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====== Theory of Knowledge ====== ===== Topics ===== - **[[kinds|Kinds of Knowledge]]** - **[[definition|What is Knowledge?]]** === Ways of Knowing == - **[[perception|Perception]]** - **[[memory|Memory]]** - **[[language|Language]]** - **[[intuition|Intuition]]** - **[[logic|Rationality, Logic]]** === Areas of Knowledge === - **[[natural|Natural Science]]** - **[[social|Social Science]]** - **[[history|History]]** - **[[minds|Other Minds]]** - **[[aesthetic|Aesthetic Judgement]]** - **[[moral|Moral Judgement]]** **[[positions|Life Positions]]** ===== Assessment Criteria ===== ==== Part 1: The Essay (10 marks) ==== The global impression judgement of the TOK essay is shaped by the following question: "Does the student present an appropriate and cogent analysis of knowledge questions in discussing the title?" More specifically, has the student * understood the proposition? * understood the knowledge questions that are explicit and implicit in the title, and/or linked the proposition to knowledge questions? * developed a comprehensive and cogent point of view about the topic and appropriate knowledge questions? The judgement about the TOK essay is to be made on the basis of the following two aspects: * understanding knowledge questions, * quality of analysis of knowledge questions. The TOK Essay Assessment Instrument: | Does the student present an appropriate and cogent analysis of knowledge questions in discussing the title? |||||| | 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. | | 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. | ::: | | 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 | | ==== Part 2: The Presentation (10 marks) ==== 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 written presentation planning document (TK/PPD) for each student. The marking has changed to global impression judgement, the main //question// being: "Do(es) the presenter(s) succeed in showing how TOK concepts can have practical application?" More specifically, has the student * described clearly the real-life situation that forms the launching point for the presentation? * extracted and clearly formulated a single knowledge question from the real-life situation * identified and explored various perspectives in relation to the knowledge question, and deployed examples and arguments in the service of this exploration? * related the findings of and insights from the analysis back to the chosen real-life situation and showed how they might be relevant to other real-life situations? The IB provides the following //assessment instrument//: | 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 | | 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. | | 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 | |
