IBDP Internal assessment rubric and feedback form – Chemistry

Aspect 1: Personal significance or interest linked to research question (RQ)

Student Level SL / HL
PE1.1 Topic is justified with significance, PE1.2 RQ is relevant to a local or

Personal Engagement
interest or curiosity (I wonder why…) global issue and links to
potential solution
Title
Aspect 2: Personal input and initiative

PE2.1 Design is created or adapted by the PE2.2 RQ is not asked or answered

Topic student already in the course
PE2.3 RQ is based on prior research but
Date Academic honesty form
yes / no does not repeat it
submitted signed and submitted

Aspect 1: Topic and question

Criteria Aspect Grade boundaries
Personal Personal significance or interest 1-2 3-4 Ex1.1 Topic and research question are Ex1.2 Link between the IV and the DV
clearly stated is focused
engagement Personal input 1-2 3-4
(PE) Subtotal Aspect 2: Background information
Exploration Topic question 1-2 3-4 5-6 Ex2.1 Brief description of the method is Ex2.2 Relevant scientific theory.
(Ex) Background information 1-2 3-4 5-6 included History and applications are
mentioned
Methodology 1-2 3-4 5-6
Ex2.3 Supporting facts, images, and/or Ex2.4 Relationship based on the theory
Safety, ethical and environmental concerns 1-2 3-4 5-6 graphs are included is predicted
Subtotal Aspect 3: Design and methodology
Analysis Raw data 1-2 3-4 5-6
Ex3.1 Method is specific, clear, and easily Ex3.2 Apparatus is listed, including
(A) Data processing 1-2 3-4 5-6 repeated specific sizes and uncertainty

Exploration
Uncertainty and error 1-2 3-4 5-6 Ex3.3 Annotated diagram of set-up is Ex3.4 Minimum of four levels of the IV
Processed data 1-2 3-4 5-6 included is used
Subtotal Ex3.5 Minimum of four replications at Ex3.6 IV is stated with units and
Evaluation Conclusion 1-2 3-4 5-6 each level justification of range of IV

(Ev) Scientific context 1-2 3-4 5-6 Ex3.7 DV is stated with units. Further Ex3.8 Control variables are identified
calculations are described and their impact on the result
Strengths and weaknesses 1-2 3-4 5-6 has been discussed
Improvements and extensions 1-2 3-4 5-6 Ex3.9 Method to keep each control Ex3.10 Description of how raw data will
Subtotal variable constant is explained be transformed into processed
Communication Structure and clarity 1-2 3-4 including equipment and values data

(C) Relevant and concise 1-2 3-4 Aspect 4: Safety, ethical and environmental concerns

Terminology and convention 1-2 3-4 Ex4.1 Safety issues fully considered Ex4.2 Ethical issues fully considered
Subtotal
Ex 4.3 Environmental issues fully
considered
Assessment score:

Created by Nick Pinkerton (www.pinkerton-sci.net) at Tamagawa Academy, Tokyo , licensed under the Creative Commons Attribution- ShareAlike 4.0 International License.
Modified from Scott Cameron at IGB International School.
IBDP Internal assessment rubric and feedback form – Chemistry
Aspect 1: Raw data Aspect 3: Strengths and weaknesses
A1.1 Appropriate quantitative data is A1.2 Data is recorded correctly and Ev3.1 Reference to errors and uncertainties Ev3.2 Analysis of the sufficiency of data
recorded honestly and validity of conclusion
A1.3 Data is presented in a table A1.4 Appropriate (thoughtful) Ev3.3 Analysis of the appropriateness of Ev3.4 Anomalies are identified, reasons
including titles, units and qualitative data is recorded range of the IV are suggested
uncertainties
Ev3.5 Random error, accuracy and precision Ev3.6 Systematic error is discussed with
Aspect 2: Data processing
is discussed influence on data

Evaluation
A2.1 Calculations to determine the DV A2.2 Worked examples of any Aspect 4: Improvements and extensions
are carried out if necessary calculations are shown
Ev4.1 States suggestions for improvements Ev4.2 Suggestions for improvement are
A2.3 Calculations are appropriate to A2.4 Calculations are correct for the
to the methodology specific and explained (name of
answer the RQ DV
equipment)
A2.5 Processed data is consistent with A2.6 Formulas are stated before any
Ev4.3 Improvements address all of stated Ev4.4 Extensions are based on the
precision of raw data worked example
Analysis

limitations and sources of error conclusion and are relevant to the

A2.7 Processed data is suitable for
graphical representation
Aspect 3: Uncertainty and error propagation
A3.1 Error calculations are included
throughout
A3.3 Uncertainties are correct and
explanation given if necessary
Aspect 4: Processed data
A4.1 Appropriate choice of graph
A4.3 Graph axes are scaled
appropriately
A4.5 Points are plotted accurately
A2.8 Gradient and intercept are RQ
obtained from the graph
Ev4.5 Improvements and extensions are
realistic and achievable
A3.2 Errors/uncertainties are adjusted
after calculations Aspect 1: Structure and clarity
C1.1 References and citations are in the C1.2 Graphs use patterns or colour to
style of the student planner show differences in data if
necessary
C1.3 Headings and subheadings are used C1.4 Graphs and tables do not break
A4.2 Appropriate best-fit line
across pages
A4.4 Patterns in the graph are
C1.5 Graphs, tables and figures are clearly
described mathematically
labelled (Fig 1., Fig 2.)
A4.6 Appropriate statistical tests are
presented (R-squared) Aspect 2: Relevant and concise

C2.1 All data and graphs are relevant to C2.2 All diagrams are relevant to the RQ

Communication
the RQ
Aspect 1: Conclusion
C2.3 All citations are relevant C2.4 Report is 6-12 A4 pages
Ev1.1 Relationship between the IV and Ev1.2 Extent to which data answers
the DV is clearly stated with the RQ and supports the C2.5 All background information is
reference to graphs and tables hypothesis is stated and relevant to the RQ
justified Aspect 3:Terminology and convention
Evaluation

Ev1.3 Appropriate language used Ev1.4 Conclusion is logical and based

C3.1 Tables are labelled correctly including C3.2 Significant figures are consistent
('supports' the hypothesis, not on results
titles, units and uncertainties with the precision of
'proves' the hypothesis)
measurements
Aspect 2: Scientific context
C3.3 Graphs are labelled clearly, including C3.4 Significant figures are consistent
Ev2.1 Scientific explanation for results Ev2.2 Comparison with published axis titles and units with calculations
including justification with explicit data and theoretical values if C3.5 Raw data is clearly distinguished from C3.6 Technical terms are explained
reference to data possible processed data
C3.7 Use of excess words is avoided C3.8 Fluency in writing and scientific
terminology
Created by Nick Pinkerton (www.pinkerton-sci.net) at Tamagawa Academy, Tokyo , licensed under the Creative Commons Attribution- ShareAlike 4.0 International License.
Modified from Scott Cameron at IGB International School.