mind for future Analysis sections. Ex: RQ mentions rate, but you don’t calculate rate).

The processed data is correctly interpreted so that a completely valid and detailed conclusion to the research
question can be deduced.

_____The ​processed​ data has been presented (graphical representation is appropriate).

_____Correct type of graph has been used (ex: bar vs. line).

_____Processed uncertainties have been applied to each data point graphed.

_____Graph has a title which indicates all variables tested.

_____Graph has both axes correctly labeled.

_____All necessary units have been included in the labeling of axes.

_____A trend-line, where appropriate, has been added and is correct (reasoning required if absent).

_____The trend (or lack thereof) that the data has established has been briefly stated.
Evaluation
This criterion assesses the extent to which the student’s report provides evidence of evaluation of the investigation and
the results with regard to the research question and the accepted scientific context.
Mark Descriptor
0 The student’s report does not reach a standard described by the descriptors below.
A conclusion is ​outlined ​which is not relevant to the research question or is not supported by the data presented.

The conclusion makes superficial comparison to the accepted scientific context.

1–2 Strengths and weaknesses of the investigation, such as limitations of the data and sources of error, are ​outlined
but are restricted to an ​account ​of ​the practical ​or ​procedural issues ​faced.

The student has ​outlined ​very few realistic and relevant suggestions for the improvement and extension of the
investigation.
A conclusion is ​described ​which is relevant to the research question and supported by the data presented.

A conclusion is described which makes some relevant comparison to the accepted scientific context.

3–4 Strengths and weaknesses of the investigation, such as limitations of the data and sources of error, are ​described
and provide evidence of some awareness of the ​methodological issues* ​involved in establishing the conclusion.

The student has ​described ​some realistic and relevant suggestions for the improvement and extension of the
investigation.
A detailed conclusion is ​described and justified ​which is entirely relevant to the research question and fully
supported by the data presented.

A conclusion is correctly ​described and justified ​through relevant comparison to the accepted scientific context.

5–6 Strengths and weaknesses of the investigation, such as limitations of the data and sources of error, are ​discussed
and provide evidence of a clear understanding of the ​methodological issues​* involved in establishing the
conclusion.

The student has ​discussed ​realistic and relevant suggestions for the improvement and extension of the
investigation.

Helpful Evaluation Checklist:

To earn a 5/6:
A detailed conclusion is described and justified which is entirely relevant to the research question and fully supported
by the data presented.

_____ A conclusion is stated that is consistent with the data (whatever the data says, the conclusion should match).

_____ RQ and Hypotheses are revisited in conclusion and either supported or not, if applicable.

_____ NUMERICAL values from data/graph are present. T-test values can be accepted, so long as justification is strong.
Discussion of data averages may also be included instead of t- test values.

_____ Justification is strong and explains WHY your conclusion was reached.
A conclusion is correctly described and justified through relevant comparison to accepted scientific context.

_____Conclusion is justified in a biological context.

_____Outside sources have been consulted in the conclusion.

_____If data DOES match accepted scientific ideas, discussion as to WHY it does.

_____If data does NOT match accepted scientific ideas, discussion as to WHY it doesn’t.

Strengths and weaknesses of the investigation, such as limitations of the data and sources of error, are discussed and
provide evidence of clear understanding of the methodological issues involved in establishing the conclusion.

_____There are strengths have been discussed.

● This might be quite general or implicit or it might refer to specific parts that worked well or data that
was consistent.

_____There are multiple weaknesses and limitations discussed.

_____The weaknesses mentioned are IMPORTANT and critical of the procedure. No superficial weaknesses allowed!
(What’s superficial, you ask? Things you could say for ​any​ experiment, ex: “Not enough trials/data.” “Not enough time
was given.” “Not enough equipment available.”

_____Evaluation of impact on data is thoughtful and describes HOW the data is affected.
● EX: Cannot just say, “Skewed the data” or “Made the data less accurate.” HOW did it skew the data or
make it less accurate? Did it increase/decrease the values?

____ Limitations address the SCOPE of the experiment: can it be applied to all organisms/situations/etc? What DIDN’T
the experiment test for? (If they say things that limited ​them​ in their experiment like not enough time, materials, etc.,
then maximum partial can be earned.)
● EX: An experiment is limited because it only tested people around age 16. Also, we do not know how
gender affects individuals in different age groups.

_____Discussion of the reliability or the data.

● This is a good place to comment on the processed data uncertainty.

The student has discussed realistic and relevant suggestions for the improvements and extension of the investigation

_____For EVERY weakness and limitation, a suggestion has been made for an improvement
● EX: For a lab that collected resting heart rate measurements, next time take 3 measurements, make sure
they are all similar and the subject is resting, and then average those 3 measurements to get an accurate
resting heart rate before beginning exercise.

_____Suggestion for improvement is realistic to the setting.

_____Suggestions WOULD actually improve the weakness discussed.

_____Identifies opportunities to extend research. (What further questions would you investigate?)
Communication
This criterion assesses whether the investigation is presented and reported in a way that supports effective
communication of the focus, process and outcomes.
Mark Descriptor
0 The student’s report does not reach a standard described by the descriptors below.
The presentation of the investigation is unclear, making it difficult to understand the focus, process and
outcomes.

The report is not well structured and is unclear: the necessary information on focus, process and outcomes is
missing or is presented in an incoherent or disorganized way.
1–2
The understanding of the focus, process and outcomes of the investigation is obscured by the presence of
inappropriate or irrelevant information.

There are many errors in the use of subject-specific terminology and conventions*.
The presentation of the investigation is clear. Any errors do not hamper understanding of the focus, process
and outcomes​.

The report is well structured and clear: the necessary information on focus, process and outcomes is present and
presented in a coherent way.
3–4
The report is relevant and concise thereby facilitating a ready understanding of the focus, process and outcomes
of the investigation.

The use of subject-specific terminology and conventions is appropriate and correct. Any errors do not hamper
understanding.

Helpful Communication Checklist:

To Earn a 3-4:
Follow the strands above and be sure to:

____No title page or table of contents.

____Do not split tables over pages or title on one and then graph on the next.

● Combine graphs, when appropriate. This might allow for comparison in addition to saving space.

____Include proper citations (in-text and Works Cited).

____Page minimum and maximum are followed (6-12 pages).

____Paper follows logical order for a scientific paper.

____Paper includes proper biological concepts, terminology and explanation.

● This might be found in the Understandings, Applications and Skills.
● Scientific names in italics and format (Uppercase Genus and lower case species).
● Proper Units (SI units), place value matching