IB Math Studies Project Assessment Criteria
*from the mathematical studies SL: internal assessment-teacher support material from the IBO*
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Criterion A: Introduction
| Achievement level | Descriptor |
| 0 | The student does not produce a clear statement of task. |
| 1 | The student produces a clear statement of the task. |
| 2 | The student produces a title, a clear statement of the task and a clear description of the plan. |
Criterion B: Information/measurement
| Achievement level | Descriptor |
| 0 | The student does not collect relevant information or generate relevant measurements. |
| 1 | The student collects relevant information or generates relevant measurements. |
| 2 | The relevant information collected, or set of measurements generated by the student, is organized in a form appropriate for analysis or is sufficient in both quality and quantity. |
| 3 | The relevant information collected, or set of measurements generated by the student, is organized in a form appropriate for analysis and is sufficient in both quality and quantity. |
Criterion C: Mathematical Processes
| Achievement level | Descriptor |
| 0 | The student does not attempt to carry out any mathematical processes. |
| 1 | The student carries out simple mathematical processes. |
| 2 | The simple mathematical processes are mostly or completely correct, or the student makes an attempt to use at least one sophisticated process. |
| 3 | The student carries out at least one sophisticated process, and all the processes used are mostly or completely accurate. |
| 4 | The student carries out at least one sophisticated process; the process used are mostly or completely accurate and all the processes used are relevant. |
| 5 | The student accurately carries out a number of relevant sophisticated processes. |
Criterion D: Interpretation of results
| Achievement level | Descriptor |
| 0 | The student does not produce any interpretations or conclusions. |
| 1 | The student produces at least one interpretation or conclusion. |
| 2 | The student produces at least one interpretation and/or conclusion that is consistent with the mathematical processes used. |
| 3 | The student produces a comprehensive discussion of interpretations and conclusions that are consistent with the mathematical processes used. |
Criterion E: Validity
| Achievement level | Descriptor |
| 0 | The student does not comment on the mathematical processes used or the interpretations/conclusions made. |
| 1 | The student has made an attempt to comment on either the mathematical processes used or the interpretations/conclusions made. |
| 2 | The student has made a serious attempt to comment on both the mathematical processes used and the interpretations/conclusions made. |
Criterion F: Structure and Communication
| Achievement level | Descriptor |
| 0 | The student has made no attempt to structure the project. |
| 1 | The student has made some attempt to structure the project or has used appropriate notation and terminology. |
| 2 | The student has made some attempt to structure the project and has used appropriate notation and terminology. |
| 3 | The student has produced a project that is well structured and communicated in a coherent manner. |
Criterion G: Commitment
| Achievement level | Descriptor |
| 0 | The student showed little or no commitment. |
| 1 | The student showed satisfactory commitment. |
| 2 | The student showed full commitment. |