Understanding the IA assessment criteria

“A year from now, you may wish you had started today.”
- Karen Lamb, author and lecturer of Oral Communication

“Don't count the days, make the days count.”

- Muhammad Ali (1942 - 2016), American professional boxer

Overview

As there is a common IA (the business research project) for SL and HL students, the same assessment criteria apply
to all candidates. Teachers should mark the internally assessed work using the level descriptors on pages 56 - 58 of
the guide.

The business research project is assessed using 7 assessment criteria:

1. Criterion A - Integration of a key concept

2. Criterion B - Supporting documents

3. Criterion C - Selection and application of tools and theories

4. Criterion D - Analysis and evaluation

5. Criterion E - Conclusions

6. Criterion F - Structure

7. Criterion G - Presentation

These are explained, along with top tips, in the section below.

Note: When marking the business research project, teachers should refer to the level descriptors for each
assessment criterion based on a "best fit" model, i.e., the mark band that most appropriately describes the
achievement level for each of the seven assessment criteria. This means that it is not it is not necessary for every
single aspect of a level descriptor to be met for that particular mark to be awarded.

Finally, note that the IB recommends that the assessment criteria (pages 56 - 58 of the guide) should be made
available to students.

Criterion A - Integration of a key concept

This assessment criterion judges the extent to which the student effectively integrates the application of the chosen
key concept and the research question, i.e., how well the student makes connections between the issue or problem of
the chosen business organization and the key concept throughout the IA.

Remember to award the level descriptor that most appropriately describes the level of the work being assessed.

Marks Level descriptor

Either the work does not reach a standard described by the descriptors below or the
0
key concept identified is neither change, creativity, ethics, nor sustainability.
1 The student demonstrates knowledge of the key concept.
The student describes the connection between the key concept and the organization
2
under study.
The student analyses the connection between the key concept and the organization
3
under study.
The student partially integrates the analysis of the connection between the key
4
concept and the organization under study in the internal assessment.
The student effectively integrates the analysis of the connection between the key
5
concept and the organization under study throughout the internal assessment.

Top tips for assessment criterion A

Students must integrate only one of the four key concepts (change, creativity, ethics or sustainability) in
their business research project. The chosen concept is used as a lens through which to analyse the work.

If none of the prescribed key concepts are used or a non-prescribed key concept (such as power,
perspectives, innovation, globalization, culture, or strategy), students will be awarded zero for this
assessment criterion.

The key concept can, but does not have to be, stated in the research question. However, in all cases, the
key concept must be clearly shown on the title page (cover) page.

There are 5 marks (out of a total of 25) available for the identification and appropriate integration of a
relevant key concept. Hence, it is important for students to make explicit reference to the use of the chosen
conceptual lens throughout their work. This includes specific and purposeful inclusion of the key concept in
the introduction, body, and conclusion of the business research project.
 Each time you use the chosen key concept, put this in bold text to highlight to your teacher and the
external moderator that you are using the conceptual lens throughout your business research project.

Do a check using your computer software to ensure that the other three key concepts (plus any non-
prescribed key concepts such as globalization, culture, innovation, and strategy) appear in your written
work.

Criterion B - Supporting documents

This assessment criterion judges the extent to which the student selects 3 to 5 supporting documents that are directly
relevant in addressing the research question in appropriate depth and breadth.

Again, as with all assessment criteria, remember to award the level descriptor that most appropriately describes the
level of the work being assessed.

Marks Level descriptor

0 The work does not reach a standard described by the descriptors below.
There are only one or two, or more than five, supporting documents or they are of
1
marginal relevance.
There are three to five supporting documents that are generally relevant but some
2
lack depth.
There are three to five supporting documents that are relevant and sufficiently in-
3
depth.
There are three to five supporting documents that are relevant, sufficiently in-depth
4
and provide a range of ideas and views.

Top tips for assessment criterion B

The the supporting documents must present a range of ideas and views. Therefore, avoid using a single
source for the 3 - 5 supporting documents. For example, using only supporting documents published by
the chosen organization would not provide balance or objectivity in order to address the research question
in a critical and reflective way.

The 3 - 5 supporting documents must be contemporary in nature and published within a maximum of 3
years prior to the submission of the work to the IB (20th April for May centres and 20th October for
November centres).
 The IB recommends that no single supporting document should exceed the equivalent of five A4 pages.
This is because the inclusion of overly lengthy supporting documents (such as company annual reports of
market analyses reports) must be avoided.

You can use a transcript of an appropriate audio or video source as one of your 3 - 5 supporting
documents. If used, this must be from a reliable source and proper citation and referencing are required.

The relevant parts of each supporting document (used within the business research project and relate
directly to the research question) should be appropriately highlighted.

The supporting documents must form most, if not all, of the information obtained for the written
commentary.

Evidence of the supporting documents must be included in the appendices (which are uploaded separately
from the 1,800-word commentary of the business research project. It is important to label each of the 3 - 5
supporting document clearly, e.g., “Supporting Document 1”, “Supporting Document 2”, etc.

The sources for the 3 - 5 supporting documents must be included in the Bibliography (works cited page).
This is required for academic integrity purposes.

The supporting documents must also be appropriately cited and referenced throughout the written
commentary. Whichever referencing system is used, it must enable the reader to locate the original
sources easily.

Additional sources used for theory and tools, such as IB textbooks or class notes, are not considered as
part of the 3 - 5 supporting documents, but these must still be appropriately cited and referenced.

Include the 3 - 5 supporting documents in the appendices (no more than approximately 25 pages in
length). These should be combined into a single PDF document and uploaded to IBIS or ManageBac as a
separate document for assessment purposes.

Using more than 5 supporting documents automatically means that the maximum mark awarded for this
assessment criterion is 1.

Note: The 3 - 5 supporting documents must be included combined as a separate file in order to be uploaded
to IBIS or ManageBac for assessment purposes. If you are not sure how to do this, check with your school's
IB Diploma Programme Coordinator. Web page URLs are not acceptable as a replacement of attaching the
supporting documents for submission of the IA.

Top tips for showing evidence of primary research

If primary research is used in the business research project, insist on students providing evidence of the primary
research they have stated in their Introduction or Methodology of the written commentary. Some suggestions
include:

Evidence to show surveys (questionnaires) have actually been conducted, e.g., copies of surveys that
have been physically completed by participants or screenshots of results from online survey providers
such as Survey Monkey or Google Forms.

Email communications with the interviewee(s) from the chosen business organization.

A letter of acknowledgement from the business organization.

The business cards / contact details of the interviewees at the business organization

Appropriate photographic evidence.

Signed copies of interview transcripts.

Criterion C - Selection and application of tools and theories

This assessment criterion judges the extent to which the student effectively selects and applies business
management tools and theories that are relevant to the research question.

Marks Level descriptor

0 The work does not reach a standard described by the descriptors below.
There is a limited selection and application of business management tools and
1 theories or these business management tools and theories are not relevant to the
research question.
There are some business management tools and theories selected and applied to
2
the research question. Their relevance to the research question is superficial.
The business management tools and theories are adequately selected and applied
3 to the research question. Their relevance to the research question is not always
clear.
The business management tools and theories are effectively selected and applied
4
with clear relevance to the research question.

Top tips for assessment criterion C

Consider the use of the tools in the Business Management Toolkit as a starting point - which of the 8 SL
tools and 15 tools for HL can be used in a meaningful way to address your research question?

Students should be discouraged from using tools and theories beyond the DP Business Management
guide - you can reach the top mark bands without going beyond the syllabus. Whilst SL students are not
prohibited from using HL tools and theories, if and only if these are directly relevant to the research
question, such an approach is neither necessary nor encouraged by the IB.

Refer to the FAQ section here, and pay attention to FAQ 9 and FAQ 10 in particular.

Always use the right tools for the right job

Top tips - Which tools to avoid?

 Students often ask which tools or theories are most suitable to the internal assessment. The right tool for the
right job will clearly depend on the specific research question. For example, a research question that focuses on
a financial decision could be benefit from the use of descriptive statistics (in the Business Management Toolkit)
and/or investment appraisal (Unit 3.8 in the syllabus).

The BMT consists of the following (HL only tools are shown on the right hand side).

Standard Level (SL) tools Higher Level (HL) tools

Ansoff's matrix Contribution

Boston Consulting Group (BCG) matrix Critical path analysis

Business plans Force field analysis

(The OECD) Circular business models Gantt charts

Decision trees Hofstede's (six) cultural dimensions

Descriptive statistics Porter's generic strategies

STEEPLE analysis Simple linear regression

SWOT analysis

It is recommended that certain tools should not be used in the IA or at least used with extreme caution. These
tools are highlighted in red above. To read more about this, click on the icon below. In any case, you must use
the right tool(s) for the right job; always.

Criterion D - Analysis and evaluation

This assessment criterion judges the extent to which the student effectively selects and uses data from the supporting
documents in their analysis and evaluation of the research question.

Marks Level descriptor

0 The work does not reach a standard described by the descriptors below.
There is limited selection and use of data from the supporting documents with no
1
analysis and evaluation of the research question.
The selection and use of data from the supporting documents is superficial, leading
2
to limited analysis and evaluation of the research question.
The selection and use of data from the supporting documents is adequate with some
3
analysis and evaluation of the research question.
The selection and use of data from the supporting documents is sufficient, leading to
4 a mostly effective analysis and evaluation of the research question with some
integration of ideas.
The selection and use of data from the supporting documents is effective, leading to
a thorough analysis and evaluation of the research question. There is a sustained
5
integration of ideas with consideration of the assumptions underpinning the
arguments and implications.
Top tips for assessment criterion D

The purpose of the analysis and evaluation section of the IA is to apply supporting documents collected and then
to provide a balanced (two-sided) argument. This will then help students to reach reasoned/justified conclusions
for assessment criterion E.

There are numerous ways to show evidence of your application of the supporting documents. Some commonly
used (and effective) ways are:

Citing and referencing of the supporting documents - the supporting documents should be merged as a
single PDF document and placed in the appendices (as a separate upload of the business research
project).

Highlighting the key parts of the supporting documents used in the analysis - this helps to show
appropriate selection and application of the most relevant parts of the source documents. Again, the 3 - 5
supporting documents must be included in the appendices for the teacher and moderator to check.

Making clear reference to the contrasting evidence in your 3 - 5 supporting documents, i.e., the evidence
should provide breadth, depth, and varied perspectives in relation to the research question.

Note: statements made by the student that are not cited or referenced in the business research project can
inadvertently turn potentially good analysis and evaluation into opinions or assertions. Knowledge claims must
be backed by evidence from the supporting documents and cited or referenced accordingly.

Top tips for analysis

A useful way to demonstrate the skills of analysis is to use the DEAD framework, i.e., the analysis of a particular
issue or problem needs to include:

Definitions - or appropriate use of Business Management terminology in addressing the chosen issue or
problem facing the real-world organization in the business research project.

Explanations - appropriate tools and theories need to be explained in the context of the research question.
Do not allow the moderator to question any of your written work. All paragraphs must be fit-for-purpose in
order to prevent the moderator being able to question "why?"

Advantages of the points discussed, i.e., provide arguments in favour of a particular choice / outcome/
decision.

Disadvantages of the points discussed, i.e., provide arguments against a particular choice / outcome /
decision.

An alternative framework you can use to demonstrate analysis is to use the DATE framework, by showing the
following:

Definitions and use of key terminology that are relevant to the research question.

Application - each and every paragraph must be written in the context of the chosen organization and the
issue or problem identified in the research question.

Theory - use terminology, tools, techniques, and theories relevant to the focus of the research question.

Evidence - explanations and applications are improved by the use of evidence from the 3 - 5 supporting
documents. In turn, this helps to improve the analysis in the written commentary.

Top tip for evaluation - The SLAP framework

 Students often struggle with demonstrating evaluation skills. One way that works well for many students is to use
the SLAP framework - the evaluation can include a critical view of any of the following aspects:

Stakeholder perspectives - not all stakeholder groups are equal, nor are they equally affected by business
decisions and strategic choices.

Long-term versus short-term consequences - as is often the case in business, there may need to be some
short term pains (sacrifices) for long term gains.

Assumptions - what do we not know? Given that the student has used (only) three to five data sources,
there will be limitations of the findings and/or sources, including potential biases. Comment on the
reliability of each of the supporting documents. What other information may have been useful to answer
the research question?

Priorities - this requires the student to prioritize the arguments presented in the written commentary. For
example, if the student has presented more advantages or strengths than drawbacks or weaknesses,
which of these has the greatest weighting, and why?

An alternative way to present this is the PALS framework (switching Priorities with Stakeholder perspectives).

Top tips for citation and referencing (C&R)

The IB does not specify or prescribe a referencing system to be used for assessment purposes - so students (or
IB World Schools) can use their own preferred style (such as APA, MLA, Chicago, Harvard and so forth). Some
students use footnotes for their citations and referencing (C&R), whilst others use in-text C&R.

Whichever method is used, students need to be consistent in their approach. The moderator needs to be able to
locate the sources (supporting documents). It therefore helps if students label each of their supporting
documents clearly, such as “Supporting Document 1”, “Supporting Document 2” and so on.

Note: Each IB World School must have its own formal assessment policy, which is aligned with the IB's
standards and practices. The rules about citation and referencing should be included as part of the school's
assessment policy. Therefore, speak with your IB Diploma Programme Coordinator if you need further
clarification about citation and referencing for the business research project.

Criterion E - Conclusions

This assessment criterion judges the extent to which the student’s conclusion is consistent with the evidence
presented and explicitly answers the research question.

Marks Level descriptor

0 The work does not reach a standard described by the descriptors below.
Conclusions are inconsistent with the evidence presented, or conclusions are
1
superficial.
2 Some conclusions are consistent with the evidence presented.
Conclusions are consistent with the evidence presented and explicitly answer the
3
research question.

Top tips for assessment criterion E

 As with all good conclusions (be they for the IA, the EE, or an extended response question in the external
examinations), conclusions should:

be succinct and clear

synthesize the key findings in the main body of the main body of the work, and

specifically answer the research question in its entirety.

For the business research project, ensure that you:

Synthesize your findings - this is more than just a summary of what has already been presented, but a
considered consolidation of the main arguments presented in the written commentary.

Make reference to the evidence from the primary and/or secondary research conducted. Ensure that your
conclusion is consistent with this evidence and the analysis presented in the written commentary. Hence,
there is no need for any citation or referencing of evidence in the conclusion.

Refer back to the conceptual lens and how this relates to / addresses the research question.

Answer the commentary question in its entirety - this means that the reader (your teacher or the external
moderator) can work out the research question on the front/cover page just by reading your conclusion.

The IB often states in the Subject Reports that "Conclusions are not the place to introduce new ideas nor to
analyze and evaluate these new ideas." This is because adding in new content in the conclusion does not
substantiate the findings, analysis, and discussions in the main part of the business research project.

Essentially, if students introduce new ideas in the conclusion that have not been included in the main body of the
written commentary, they cannot be awarded full marks (3 marks) for the conclusion.

Also, note that unsupported statements will negatively impact the conclusion, which is required to be
substantiated (fully justified) to obtain full marks for this assessment criterion.

Writing good conclusions

A good conclusion will address the following:

Draw relevant conclusions based on the analysis of the evidence in the 3 - 5 supporting documents.

Answer the research question in its entirety.

In addition, the reader should be able to work out the research question from your conclusion, without having to
refer to the actual RQ on the cover page.

Click on the icon below to see two examples of good conclusions.

Criterion F - Structure

This assessment criterion judges the extent to which the student’s research project is organized using an appropriate
structure.

Marks Level descriptor

0 The work does not reach a standard described by the descriptors below.
1 Limited structure.
 2 Appropriate structure.

Top tips for assessment criterion F - recommended structure

Whilst there is no prescribed format for the IA, students should follow the IB's recommended structure shown
below:

Title page (Cover page) - see criterion G for how to present this.

Introduction (including background information about the chosen organization, the issue or problem being
investigated, the methodology used, and the key concept).

Analysis and evaluation of the findings (based on evidence from the 3 - 5 supporting documents).

Conclusion(s) - The exact research question must be explicitly answered.

A complete bibliography (of all works cited).

Appendices (the 3 - 5 supporting documents, as these must be uploaded on IBIS or ManageBac)

Top tip - The PEELS framework

One useful framework to help students write their work in a well-structured way is to use the PEELS framework.

Point - what is the focus of the paragraph?

Explain this point using appropriate Business Management tools, theories, techniques, or terminology.

Examples can help to clarify the point being made, and help to consolidate the explanation being provided.

Link this to the research question - what is the purpose of this paragraph?

Structure - how does this particular paragraph fit into the overall structure of the business research
project? Is it placed in the correct section and does it make the written commentary easy to follow, in a
logical way?

Using the PEELS framework helps to ensure that paragraphs are fit for purpose in order to prevent the
moderator being able to question "why?", i.e., you have provided sufficient detail and reasoning in your work.

Criterion G - Presentation

This assessment criterion judges the extent to which the student’s business research project is effectively presented
with the use of required elements including: (i) a title page, (ii) an accurate table of contents, (iii) appropriate headings
and sub-headings, and (iv) numbered pages.

Marks Level descriptor

0 The work does not reach a standard described by the descriptors below.
One or more of the required elements of a well-presented research project is
1
missing.
2 All of the required elements of a well-presented research project are included.
 Top tips for assessment criterion G - The cover page

The title or cover page of the business research project should include the following information:

Subject, i.e., IB DP Business Management (indicate SL or HL)

Research question - this must be phrased as a probing question

Key concept

Session, e.g., May 2024 or November 2024

Word count declaration

Personal code*

Declaration of authenticity*
*
Please check with your IB Diploma Programme Coordinator about internal protocols for including the personal
code (this is not the same as the candidate number) on internal assessments as well as a formal declaration of
authenticity (which is required by the IB for each piece of work submitted for IB assessment). Do not include the
candidate name, candidate number, or name of the centre (school).

For an example of the declaration of authenticity used in the business research project, click the icon below.

Also, make sure that you include a full and accurate contents page (placed after the front cover sheet) with
accurate page numbers.

Top tips for assessment criterion G - Presenting the research project

Use the following methods to present your business research project, as suggested by the IB:

Use appropriate headings and sub-headings (but remember these are part of the word count).

Use consistent citation/referencing throughout the written commentary.

Use Times New Roman or Arial font.

Use font size 11 or 12, i.e., not too small and not too large.

Number all pages accurately.

Top tip - A word (or two) about the word count limit

Make sure you are aware of what is and what is not considered to be part of the 1,800-word count limit (WCL).
Have a go at the following quiz to check your understanding on this matter.
 Part of
No. Item
WCL?
1. Title page (cover page)
2. Acknowledgements (if used)
3. Contents page
4. Introduction
5. Procedure (or methodology)
6. Headings
7. Subheadings
8. Research question (within written commentary)
9. Main results and findings (if used)
10. Analysis and discussion (including evaluation)
11. Conclusion(s)
12. Bibliography (works cited page)
13. Tables of statistical data
14. Diagrams or figures
15. Equations, formulae, and calculations
16. Maps (if used)
17. Citations (if used in the body of the business research project)
18. References (if used in the footnotes/endnotes)
19. Supporting documents (placed in the appendices)
Explanations, analysis, or evaluation placed in tables and the
20.
appendices

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