investigative study stages

Stage 1 Preliminary research and the research question

Choice of topic and research question

The following stages are necessary in order to carry out the investigation and set the research question as stated in the guide.

• • Preparation—students are expected to have done preliminary research into their chosen topic in order to establish that it will be an appropriate area of investigation.

  • Expectations/rationale for study—students must have a clear conception of what they expect to find (out) and how they are going to investigate their chosen area.

Consideration should be given to the internal assessment task early on in the world religions course so that students have time to consider a focus for their investigative study. The timing of when to introduce the internal assessment is to be decided by the teacher. Many teachers find it useful to start this at the beginning of the course. In this way, students can become familiar with the key concepts and how they impact on the course as a whole. It will also allow students to evolve their understanding over a longer period of time, as well as giving them more time to think through their research question. It will also help develop research skills and the ability to undertake an effective research inquiry. Time should also be allowed for the student and teacher to discuss possible focuses and research questions.

Any genuine world religions topic is suitable for investigation regardless of whether or not it is part of the IB Diploma Programme world religions syllabus. However, it is recommended that the topic chosen should be from within the guide as this will help with the teaching and learning of the course. Teachers should approve all suitable topics.

A good research question is one that will allow a student to analyse sources and come to a conclusion within the word limit. It should, therefore, not be too broad in scope. However, the work is not an in-depth piece of research. This is where it may help to focus on an issue within the specification that the student may be particularly interested in. Or, alternatively, it may be an area of the course where the student may find the work difficult. This extra analysis may well help the student to increase their understanding.

While it is permissible to go outside of the guide content to seek a research question, it is often helpful to remain within the framework of the guide. This will allow students to use the time studying material that is part of their course and will, therefore, reinforce learning. There will, of course, be cases where students would benefit from selecting a question that comes from outside of the guide. If this is the case it will always be essential to ensure that the criteria are properly understood from the outset.

This course is intended to deliver a concept-driven understanding of religion. The themes and questions found under “Themes and key questions” in the “Part 2: In-depth studies” section of the guide should form the basis of any research and study. This applies to the course as a whole and not just the internal assessment.

The concepts raised by the fundamental questions found under “Fundamental questions” in the “Part 1: Introduction to world religions” section of the guide should also be very useful for students wishing to provide a foundation for their work.

When answering a research question it must be remembered that there are no culturally normative responses to any question. If a question has been well researched and well answered it should be awarded the appropriate mark regardless of the opinions that may be expressed. This is part of the unique nature of the study of religion. It is also why a good research question should be able to raise a range of issues about matters of significance in people’s lives.

The students select an area for research in which they are genuinely interested and which the teacher thinks is relevant and manageable.

The following questions are given as examples of good research questions.

• • How and why do Jews and Christians differ in their views of Mel Gibson’s The Passion of the Christ?

  • How does the Islamic community view the terrorists that claim they are doing it for Allah?

  • To what extent did Paganism influence Anglo-Saxon Christianity and its societal traditions?

  • In what ways do Byzantine Christians differ from Roman Catholics, and in what ways are they similar?

  • To what extent can Buddhism be socially active when it has a monastic sangha?

  • What are the essential differences between the Mahayana and Theravada sects?

Teachers are advised to:

• • explain how the internal assessment works. Students should be given a copy of the instructions for the investigative study from the “Internal assessment” section of the guide

  • set a timetable for the different stages, for example, choosing the topic, first draft, and final version

  • discuss topics and advise students to change unsuitable topics

  • guide students in the selection of appropriate and available sources

  • give guidance on how to tackle the research inquiry, emphasizing in particular: the importance of consulting a wide range of appropriate literature; the importance of a well-defined research question; good fieldwork methodology and evidence gathering; presentation and analysis of data; the use of a standard system for references and the references section

  • comment on an initial draft of criteria A and B for each student before they proceed further with their studies.

Students should be advised to:

• • start by identifying a general area of interest

  • read widely around the area of inquiry

  • narrow it down to a specific question (which may be refined at a later stage) in a clearly defined area of inquiry

  • obtain sufficient supporting literature in the area of inquiry

  • use accurate referencing, noting down references at the time these are found

  • prepare an effective methodology for carrying out fieldwork

  • record evidence through note taking or transcription; this can also include visual evidence, if appropriate

  • provide a first draft of the rationale and preliminary research and the plan for study (criteria A and B), which should be written and checked with the teacher prior to carrying out research.

Suggestions for conducting interviews

In some cases there may be a need to conduct interviews with members of various faith communities. This may be done at the beginning of the process after the research question has been decided. However, accessibility and the willingness of potential interviewees should be borne in mind prior to deciding what the research question should be. The following list is a guide to help students when preparing for any such interview.

• • Always keep the research question in mind.

  • Always prepare questions in advance.

  • Avoid repetition of questions.

  • Consider sending questions to the interviewee in advance as this could lead to better responses.

  • Try to arrange questions so that they lead the conversation progressively to an exploration of the key question. (However, be prepared to adapt these questions in the course of an interview and be responsive to the flow of the conversation.)

  • Consider choosing a setting for the interview that contributes to a relaxed environment.

  • Do not be afraid to interview someone more than once if the opportunity or need arises.

  • Guarantee the interviewee confidentiality and gain his or her permission.

Using internet sources

The internet is a valid research tool, however, the sources used must be sound academic ones and demonstrably relevant to the key research question. They must also show that the student is aware of the broad academic context within which the key research question is located. Internet sources used must be cited correctly in the body of the text of the written analysis and fully referenced in the references (criterion E). Further guidance on how to reference internet sources is provided in this document in the section “Referencing of sources”. Recent publications may not be available on the internet. Therefore, students are advised to research beyond the internet for publications relevant to their study.

Stage 2 The written analysis

Significant findings, critical reflection, and evaluation should explicitly draw on the literature review and research. Students should complete a full draft of their written analysis according to the IB guidelines as published in the World religions guide, and plan and develop the work to match the requirements of the assessment criteria. Students might find it useful to mark their own full draft against these criteria.

The written analysis should contain specific and accurate research that is well referenced. It should be challenging and deliver constructive critical analysis. There should be a spirit of inquiry that runs throughout the work. A student may start by describing, but should move through explanation and analysis to reach an interesting, challenging and engaging evaluation.

The guide requires that each student must produce a written analysis (together with a coversheet stating the title of the investigative study and the word count) under the followingfive headings.

• • Rationale and preliminary research

  • Plan for study

  • Summary of significant findings

  • Critical reflection and evaluation

  • References and compliance with format

Criterion ARationale and preliminary research

The rationale should include discussion as to why the topic chosen is of significance as an area of inquiry. The discussion of the preliminary research should include the works students have consulted that provide the basis of the literature review for the inquiry. These should include a full range of resources including scholarly works and, if appropriate, scripture.

Students must:

• • provide a rationale for the choice of topic for the investigative study

  • define the focus of the investigative study, which should be formulated as a question

  • outline and justify the range of sources consulted

  • select and analyse supporting evidence, showing how this evidence informs the investigative study.

Criterion BPlan for study

The plan for study should provide the reader with an account of how the inquiry was planned and give a step-by-step description with a justification for the plan devised.

Students must:

• • clearly state and narrowly focus the research question

  • outline the scope and plan for the written analysis

  • identify the relationship between the research question and the scope and plan.

Criterion CSummary of significant findings

The summary of significant findings should reflect evidence gathered in the fieldwork and its relationship to the literature reviewed as part of the preliminary research. Thorough referencing to both the fieldwork and the literature should be made by citation to support the findings.

Students must:

• • identify and outline significant findings from the investigation through observation, interview, and/or participation

  • explain the relationship between research findings and the research question

  • discuss the rationale and plan of study in relation to the significant research findings.

Criterion DCritical reflection and evaluation

The critical reflection section needs to show a conceptual awareness of the area of study and how the inquiry undertaken contributes to it. It also needs to reflect on how the study was planned, to what extent that was appropriate, how it might now have been done differently, and what further questions the findings have raised.

Students must:

• • critically reflect on the significant findings in relation to the research question

  • demonstrate how the investigative study deepens an understanding of religious experiences and/or beliefs

  • identify misconceptions and inconsistencies as a result of the research plan and materials used

  • understand the degree to which the research was successful in producing significant findings for analysis and justifying future research.

Criterion EReferences and compliance with format

This section is concerned with the formal requirements of word limit, references and the correct format.

Students must ensure that:

• • the work is no more than the 1,800 word limit

  • the list of references consistently follows a standard format

  • the format of the written analysis has been followed as described in the section “The written analysis”.

Students must produce a written analysis of 1,500–1,800 words but no more than 1,800 words. If the word limit is exceeded, the teacher’s assessment of the work must be based on the first 1,800 words. Work that exceeds the stated word count will also be penalized under criterion E. Work that significantly falls beneath the stated range of the word count of the task is likely to receive low marks.

Titles, citations, references and appendices are not included in the word count.

Details on how to set out the references are given in the section “Referencing of sources”.

Authenticity

During the supervision process teachers can comment on sections of the written analysis. Comments can only be made on one full draft. The work should not be heavily edited or annotated by the teacher. The teacher should provide guidance for improvement. It would be good practice to meet and talk through the draft with the student.

Teachers must check the authenticity of the student’s work to confirm that, to the best of their knowledge, it is the work of the student. If malpractice, such as plagiarism or collusion, is identified before the coversheet has been signed by the teacher and the student, the issue must be resolved within the school. For further details about academic honesty refer to the Handbook of procedures for the Diploma Programme and the IB publication entitled Academic honesty.

Marking and comments on marked written analysis

Teachers should mark the written report for each student using criteria A–E as specified in the World religions guide. The teacher-generated marks are then externally moderated. This external moderation may change teacher-generated marks.

Teachers are advised to annotate all reports with brief comments showing where the student’s work demonstrates a particular skill that is worthy of credit or has a serious omission or error. These comments are also extremely helpful to the moderator in understanding the rationale behind the teacher’s marking.

All teacher annotations should be in pencil or in black or blue pen. Red or green pens must not be used.

Teacher marking and moderation

The purpose of moderation is to confirm the marks awarded by the teacher in respect of a sample of students’ work. However, in some cases the marks given by the teacher are raised or reduced by the external moderator. The final mark given by the moderator to each of the students represented in the sample will affect the marks received by the rest of the class. It is therefore essential that the sample sent to the moderator is representative and that no atypical work is included.

Atypical investigative study may have been completed at a different time, may be unfinished, may be highly unusual, may be different from that produced by the rest of the class, may have had significant extra assistance given by the teacher, or the teacher may have experienced particular difficulty in assessing the work. Full details of atypical work are given in the “Internal assessment” section of the Handbook of procedures for the Diploma Programme, which is available to the Diploma Programme coordinator in each school and on the online curriculum centre (OCC) for teachers. Teachers must assess atypical work using the world religions internal assessment criteria and the same standards applied to the rest of the class, indicate that it is atypical and state the nature of the problem.

Correct paperwork

The Diploma Programme coordinator in each school is responsible for following the correct procedures in submitting the sample reports to moderators and predicted marks to the IB, but teachers should note that each report must be accompanied by the following form.

• • Form 3/CS—a coversheet for the investigative study for each student

Each piece of investigative study should include this coversheet with details of the student’s name and number along with the marks awarded. The teacher and the student must sign this form.

The sample of written analysis work selected to be sent for moderation must be accompanied by this summary sheet. This provides the total marks for each written analysis in the sample together with additional details about the work undertaken. The teacher must sign this form.

The entry of marks on these forms must be in line with the procedures in the Handbook of procedures for the Diploma Programme.

Each piece of investigative study should be tidily and simply presented, avoiding excessive binding and/or plastic wallets.

The number of written reports selected as a sample to be sent to the moderator will depend on the size of the group. Samples are automatically selected for each school. The samples should arrive with the moderators by 20 April for May examinations and by 20 October for November examinations. Predicted marks should be sent to the IB by 10 April for May examinations or 10 October for November examinations. In schools where more than one teacher assesses the work, internal moderation should take place before marks are submitted.

If the automatic selection of the student written reports includes an atypical report, supplement the moderation sample with another more typical report at, or as close as possible to, the same mark as the atypical report. The atypical work should still be included in the sample to the moderator with a note of explanation on the form provided.

Teachers are advised that either they or the students should make a copy of the written report before it is sent for moderation as a contingency measure and for future reference. After the process of moderation, the coursework is kept for several months by the moderator and then destroyed (by recycling).