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start [2014/09/25 05:57] kai [Assessment] |
start [2015/01/07 01:08] (current) kai [Support Material] |
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| ====== Theory of Knowledge ====== | ====== Theory of Knowledge ====== | ||
| + | ---- | ||
| ===== Topics ===== | ===== Topics ===== | ||
| - | - **[[kinds|Kinds of Knowledge]]** | + | **[[definition|What is Knowledge?]]** |
| - | - **[[definition|What is Knowledge?]]** | + | |
| === Ways of Knowing == | === Ways of Knowing == | ||
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| ===== Assessment ===== | ===== Assessment ===== | ||
| - | The IB expects Theory of Knowledge to have been taught for 150 hours in class. The assessment at the end has two components, which count equally towards the final grade. | + | The IB expects Theory of Knowledge to have been taught for at least 100 hours in class. The assessment at the end has two components, which count equally towards the final grade. |
| - | The final grade for both Theory of Knowledge and for the Extended Essay will be a letter from A to E. For the combination of those two grades, a Diploma student can gain up to 3 extra points. If a Diploma student achieves only a grade E for __one of these,__ he/she will need 28 points in their subject to be awarded the Diploma. Achieving only a grade E in __both of them__ is a failing condition, and no Diploma will be awarded. | + | The final grade for both Theory of Knowledge and for the Extended Essay will be a letter from A to E. For the combination of those two grades, a Diploma student can gain up to 3 extra points. If a Diploma student achieves only a grade E for __one of these,__ he/she will need a total of 28 points in their subjects to be awarded the Diploma. Achieving only a grade E in __both of them__ is a failing condition, and no Diploma will be awarded. |
| ==== Part 1: The Essay (10 marks) ==== | ==== Part 1: The Essay (10 marks) ==== | ||
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| | Level 5\\ Excellent\\ 9--10 | Level 4\\ Very good\\ 7--8 | Level 3\\ Satisfactory\\ 5--6 | Level 2\\ Basic\\ 3--4 | Level 1\\ Elementary\\ 1--2 | Irrelevant\\ 0 | | | Level 5\\ Excellent\\ 9--10 | Level 4\\ Very good\\ 7--8 | Level 3\\ Satisfactory\\ 5--6 | Level 2\\ Basic\\ 3--4 | Level 1\\ Elementary\\ 1--2 | Irrelevant\\ 0 | | ||
| | There is a sustained focus on knowledge questions connected to the prescribed title and ?? are well chosen -- developed with investigation of different perspectives and linked effectively to areas of knowledge and/or ways of knowing. | There is a focus on knowledge questions connected to the prescribed title -- developed with acknowledgement of different perspectives and linked to areas of knowledge and/or ways of knowing. | There is a focus on some knowledge questions connected to the prescribed title -- with some development and linking to areas of knowledge and/or ways of knowing. | Some knowledge questions that are connected to the prescribed title are considered, but the essay is largely descriptive, with superficial or limited links to areas of knowledge and/or ways of knowing. | The essay has very limited relevance to the prescribed title -- relevant points are descriptive. | The essay does not reach a standard described by levels 1--5 or is not a response to one of the prescribed titles on the list for the current session. | | | There is a sustained focus on knowledge questions connected to the prescribed title and ?? are well chosen -- developed with investigation of different perspectives and linked effectively to areas of knowledge and/or ways of knowing. | There is a focus on knowledge questions connected to the prescribed title -- developed with acknowledgement of different perspectives and linked to areas of knowledge and/or ways of knowing. | There is a focus on some knowledge questions connected to the prescribed title -- with some development and linking to areas of knowledge and/or ways of knowing. | Some knowledge questions that are connected to the prescribed title are considered, but the essay is largely descriptive, with superficial or limited links to areas of knowledge and/or ways of knowing. | The essay has very limited relevance to the prescribed title -- relevant points are descriptive. | The essay does not reach a standard described by levels 1--5 or is not a response to one of the prescribed titles on the list for the current session. | | ||
| - | | Arguments are clear, supported by real-life examples, and are effectively evaluated; counterclaims are extensively explored; implications are drawn. | Arguments are clear, supported by real-life examples, adn are evaluated; some counterclaims are identified and explored. | Some arguments are clear and supported by examples; some counterclaims are identified. | Arguments are offered but are unclear and/or not supported by effective examples. | Assertions are offered but are not supported. | ::: | | + | | Arguments are clear, supported by real-life examples, and are effectively evaluated; counterclaims are extensively explored; implications are drawn. | Arguments are clear, supported by real-life examples, and are evaluated; some counterclaims are identified and explored. | Some arguments are clear and supported by examples; some counterclaims are identified. | Arguments are offered but are unclear and/or not supported by effective examples. | Assertions are offered but are not supported. | ::: | |
| | Some possible characteristics: |||||| | | Some possible characteristics: |||||| | ||
| | Cogent\\ Accomplished\\ Discerning\\ Individual\\ Lucid\\ Insightful\\ Compelling | Pertinent\\ Relevant\\ Thoughtful\\ Analytical\\ Organized\\ Credible\\ Coherent | Typical\\ Acceptable\\ Mainstream\\ Adequate\\ Competent | Underdeveloped\\ Basic\\ Superficial\\ Derivative\\ Rudimentary\\ Limited | Ineffective\\ Descriptive\\ Incoherent\\ Formless | | | | Cogent\\ Accomplished\\ Discerning\\ Individual\\ Lucid\\ Insightful\\ Compelling | Pertinent\\ Relevant\\ Thoughtful\\ Analytical\\ Organized\\ Credible\\ Coherent | Typical\\ Acceptable\\ Mainstream\\ Adequate\\ Competent | Underdeveloped\\ Basic\\ Superficial\\ Derivative\\ Rudimentary\\ Limited | Ineffective\\ Descriptive\\ Incoherent\\ Formless | | | ||
| Line 77: | Line 76: | ||
| Required: | Required: | ||
| * One presentation to the class by an individual or a group (a maximum of three persons in a group). Approximately 10 minutes per student is allowed for the presentation. | * One presentation to the class by an individual or a group (a maximum of three persons in a group). Approximately 10 minutes per student is allowed for the presentation. | ||
| - | * One written presentation planning document (TK/PPD) for each student. | + | * One written presentation planning document {{tkppd_e.pdf|TK/PPD}} for each student.\\ (It may be advisable for the student to download and complete the .pdf-file, and then give it to their teacher either as a soft copy or in printed form. In either case, the student and the teacher have to sign a hard copy of the document.) |
| The global impression judgement of the TOK essay is shaped by the following question: "Do(es) the presenter(s) succeed in showing how TOK concepts can have practical application?" More specifically, | The global impression judgement of the TOK essay is shaped by the following question: "Do(es) the presenter(s) succeed in showing how TOK concepts can have practical application?" More specifically, | ||
| Line 91: | Line 90: | ||
| | Do(es) the presenter(s) succeed in showing how TOK concepts can have practical application? |||||| | | Do(es) the presenter(s) succeed in showing how TOK concepts can have practical application? |||||| | ||
| | Level 5\\ Excellent\\ 9--10 | Level 4\\ Very good\\ 7--8 | Level 3\\ Satisfactory\\ 5--6 | Level 2\\ Basic\\ 3--4 | Level 1\\ Elementary\\ 1--2 | Irrelevant\\ 0 | | | Level 5\\ Excellent\\ 9--10 | Level 4\\ Very good\\ 7--8 | Level 3\\ Satisfactory\\ 5--6 | Level 2\\ Basic\\ 3--4 | Level 1\\ Elementary\\ 1--2 | Irrelevant\\ 0 | | ||
| - | | The presentation is focused on a well-formulated knowledge question that is clearly connected to a specific real-life situation. The knowledge question is effectively explored in the context of the real-life situation, using convincing arguments, with investigation of different perspectives. The outcomes of the analysis are shown to be be significant to the chosen real-life situation and to others. | The presentation is focused on knowledge question that is connected to a specific real-life situation. The knowledge question is explored in the context of the real-life situation, using clear arguments with acknowledgement of different perspectives. The outcomes of the analysis are shown to be significant to the real-life situation. | The presentation identifies a knowledge question that that has some connection to a specific real-life situation. The knowledge question is explored in the context of the real-life situation, using some adequate arguments. There is some awareness of the significance of the outcomes of the analysis. | The presentation identifies a knowledge question and a real-life situation, although the connection between them may not be convincing. There is some attempt to explore the knowledge question. There is limited awareness of the significance of the outcomes of the analysis. | The presentation describes a real-life situation without reference to any knowledge question, or treats an abstract knowledge question without connecting it to any real-life situation. | The presentation does not reach the standard described by levels 1--5. | | + | | The presentation is focused on a well-formulated knowledge question that is clearly connected to a specific real-life situation. The knowledge question is effectively explored in the context of the real-life situation, using convincing arguments, with investigation of different perspectives. The outcomes of the analysis are shown to be be significant to the chosen real-life situation and to others. | The presentation is focused on a knowledge question that is connected to a specific real-life situation. The knowledge question is explored in the context of the real-life situation, using clear arguments with acknowledgement of different perspectives. The outcomes of the analysis are shown to be significant to the real-life situation. | The presentation identifies a knowledge question that has some connection to a specific real-life situation. The knowledge question is explored in the context of the real-life situation, using some adequate arguments. There is some awareness of the significance of the outcomes of the analysis. | The presentation identifies a knowledge question and a real-life situation, although the connection between them may not be convincing. There is some attempt to explore the knowledge question. There is limited awareness of the significance of the outcomes of the analysis. | The presentation describes a real-life situation without reference to any knowledge question, or treats an abstract knowledge question without connecting it to any real-life situation. | The presentation does not reach the standard described by levels 1--5. | |
| | Some possible characteristics: |||||| | | Some possible characteristics: |||||| | ||
| | Sophisticated\\ Discerning\\ Insightful\\ Compelling\\ Lucid | Credible\\ Analytical\\ Organised\\ Pertinent\\ Coherent | Relevant\\ Adequate\\ Acceptable\\ Predictable | Underdeveloped\\ Basic\\ Unbalanced\\ Superficial\\ Derivative\\ Rudimentary | Ineffective\\ Unconnected\\ Incoherent\\ Formless | | | | Sophisticated\\ Discerning\\ Insightful\\ Compelling\\ Lucid | Credible\\ Analytical\\ Organised\\ Pertinent\\ Coherent | Relevant\\ Adequate\\ Acceptable\\ Predictable | Underdeveloped\\ Basic\\ Unbalanced\\ Superficial\\ Derivative\\ Rudimentary | Ineffective\\ Unconnected\\ Incoherent\\ Formless | | | ||
| + | ==== Support Material ==== | ||
| + | **[[https://ibpublishing.ibo.org/server2/rest/app/tsm.xql?doc=d_0_tokxx_tsm_1305_1_e&part=4&chapter=1|TOK assessment]]** from the Teacher Support Material of the IB (but no less useful for students!) | ||
start.1411624621.txt.gz · Last modified: 2014/09/25 05:57 by kai
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