IB ESS – IA Criteria Checklist

Identifying the Context (CXT)

This criterion assesses the extent to which the student establishes and explores an environmental issue (either local or
global) for an investigation and develops this to state a relevant and focused research question. Max 6 points – 20%
overall of IA grade

Aspect
Mark
Research Question Environmental Issue Local/Global Connections

0 The student’s report does not reach a standard described by the descriptors below

Lists connections between the

Outlines an environmental issue environmental issue (either local
States a research question, but
1-2 there is a lack of focus
(either local or global) that is linked or global) and the research
to the research question question but there are significant
omissions.
States a relevant research
Outlines an environmental issue Describes connections between
question. The topic of the
(either local or global) that the environmental issue (either
3-4 investigation is identified and a
provides the context to the local or global) and the research
relevant but not fully focused
research question question, but there are omissions.
research question is described.

States a relevant, coherent and

focused research question The
topic of the investigation is
5-6 identified and a relevant and fully
focused research question is
clearly described.
A rough guide to help you achieve in this section
Discusses a relevant
environmental issue (either local or
global) that provides the context
for the research question
Explains the connections between
the environmental issue (either
local or global) and the research
question.
 Background enhances

 Research question is clearly
stated
 The research question is a
precisely formulated question
 The research question can
be used to formulate a
hypothesis
 Common and scientific name
of species used
understanding of connection
 Background is focused on
of research question chosen
one environmental issue
to one specific environmental
issue
 Provides the reader a clear
explanation of how the
 Background gives sufficient
research question was
description of the
chosen in relation to the
environmental issue
environmental issue focused
on
 Provides sufficient
information to describe how
the IV and DV chosen relate
to the focus environmental
issue
 Provides a balanced review
including a range of
arguments of the focus
environmental issue

Material here has been adapted from Chris Paine at

Trish Beck –Washington International School Bioknowledgy, IBO, Lorne Young and Emily Smith

Planning (PLA)
This criterion assesses the extent to which the student has developed appropriate methods to gather data that is
relevant to the research question. This data could be primary or secondary, qualitative or quantitative, and may utilize
techniques associated with both experimental or social science methods of inquiry. There is an assessment of safety,
environmental and ethical considerations where applicable Max 6 points – 20% overall of IA grade
Mark
Method
0 The student’s report does not reach a standard described by the descriptors below
Designs a method that is
inappropriate because it will not
1-2
allow for the collection of relevant
data
Designs a repeatable* method
appropriate to the research
3-4 question but the method does not
allow for the collection of sufficient
relevant data .
Designs a repeatable* method
appropriate to the research
5-6 question that allows for the
collection of sufficient relevant
data
 IV correctly identified with
units/range including an
explanation of how this
range was chosen
A rough guide to help you achieve in this section
 DV correctly identified with
units and described how it
will be measured
 Important control variables
identified and presented as
a table. The likely impact of
each control variable is
discussed
 List of apparatus including
sizes and uncertainty ** If
useful, add an annotated
photo or diagram of
equipment or experimental
set-up
 Specific method to keep
each controlled variable
constant has been
explained clearly.
 Method is not generic, but is
tailored to answer the
research question
 Method is clear, specific
and easily replicated by the
reader
Trish Beck –Washington International School
IB ESS – IA Criteria Checklist
Aspect
Sampling Strategy Ethics & Risks
Outlines the choice of sampling
Lists some risks and ethical
strategy but with some errors and
considerations where applicable.
omissions
Outlines the risk assessment and
Describes the choice of sampling
ethical considerations where
strategy
applicable.
Describes the risk assessment
Justifies the choice of sampling
strategy used
and ethical considerations where
applicable.
 Provides evidence to
support the sampling  Refers to the IB animal
strategy chosen. Rationale experimentation policy
explained clearly
 Provides a detailed  Takes into account
description of how the guidelines when working
sample sizes and strategy with animal or human
were chosen subjects
 Correct method of sampling  Detailed description of how
chosen. Will collect relevant the experiment upheld
data ethical standards
 Sufficient trials and ranges
 Detailed description of how
chosen to collect enough
safety measures were
data to analyze and reach a
followed throughout the lab
conclusion
 Sampling strategy is
random (unbiased)
Technique used to create a
random sample is described
 Method of sampling is
appropriate to the focused
research question
Material here has been adapted from Chris Paine at
Bioknowledgy, IBO, Lorne Young and Emily Smith
 IB ESS – IA Criteria Checklist

Results, Analysis & Conclusion (RAC)

This criterion assesses the extent to which the student has collected, recorded, processed and interpreted the data in
ways that are relevant to the research question. The patterns in the data are correctly interpreted to reach a valid
conclusion. Max 6 points – 20% overall of IA grade

Aspect
Mark
Results & Data Presentation Analysis Conclusion

0 The student’s report does not reach a standard described by the descriptors below

Constructs some diagrams,

Analyses some of the data but
charts or graphs of quantitative States a conclusion that is not
1-2 and/or qualitative data, but there
there are significant errors and/or
supported by the data.
omissions
are significant errors or omissions
Constructs diagrams, charts or
Interprets some trends, patterns
graphs of quantitative and/or
Analyses the data correctly but or relationships in the data so that
3-4 qualitative data which are
the analysis is incomplete a conclusion with some validity is
appropriate but there are some
deduced.
omissions.
Constructs diagrams, charts or Interprets trends, patterns or
Analyses the data correctly and
graphs of all relevant quantitative relationships in the data, so that a
5-6 and/or qualitative data
completely so that all relevant
valid conclusion to the research
patterns are displayed
appropriately question is deduced.
 Includes insightful and
 Calculations to determine
thorough qualitative data  Conclusion is clearly stated
DV carried out, if necessary
(observations)
 Tables created  Calculations or statistical
 Conclusion based on, and
appropriately including title, tests appropriate to
A rough guide to help you achieve in this section

refers to the interpretation of

uncertainties, units and
decimals
 Graphs created
appropriately including title,
labels, uncertainties, units
and decimals
 Data should be presented in
a way that directly answers
the research question
investigation, justified and
processed and raw data
address research question
 Level of support (strong,
 Standard deviations
weak, no support,
included where appropriate
inconclusive, etc) for the
(a minimum of 5 repeats is
hypothesis/research
required for a valid
question is identified,
calculation)
correct and justified
 Patterns and trends in data
 Possible impacts of
described with reference to
qualitative data discussed
the graph/tables
 Refers to trends or patterns
 Variation (such as Std Dev) seen in data to support
within the data discussed conclusions. Uses data in
conclusion statements

 Error bars included, unless

insignificant

 Error bar source (such as

standard deviation or
min/max values) stated and
correct

Trish Beck –Washington International School

Material here has been adapted from Chris Paine at
Bioknowledgy, IBO, Lorne Young and Emily Smith

Discussion & Evaluation (DEV)
This criterion assesses the extent to which the student discusses the conclusion in the context of the environmental
issue, and carries out an evaluation of the investigation. Max 6 points – 20% overall of IA grade
Mark
Discussion
0 The student’s report does not reach a standard described by the descriptors below
Describes how some aspects of
1-2 the conclusion are related to the
environmental issue
Evaluates the conclusion in the
3-4 context of the environmental issue
but there are omissions
Evaluates the conclusion in the
5-6 context of the environmental issue
 Relates the conclusion back
to the research question
and larger environmental
issue
A rough guide to help you achieve in this section
 Discusses level at which the
results and conclusion can
answer the research
question and larger
environmental issue
 Refers to validity of
conclusions based on
weaknesses & strengths to
answer the research
question and larger
environmental issue
Trish Beck –Washington International School
IB ESS – IA Criteria Checklist
Aspect
Strengths, Weaknesses &
Modifications
Limitations
Identifies some strengths and Suggests superficial
weaknesses and limitations of the modifications and/or further areas
method of research.
Describes some strengths,
Suggests modifications and
weaknesses and limitations within
further areas of research.
the method used
Suggests modifications
Discusses strengths,
addressing one or more significant
weaknesses and limitations within
weaknesses with large effect and
the method used
further areas of research.
 Includes an analysis of the
 Improvements appropriate
effectiveness of the method
(realistic) and related to
designed. (choice of
the research
variables, materials chosen,
question/hypothesis
sample size, etc)
 Analysis of sufficiency of
data, is the way the DV is  Improvements are specific
measured producing valid (ex: equipment named) and
results or does it need to be clearly explained
changed?
 Systematic errors (problems  Addresses all the identified
with method) i.e. identified limitations/weaknesses of
controlled or uncontrolled the data and sources of
variables, are discussed error
 Discuss why it’s a  Suggestions for further
weakness/limitation (how investigations are based on
does it limit the the conclusion and are
results/conclusion. How did relevant to the research
it affect the results obtained) question
 Discuss random error
 What’s the next
inherent in studying
step/question?
habitats/organisms
Material here has been adapted from Chris Paine at
Bioknowledgy, IBO, Lorne Young and Emily Smith
 IB ESS – IA Criteria Checklist

Application (APP)
This criterion assesses the extent to which the student identifies and evaluates one way to apply the outcomes of the
investigation in relation to the broader environmental issue that was identified at the start of the project. Max 3 points –
10% overall of IA grade

Aspect
Mark
Application Strengths, Weaknesses & Limitations

0 The student’s report does not reach a standard described by the descriptors below

States one potential application and/or solution to

Describes some strengths, weaknesses and
1 the environmental issue that has been discussed
limitations of this solution.
in the context
Describes one potential application and/or
solution to the environmental issue that has been Evaluates some relevant strengths, weaknesses
2 discussed in the context, based on the findings of and limitations of this solution.
the study, but the justification is weak or missing
Justifies one potential application and/or solution
to the environmental issue that has been Evaluates relevant strengths, weaknesses and
3 discussed in the context, based on the findings of limitations of this solution.
the study

 Application/solution discussed is directly  Discusses in detail the validity (strengths,

A rough guide to help you
achieve in this section

linked to the environmental issue weaknesses and limitations) of the

highlighted in context/background solution chosen

 Provides evidence from conclusions and

findings in the study to support the
application/solution chosen
 Application/solution chosen is realistic and
relevant
 Focuses on the application/solution
provided
 States an appraisal after weighing all the
strengths and weaknesses

Material here has been adapted from Chris Paine at

Bioknowledgy, IBO, Lorne Young and Emily Smith
Trish Beck –Washington International School
 IB ESS – IA Criteria Checklist

Communication (COM)
This criterion assesses whether the report has been presented in a way that supports effective communication in terms
of structure, coherence and clarity. The focus, process and outcomes of the report are all well presented. Max 3 points –
10% overall of IA grade

Aspect
Mark
Organization Terminology Content

0 The student’s report does not reach a standard described by the descriptors below

The report makes limited use of

The investigation has limited The presentation of the report
1 structure and organization.
appropriate terminology and it is
limits the reader’s understanding.
not concise.

The report has structure and The report either makes use of The report is mainly logical and
2 organization but this is not appropriate terminology or is coherent, but is difficult to follow in
sustained throughout the report. concise. parts.

The report makes consistent use

The report is well-structured and
3 of appropriate terminology and is The report is logical and coherent.
well-organized.
concise.

 A consistent linguistic style

 Essay shows a mastery
(preferably passive
of, and fluency in, the use  Sequential order with logical
voice/third person)
A rough guide to help you achieve in this section

of appropriate scientific flow

maintained throughout the
terminology
essay
 Obvious clear structure
 Avoid excessive use of  Report is easy to read and
outlined, for example:
jargon understand
clear headings and titles
 Non-standard technical
 Graphs, tables and
terms explained and used
images included as close
in the correct context (to
as possible to its first
demonstrate
reference/use
understanding)
 Graphs, tables and
images titled Ex: Graph 1
 Report attempts to use the
(followed by specific title
language of ESS
about what is being
presented
 Tables and graphs do not
break across pages
 Effective use of space
leads to clarity of
presentation

Trish Beck –Washington International School

Material here has been adapted from Chris Paine at
Bioknowledgy, IBO, Lorne Young and Emily Smith