Assessment

Assessment in IB History happens as follows:

1. Standard Level: The student completes the Internal Assessment, Paper 1 and Paper 2.
2. Higher Level: The student completes the Internal Assessment, Paper 1, Paper 2 and Paper 3.

Weighting and requirements for Standard Level:

Paper 1 (1 hour) 30% One source-based paper based 'The Move to Global War' (see syllabus overview) Answer four structured questions. (24 marks)

Paper 2 (1 hour 30 minutes) 45% Write two essays on two different topics. (see syllabus overview) (30 marks)

Internal assessment, Historical investigation (20 hours) 25% This component is internally assessed by the teacher and externally moderated by the IB at the end of the course. Students are required to complete a historical investigation into a topic of their choice, 2200 words. (25 marks) (see ibhistoryia.weebly.com)

Weighting and requirements for Higher Level:

Paper 1 (1 hour) 20% One source-based paper based 'The Move to Global War' (see syllabus overview) Answer four structured questions. (24 marks)

Paper 2 (1 hour 30 minutes) 25% Write two essays on two different topics, one about "Causes and Effects of 20th century Wars", one about "Authoritarian states (20th century)" (see syllabus overview) (30 marks)

Paper 3 (2 hours 30 minutes) 35% Write three essays on these three topics: 12: Imperial Russia, revolution and the establishment of the Soviet Union (1855—1924), 14: European states in the inter-war years (1918—1939), 15: Versailles to Berlin: Diplomacy in Europe (1919—1945). (see syllabus overview) (45 marks)

Internal assessment, Historical investigation (20 hours) 20% This component is internally assessed by the teacher and externally moderated by the IB at the end of the course. Students are required to complete a historical investigation into a topic of their choice, 2200 words. (25 marks) (see ibhistoryia.weebly.com)

Paper 2 and Paper 3 Assessment Criteria

Below are the Assessment Criteria which are used for Paper 2 and Paper 3, all through Year 11 and Year 12, as well as for the final exam. Please note that students are assessed on, and rewarded for their analytical and critical thinking, as well as their ability to evaluate different perspectives and interpretations of historical events.

0 Response does not reach a standard described by the descriptors below.

1–3 There is little understanding of the demands of the question. The response is poorly structured or, where there is a recognizable essay structure, there is minimal focus on the task. Little knowledge is present. Where specific examples are referred to, they are factually incorrect, irrelevant or vague. The response contains little or no critical analysis. It may consist mostly of generalizations and poorly substantiated assertions.

4–6 The response indicates some understanding of the demands of the question. While there may be an attempt to follow a structured approach, the response lacks clarity and coherence. Knowledge is demonstrated but lacks accuracy and relevance. There is a superficial understanding of historical context. The answer makes use of specific examples, although these may be vague or lack relevance. There is some limited analysis, but the response is primarily narrative/ descriptive in nature, rather than analytical.

7–9 The response indicates an understanding of the demands of the question, but these demands are only partially addressed. There is an attempt to follow a structured approach. Knowledge is mostly accurate and relevant. Events are generally placed in their historical context. Examples used are appropriate and relevant. The response moves beyond description to include some analysis or critical commentary, but this is not sustained.

10–12 The demands of the question are understood and addressed. Answers are generally well structured and organized, although there may be some repetition or lack of clarity in places. Knowledge is accurate and relevant. Events are placed in their historical context, and there is a clear understanding of historical concepts. Examples used are appropriate and relevant, and are used to support the analysis/ evaluation. Arguments are mainly clear and coherent. There is some awareness and evaluation of different perspectives. The response contains critical analysis. Most of the main points are substantiated, and the response argues to a consistent conclusion.

13–15 Responses are clearly focused, showing a high degree of awareness of the demands and implications of the question. Answers are well structured, balanced and effectively organized. Knowledge is detailed, accurate and relevant. Events are placed in their historical context, and there is a clear understanding of historical concepts. Examples used are appropriate and relevant, and are used effectively to support the analysis/evaluation. Arguments are clear and coherent. There is evaluation of different perspectives, and this evaluation is integrated effectively into the answer. The answer contains well-developed critical analysis. All, or nearly all, of the main points are substantiated, and the response argues to a reasoned conclusion.

What does the 1 - 7 scale mean?

Final grades in the IB Diploma course are awarded on a 1-7 scale. Below are the general Group 3 descriptors for each level, taken from the IBO. Students are assessed using these grades on reports and will receive a final 1 - 7 grade at the end of the course. Below are the general assessment criteria for Group 3, Individuals and Societies.

Grade 7

• Demonstrates conceptual awareness, insight, and knowledge and understanding which are evident in the skills of critical thinking;
• a high level of ability to provide answers which are fully developed, structured in a logical and coherent manner and illustrated with appropriate examples;
• a precise use of terminology which is specific to the subject;
• familiarity with the literature of the subject;
• the ability to analyse and evaluate evidence and to synthesize knowledge and concepts;
• awareness of alternative points of view and subjective and ideological biases, and the ability to come to reasonable, albeit tentative, conclusions;
• consistent evidence of critical reflective thinking;
• a high level of proficiency in analysing and evaluating data or problem solving.

Grade 6

• Demonstrates detailed knowledge and understanding;
• answers which are coherent, logically structured and well developed;
• consistent use of appropriate terminology;
• an ability to analyse, evaluate and synthesize knowledge and concepts;
• knowledge of relevant research, theories and issues, and awareness of different perspectives and contexts from which these have been developed;
• consistent evidence of critical thinking;
• an ability to analyse and evaluate data or to solve problems competently.

Grade 5

• Demonstrates a sound knowledge and understanding of the subject using subject-specific terminology;
• answers which are logically structured and coherent but not fully developed;
• an ability to provide competent answers with some attempt to integrate knowledge and concepts;
• a tendency to be more descriptive than evaluative although some ability is demonstrated to present and develop contrasting points of view;
• some evidence of critical thinking;
• an ability to analyse and evaluate data or to solve problems.

Grade 4

• Demonstrates a secure knowledge and understanding of the subject going beyond the mere citing of isolated, fragmentary, irrelevant or “common sense” points;
• some ability to structure answers but with insufficient clarity and possibly some repetition;
• an ability to express knowledge and understanding in terminology specific to the subject;
• some understanding of the way facts or ideas may be related and embodied in principles and concepts;
• some ability to develop ideas and substantiate assertions;
• use of knowledge and understanding which is more descriptive than analytical;
• some ability to compensate for gaps in knowledge and understanding through rudimentary application or evaluation of that knowledge;
• an ability to interpret data or to solve problems and some ability to engage in analysis and evaluation.

Grade 3

• Demonstrates some knowledge and understanding of the subject;
• a basic sense of structure that is not sustained throughout the answers;
• a basic use of terminology appropriate to the subject;
• some ability to establish links between facts or ideas;
• some ability to comprehend data or to solve problems.
• Group 3 (individuals and societies)

Grade 2

• Demonstrates a limited knowledge and understanding of the subject;
• some sense of structure in the answers;
• a limited use of terminology appropriate to the subject;
• a limited ability to establish links between facts or ideas;
• a basic ability to comprehend data or to solve problems.

Grade 1

• Demonstrates very limited knowledge and understanding of the subject;
• almost no organizational structure in the answers;
• inappropriate or inadequate use of terminology;
• a limited ability to comprehend data or to solve problems.