Methods of assessment
The IB uses several methods to assess work produced by students.
Assessment criteria
Assessment criteria are used when the assessment task is open-ended. Each criterion concentrates on a particular skill that students are expected to demonstrate. An assessment objective describes what students should be able to do, and assessment criteria describe how well they should be able to do it. Using assessment criteria allows discrimination between different answers and encourages a variety of responses. Each criterion comprises a set of hierarchically ordered level descriptors. Each level descriptor is worth one or more marks. Each criterion is applied independently using a best-fit model. The maximum marks for each criterion may differ according to the criterion’s importance. The marks awarded for each criterion are added together to give the total mark for the piece of work.
Markbands
Markbands are a comprehensive statement of expected performance against which responses are judged.
They represent a single holistic criterion divided into level descriptors. Each level descriptor corresponds
to a range of marks to differentiate student performance. A best-fit approach is used to ascertain which
particular mark to use from the possible range for each level descriptor.
Markschemes
Markschemes are prepared for those examination questions that expect a particular kind of response and/
or a given final answer from students. They give detailed instructions to examiners on how to break down
the total mark for each question for different parts of the response.
Marking notes
Marking notes are provided for some assessment components marked using assessment criteria. Marking
notes give guidance on how to apply assessment criteria to the particular requirements of a question.
Assessment criteria
Assessment criteria are used when the assessment task is open-ended. Each criterion concentrates on a particular skill that students are expected to demonstrate. An assessment objective describes what students should be able to do, and assessment criteria describe how well they should be able to do it. Using assessment criteria allows discrimination between different answers and encourages a variety of responses. Each criterion comprises a set of hierarchically ordered level descriptors. Each level descriptor is worth one or more marks. Each criterion is applied independently using a best-fit model. The maximum marks for each criterion may differ according to the criterion’s importance. The marks awarded for each criterion are added together to give the total mark for the piece of work.
Markbands
Markbands are a comprehensive statement of expected performance against which responses are judged.
They represent a single holistic criterion divided into level descriptors. Each level descriptor corresponds
to a range of marks to differentiate student performance. A best-fit approach is used to ascertain which
particular mark to use from the possible range for each level descriptor.
Markschemes
Markschemes are prepared for those examination questions that expect a particular kind of response and/
or a given final answer from students. They give detailed instructions to examiners on how to break down
the total mark for each question for different parts of the response.
Marking notes
Marking notes are provided for some assessment components marked using assessment criteria. Marking
notes give guidance on how to apply assessment criteria to the particular requirements of a question.
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