IBDP Biology Internal Assessment Rubric – For Grading Only

Criteria Aspect Grade Boundaries

Personal Exploration 1 2
Engagement Personal significance, interest, or curiosity 1 2
Investigation Title: Personal input and initiative 1 2
Subtotal Personal Engagement
Exploration Research Question 1-2 3-4 5-6
Background Information 1-2 3-4 5-6
Methodology 1-2 3-4 5-6
Safety, Ethical, and Environmental concerns 1-2 3-4 5-6
Subtotal Exploration
Analysis Raw Data 1-2 3-4 5-6
Data Processing 1-2 3-4 5-6
Type of investigation:
Impact of Uncertainty 1-2 3-4 5-6
Hands-on laboratory investigation. Interpretation of Processed Data 1-2 3-4 5-6
Using a spreadsheet for analysis and modeling. Subtotal Analysis
Extracting data from a database and analyzing it graphically. Evaluation Conclusion 1-2 3-4 5-6
Producing a hybrid of spreadsheet/database work with a Scientific Context 1-2 3-4 5-6
traditional hands-on investigation Limitations of the Data and Sources of Error 1-2 3-4 5-6
Simulation-centered project. (Has to be interactive and Suggestions for Improvements and Extension 1-2 3-4 5-6
open-ended) Subtotal Evaluation
Communication Presentation 1-2 3-4
Notes:
Structure 1-2 3-4
• Grade is best fit, not an average Focus 1-2 3-4
Terminology and Conventions 1-2 3-4
• If one of Aspects is awarded 0, then it will bring overall criterion
Subtotal Communication
grade down by no more than a level

• PE and Comm are holistic grades. Total (out of 24)

• Ex, A, Ev are specific to parts of IA and points should not be

deducted twice for same mistake

• When making comments on IA text boxes in pdf are better than

hand-written comments or sticky notes, as they are easy to read
and find

References - IB IA booklet Prepared by Veronika Garga - April 2020

 IBDP Biology Internal Assessment Rubric – For Grading Only
Personal Engagement (2 points)
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.
Aspect 1: Independent thinking, initiative, Aspect 2: Personal significance, interest, or curiosity (all need to Aspect 3: Personal input (at least one of below points should be
Mark
insight (all need to addressed) addressed) applied)
The student’s report does not reach a The student’s report does not reach a standard described The student’s report does not reach a standard
0 standard described by the descriptors by the descriptors below. described by the descriptors below.
below.

The evidence of personal engagement with the exploration is limited with little independent thinking, initiative or insight.
The justification given for choosing the The topic under investigation does not demonstrate There is little evidence of personal input and
research question. personal significance, interest or curiosity. initiative in the designing, implementation or
1
presentation of the investigation.

The evidence of personal engagement with the exploration is clear with significant independent thinking, initiative or insight.
The justification given for choosing the The topic under investigation demonstrates There is evidence of personal input and initiative in the
research question. personal significance, interest or curiosity. designing, implementation or presentation of the
2
investigation.

Look for:
Look for: Look for:
• Why is the experiment important?
• Personal connection • Design and procedure originality
• What is the understanding behind it?
• Preliminary experiment (if necessary)

• Tenacity (how difficult is it to collect this data, any new

techniques learned?)

Note:

Unfinished report could be awarded 0 for PE, as it shows lack of engagement on all levels.

References - IB IA booklet Prepared by Veronika Garga - April 2020

 IBDP Biology Internal Assessment Rubric – For Grading Only
.
Exploration (6 points)
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.
Aspect 1: Research Question and Aspect 2: Background Information Aspect 3: Methodology Aspect 4: Safety, Ethical, and Environmental
Mark
Topic Concerns
The student’s report does not The student’s report does not reach a The student’s report does not reach a standard The student’s report does not reach a
reach a standard described by standard described by the descriptors described by the descriptors below. standard described by the descriptors
0 the descriptors below. below. below.

The topic of the investigation is The background information provided The methodology of the investigation is only The report shows evidence of limited
identified and a research for the investigation is superficial or appropriate to address the research question to awareness of the significant safety,
question of some relevance of limited relevance and does not a very limited extent since it takes into ethical or environmental issues that
1-2 is stated but it is not focused. aid the understanding of the consideration few of the significant factors are relevant to the methodology of
context of the investigation. that may influence the relevance, reliability and the investigation.
sufficiency of the collected data.

The topic of the investigation is The background information provided The methodology of the investigation is mainly The report shows evidence of some
identified and a relevant but for the investigation is mainly appropriate to address the research question awareness of the significant safety,
not fully focused research appropriate and relevant and aids but has limitations since it takes into ethical or environmental issues that
3-4 question is described. the understanding of the context of consideration only some of the significant are relevant to the methodology of
the investigation. the investigation.
factors that may influence the relevance,
reliability and sufficiency of the collected data.

The topic of the investigation is The background information provided The methodology of the investigation is highly The report shows evidence of full
identified and a relevant and for the investigation is entirely appropriate to address the research question awareness of the significant
fully focused research appropriate and relevant and because it takes into consideration all, or safety, ethical or environmental issues
5-6 question is clearly described. enhances the understanding of the nearly all, of the significant factors that that are relevant to the methodology
context of the investigation. may influence the relevance, reliability and of the investigation.
sufficiency of the collected data.

Look for: Look for: Look for: Look for:

• Scientific name of organism • Focused and relevant • Control experiments included • Evidence for safe procedure
• IV range • Enhances the understanding of RQ • Method to control variables • Consent forms/ external lab
• RQ with IV and DV (can be • IV range justified • Feasible and justified by 10 hours acknowledgement
explained in other form too) • DV explained • Protocols are cited • Ethics discussed in ALL types of IAs
• Controlled and monitored variables • Materials mentioned (as a list or in method) • In field studies --- impact on the location
References - IB IA booklet identified • DB and Simulations IAs----- screenshots and details of Prepared by Veronika Garga - April 2020
• DB and Simulations IAs----- choice of data extraction and filtering
source is explained and justified
 IBDP Biology Internal Assessment Rubric – For Grading Only

Analysis (6 points)
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.
Aspect 1: Raw Data Aspect 2: Data Processing Aspect 3: Impact of uncertainty Aspect 4: Interpretation of Processed Data
Mark

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

The report includes Some basic data processing is carried The report shows evidence of little The processed data is incorrectly or
insufficient relevant raw data out but is either too inaccurate or consideration of the impact of measurement insufficiently interpreted so that
1-2 to support a valid conclusion to too insufficient to lead to a valid uncertainty on the analysis. the conclusion is invalid or very
the research question. conclusion. incomplete.

The report includes relevant Appropriate and sufficient data The report shows evidence of some The processed data is interpreted so
but incomplete processing is carried out that could consideration of the impact of measurement that a broadly valid but
quantitative and lead to a broadly valid conclusion but uncertainty on the analysis. incomplete or limited conclusion
qualitative raw data that there are significant inaccuracies and to the research question can be
3-4 inconsistencies in the processing. deduced.
could support a simple or
partially valid conclusion to
the research question.

The report includes sufficient Appropriate and sufficient data The report shows evidence of full and The processed data is correctly
relevant quantitative and processing is carried out with appropriate consideration of the impact of interpreted so that a completely
qualitative raw data that the accuracy required to enable a measurement uncertainty on the analysis. valid and detailed conclusion
5-6 could support a detailed and conclusion to the research question to to the research question can be
be drawn that is fully consistent deduced.
valid conclusion to the
with the experimental data.
research question.

Look for: Look for: Look for: Look for:

• Sufficient and relevant data • Processing is easy to follow • Error bars (StDev if >5, Min-Max if <5, StErr if >30)/ • Trend description
• Clearly labelled table with results • Choice of statistical test is justified R2, trend line • Max/min description
• Appropriate type of graph with processed • Uncertainties • Interpretation of significance
data (line connecting dots is OK) • Outliers considered (if out of +/-2 StDev range or z-
References - IB IA booklet • Graph is easy to understand Prepared by Veronika Garga - April 2020
test), NOT excluded (unless carefully justified)
 IBDP Biology Internal Assessment Rubric – For Grading Only
Evaluation (6 points)
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.
Aspect 1: Conclusion Aspect 2: Scientific context Aspect 3: Strengths and weaknesses Aspect 4: Improvements and Extensions
Mark

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

A conclusion is outlined which The conclusion makes superficial Strengths and weaknesses of the investigation, The student has outlined very few
is not relevant to the comparison to the accepted scientific such as limitations of the data and sources of realistic and relevant suggestions for
research question or is not context. error, are outlined but are restricted to an the improvement and extension of the
1-2 account of the practical or procedural issues investigation.
supported by
faced.
the data presented.

A conclusion is described A conclusion is described which Strengths and weaknesses of the investigation, The student has described some
which is relevant to the makes some relevant comparison to such as limitations of the data and sources realistic and relevant suggestions for
research question and the accepted scientific context. of error, are described and provide evidence of the improvement and extension of the
3-4 investigation.
supported by the some awareness of the methodological
data presented. issues involved in establishing the conclusion.

A detailed conclusion is A conclusion is correctly described Strengths and weaknesses of the investigation, The student has discussed realistic
described and justified and justified through relevant such as limitations of the data and sources of and relevant suggestions for the
which is entirely relevant to comparison to the accepted scientific error, are discussed and provide evidence of a improvement and extension of the
5-6 the research question and fully context. clear understanding of the methodological investigation.
issues involved in establishing the conclusion.
supported by the data
presented.

Look for: Look for: Look for: Look for:

• Refers to RQ and hypothesis (if • Conclusion compared to scientific model/ • Strengths discussed • Related to weaknesses identified
present) published data • Considers methodology/materials/quality of the • Feasible in the school/field
• Supported by the data • Theory used to explain the result (can data • Why this extension would be
refer to the background) • Weaknesses are discussed in relevance of the important?
conclusion

References - IB IA booklet Prepared by Veronika Garga - April 2020

 IBDP Biology Internal Assessment Rubric – For Grading Only

Communication (4 points)
This criterion assesses whether the investigation is presented and reported in a way that supports effective communication of the focus, process and outcomes.
Aspect 1: Presentation/ Layout Aspect 2: Structure/ Language Aspect 3: Focus, Relevance and Conciseness Aspect 4: Terminology and Conventions
Mark

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

The presentation of the The report is not well structured The understanding of the focus, process and There are many errors in the use of
investigation is unclear, and is unclear: the necessary outcomes of the investigation is obscured by subject-specific terminology and
making it difficult to information on focus, process and the conventions.
1-2 understand the outcomes is missing or is presented presence of inappropriate or irrelevant
focus, process and outcomes. in an incoherent or disorganized information.
way.

The presentation of the The report is well structured and The report is relevant and concise thereby The use of subject-specific
investigation is clear. Any clear: the necessary information on facilitating a ready understanding of the focus, terminology and conventions is
errors do not hamper focus, process and outcomes is process and outcomes of the investigation. appropriate and correct. Any
3-4 errors do not hamper understanding.
understanding of the focus, present and presented in a
process and outcomes. coherent way.
Look for: Look for: Look for:
Look for:
• Headings • Overly large photos/graphs • Units
• RQ presented in the beginning
• Sequence (page numbers) • Repetitions in background/discussion • Decimal places
• All labels present
• Logic • Unnecessary graphs/information • Scientific names (Ex. Canis lupus)
• Graph/table proportions
• Bibliography before the appendices • >12 pages (if it could be avoided) • SI units
• Tables not split between pages
• Are appendices necessary? • Font 10 -12 • Bibliography in any acceptable style MLA,
• In-text citations (numbers and
footnotes, or author and date) • Is raw data included sufficient? • Note: teacher comments may increase page count APA, etc)
• Language is penalized ONLY if it makes and this is OK • Bibliography should include retrieval dates
• Diagrams/data from other
what student is trying to say for online content
sources should be cited
incomprehensible
• Specific facts need citations
• Well known theories do not need
citations

References - IB IA booklet Prepared by Veronika Garga - April 2020