Nature of TOK 

• provides an opportunity for students to reflect on the nature of knowledge. 

• emphasizes connections between areas of knowledge and link them to the knower in such a way that the knower can become aware of his or her own perspectives and those of the various groups whose knowledge he or she shares.   

• explores both the personal and shared aspects of knowledge and investigates the relationships between them. 

The fundamental question of TOK is “how do we know that?”  

The answer might depend on the discipline and the purpose to which the knowledge is put. TOK is concerned with knowing about knowing. 

At the centre of the course is the idea of knowledge questions. These are questions such as: 

·         what counts as evidence for X? 

·         what makes a good explanation in subject Y? 

·         how do we judge which is the best model of Z? 

·         how can we be sure of W? 

·         what does theory T mean in the real world? 

·         how do we know whether it is right to do S? 

Discussion forms the backbone of the TOK course. Students are invited to consider knowledge questions against the backdrop of their experiences of knowledge in their other Diploma Programme subjects but also in relation to the practical experiences offered by CAS and the formal research that takes place for the extended essay. The experiences of the student outside school also have a role to play in these discussions, although TOK seeks to strike a balance between the shared and personal aspects of knowledge. 

TOK is a course in critical thinking but it is one that is specifically geared to an approach to knowledge that is mindful of the interconnectedness of the modern world. “Critical” in this context implies an analytical approach prepared to test the support for knowledge claims, aware of its own weaknesses, conscious of its perspectives and open to alternative ways of answering knowledge questions. It is a demanding course but one that is an essential component not only of the Diploma Programme but of lifelong learning. 

Aims 

The aims of the TOK course are:

• to encourage students to reflect on the central question, “How do we know that?”, and to recognize the value of asking that question

• to expose students to ambiguity, uncertainty and questions with multiple plausible answers

• to equip students to effectively navigate and make sense of the world, and help prepare them to encounter novel and complex situations

• to encourage students to be more aware of their own perspectives and to reflect critically on their own beliefs and assumptions

• to engage students with multiple perspectives, foster open-mindedness and develop intercultural understanding

• to encourage students to make connections between academic disciplines by exploring underlying concepts and by identifying similarities and differences in the methods of inquiry used in different areas of knowledge

• to prompt students to consider the importance of values, responsibilities and ethical concerns relating to the production, acquisition, application and communication of knowledge.

Assessment objectives 

Having completed the TOK course, students should be able to:

• demonstrate TOK thinking through the critical examination of knowledge questions

• identify and explore links between knowledge questions and the world around us

• identify and explore links between knowledge questions and areas of knowledge

• develop relevant, clear and coherent arguments

• use examples and evidence effectively to support a discussion

• demonstrate awareness and evaluation of different points of view

• consider the implications of arguments and conclusions. 

Assessment 

The assessment model in theory of knowledge (TOK) has two components, both of which should be completed within the 100 hours designated for the course. 

Both the essay and the exhibition are assessed using global impression marking.  

The essay contributes 67% of the final mark and the TOK exhibition contributes 33% of the final mark. 

1. External Assessment: Essay on a prescribed title (10 marks)  (10 marks) 

One essay on a title chosen from six titles prescribed by the IB for each examination session.  

The prescribed titles will be issued in the September prior to submission for May session schools. 

The maximum length for the essay is 1,600 words. All essays are externally assessed by the IB. 

2. Internal Assessment: TOK Exhibition (10 marks)  

The TOK exhibition explores how TOK manifests in the world around us. This is an individual task. Each student creates one exhibition based on one of the 35 knowledge question prompts from the TOK syllabus. The prompt is explored through three objects chosen by the student. The exhibition is recorded in the form of a written commentary (max. 950 words) that explains the relationship between each object and the prompt. The task will be exhibited in the school. 

The teacher must use assessment descriptors (exhibition assessment instrument) published in the guide to arrive at a mark for the exhibition based on the submitted written commentary. The teacher justifies the marking in writing. A sample of marked work is selected and moderated by the IB.  

The maximum 10 points awarded for the externally assessed component, the TOK essay, and the maximum 10 points awarded for the exhibition are combined to give a total out of 20 points. The grade boundaries are then applied to determine the band (A-E) to which the student’s performance in TOK belongs.  

A - work of an excellent standard 

B - work of good standard 

C -  work of satisfactory standard 

D -  work of mediocre standard 

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E -  failing condition - work of elementary standard 

The student’s combined performance in both the Extended Essay and TOK can contribute to the overall diploma score with a maximum of three bonus points. 

 A student who fails to submit a TOK essay or to make the exhibition will not be awarded the IB Diploma. Grade E in TOK is a failing condition.