1. Elements of a successful IB Internal Assessment.  

Basic elements of a good Math Studies Project or Math SL/HL Portfolio piece:

·        Correct answers throughout.

·        All questions answered in a logical order.

·        Audience is the teacher.

·        Identify and address the principal goal of the assignment.

·        Written explanations of difficult or less-obvious steps in work.

·        Word-processed including use of technology for graphs and equations.

 Elements of superior work:

·        Attention to detail.

Ø      Consistent significant figures or decimal place rounding.

Ø      Use of proper notation such as “” for approximations.

Ø      Avoid calculator notation such as 4*5, x^2, or 2.3E4.

Ø      Graphs are clear with logical scales and labeled axes.

·        Work stands alone.

Ø      Audience is another student of the same level.

Ø      Reader doesn’t have to refer to the assignment sheet.

Ø      Reads smoothly and effortlessly.

Ø      Answers are not numbered unless required.

·        Single word-processed document

Ø      Integrate an equation writing program, spreadsheets, graphing program, etc.

Ø      Comment on everything included.

Ø      Explain steps each time a new mathematical process is used.

Ø      Avoid repetition of processes already explained.

Ø      Graphs, charts, etc. appear on the same page where they are explained.

·        Student goes beyond the assignment with insight and sophistication.

Ø      Identify and address the hidden goals of the assignment.

Ø      Try to get into the mind of the writer of the assignment.

Ø      Most good assignments leave some space for the top students to explore.

·        Student uses a variety of mathematical approaches.

Ø      A good assignment will require the use of many kinds of math.

Ø      A good question will often have several possible approaches for the solution.

·        All math used is relevant to the task.

Ø      No fluff or space-fillers.

2. Tips to the students.

·        Work through all problems with pencil and calculator before writing it up.

Ø      Gives an overall feel for the project so that that student can start to address the main goal, and even insights, right from the start.

·        Write a brief introduction rather than jumping right in to the first question.

Ø      Sets a tone of readability.

·        Math SL/HL students can pretend that they are writing a chapter in a textbook.

Ø      Encourages students to fully explain each step, remembering that their audience is another student from their course of average ability.

Ø      Students can have fun with creative formatting.

Ø      Take pride in the look and feel of their work.

·        Math Studies students can approach the IA Project as they would a science lab.

Ø      Write a hypothesis.

Ø      Collect data.

Ø      Analyze data.

Ø      Draw conclusions.

Ø      Discuss possible errors or improvements.

 3. Common problems.

 ·        Solutions to individual problems are cut in half by the page break.

Ø      It is ok to leave space on the bottom of a page.

Ø      Use the “Insert Page-Break” feature of most word-processing programs when a new problem is started. (If there is not enough space on the current page.)

·        Proof for comments like “see the graph below” when the graph was accidentally bumped to the next page during editing.

·        Pages of graphs or charts with comments and explanations at end.

Ø      Full-page graphs should be avoided if possible.

Ø      Include small (but clear) graphs with an explanation on the same page.

Ø      Use features like “text-wrapping” to make graphs or charts an integrated part of the work.

Ø      If a graph must take up a full page, include a full discussion of it on the next page.

·        Pages of raw data in the main body of text.

Ø      Raw data should be organized as concisely as possible and included in the appendix.

Ø      The main body should only include the compiled data used in the relevant calculation.

·        Frequent reference to appendix.

Ø      Cuts the flow of the work.

Ø      If what is in the appendix is very important, move it to the body.

·        Use of Microsoft Excel for graphing.

Ø      Excel graphs are generally not of good mathematical quality.

Ø      Makes good pie charts and bar graphs, but these are not sophisticated analysis tools.

Ø      Scatter plots are ok, but look very amateurish.

Ø      Histograms are very difficult and require a plug-in.

Ø      Search for better graphs programs online if the school doesn’t provide them.

·        Over-researching.

Ø      IB Math Internal Assessments are not research projects.

Ø      IB is looking for student work, and it is obvious when it is not.

4. Grading. 

·        Read paper from start to finish before assigning grades.

Ø      Detail is important.

Ø      Overall feel is important.

·        Make comments or corrections in the text.

Ø      Comments help the IB moderator to understand how you have assigned marks.

·        Rubric (sample)

Ø      Write a rubric that fits the nature of the assignment.

Ø      IB has two rubrics which could be used for students at many levels.

Ø      Math Studies. (Open-ended project.)

Ø      Math SL/HL. (Answering an assigned problem.)

Ø      ECA Mathematics Rubric integrates both on a 7-point grading scale.

All of the above information was prepared by Dan Davis