Some comments on the criteria used.

1. PLATON IB DIPLOMA
BIOLOGY HL
Compiled by Miltiadis-Kitsos
Notes on
Individual investigation assessment criteria
Personal
engagement
Exploration Analysis Evaluation Communication Total
Mark
awarded
Available
marks
2 (8%) 6 (25%) 6 (25%) 6 (25%) 4 (17%) 24

2. Personal engagement
Overview
The official guide
This criterion assesses the extent to which the student engages with the exploration and makes it their
own. Personal engagement may be recognised in different attributes and skills. These could include
addressing personal interests or showing evidence of independent thinking, creativity or initiative in the
designing, implementation or presentation of the investigation.
Teacher’s notes
The personal engagement criterion assesses the personal involvement of the student in the investigation.
The student is assessed in the following aspects:
(a) Independent thinking in developing the research question, the methodology, and data presentation.
(b) Personal interest and curiosity in developing the research question and exploring the available tech-
niques.
(c) Initiative/personal input in designing and materialising the research and overcoming problems related
to the methodology used.
Don’t forget to add a relevant paragraph in your Ind. Inv. draft addressing personal engagement
Guidance: Consider the following questions:
1. Which process did you follow to choose the specific research question:
2. How is the RO (research question) related to your interests?
3. How is the RO related to previous studies on the specific topic? Is it just a repetition of an investigation
already done?
4. In which ways you have altered the context of the research question in relation to previous studies?
(1) Are there any new approaches in the design, implementation and presentation of the investigation?
Mark
Aspect
Independent thinking Personal interest and curios-
ity
Initiative/Personal input
0 The student’s report does not reach a standard described by the descriptors below.
1
The evidence of personal
engagement with the ex-
ploration is limited with
little independent think-
ing, initiative or creativi-
ty.
The justification given for
choosing the research ques-
tion and/or the topic under
investigation does not
demonstrate personal sig-
nificance, interest or cu-
riosity.
There is little evidence of
personal input and initia-
tive in the designing, imple-
mentation or presentation of
the investigation.
2
The evidence of personal
engagement with the ex-
ploration is clear with
significant independent
thinking, initiative or
creativity.
The justification given for
choosing the research ques-
tion and/or the topic under
investigation demonstrates
personal significance, in-
terest or curiosity.
There is clear evidence of
personal input and initia-
tive in the designing, imple-
mentation or presentation of
the investigation.

3. Exploration
Overview
The official guide
This criterion assesses the extent to which the student establishes the scientific context for the work,
states a clear and focused research question and uses concepts and techniques appropriate to the
Diploma Programme level. Where appropriate, this criterion also assesses awareness of safety, environ-
mental, and ethical considerations.
Teacher’s notes
The exploration criterion assesses the design and the implementation of the individual investigation. The
student is assessed in the following aspects:
(a) Research question. Assesses the extent to which the research question is focused (there is a specif-
ic independent and dependent variable which are connected in a coherent manner).
(b) Background information. Assesses whether the student has carried out a detailed literature review
and the collected data are properly used in the introduction to set the scientific context of the question.
(c) Methodology. Assesses the appropriateness of the methodology employed in terms of:
a. Considering all the variables involved
b. Producing appropriate data for analysis
c. Addressing safety issues related to the individual and the environment
d. Addressing the animal experimentation policy developed by the IB
Don’t forget to add a relevant paragraph in your Ind. Inv. draft addressing the safety issues of your
investigation.
Guidance: Consider the following questions:
(1) Which are the independent, dependent and controlled variables of my individual investigation?
(2) Can I support the concepts developed in the introduction using appropriate references?
(3) Do I have enough literature data to compare with the results of my study?
(4) Is my methodology yielding quantitative data that I may replicate?
(5) Is my methodology too laborious and thus, I cannot complete my Ind. Investigation within the given
time frame?
(6) What are the important safety issues related to the methodology and how were they addressed during
my lab work?
Aspect
Mark Research question Background information Methodology/Safety
0 The student’s report does not reach a standard described by the descriptors below.
1-2
The topic of the investigation is
identified and a research ques-
tion of some relevance is
stated but it is not focused.
The background information
provided for the investigation
is superficial or of limited
relevance and does not aid
the understanding of the
context of the investigation.
The methodology of the inves-
tigation is only appropriate to
address the research question
to a very limited extent since
it takes into consideration few
of the significant factors that
may influence the relevance,
reliability and sufficiency of the
collected data.
The report shows evidence of
limited awareness of the sig-
nificant safety, ethical or en-
vironmental issues that are
relevant to the methodology of
the investigation.

4. 3-4
The topic of the investigation is
identified and a relevant but
not fully focused research
question is described.
The background information
provided for the investigation is
mainly appropriate and rele-
vant and aids the understand-
ing of the context of the in-
vestigation.
The methodology of the investi-
gation is mainly appropriate to
address the research question
but has limitations since it takes
into consideration only some of
the significant factors that
may influence the relevance,
reliability and sufficiency of the
collected data.
The report shows evidence of
some awareness of the sig-
nificant safety, ethical or en-
vironmental issues that are
relevant to the methodology of
the investigation.
5-6
The topic of the investigation is
identified and a relevant and
fully focused research ques-
tion is clearly described.
The background information
provided for the investigation is
entirely appropriate and rele-
vant and enhances the un-
derstanding of the context of
the investigation.
The methodology of the inves-
tigation is highly appropriate
to address the research ques-
tion because it takes into con-
sideration all, or nearly all, of
the significant factors that
may influence the relevance,
reliability and sufficiency of the
collected data.
The report shows evidence of
full awareness of the signifi-
cant safety, ethical or envi-
ronmental issues that are rele-
vant to the methodology of the
investigation.

5. Analysis
Overview
The official guide
This criterion assesses the extent to which the student’s report provides evidence that the student has
selected, recorded, processed and interpreted the data in ways that are relevant to the research ques-
tion and can support a conclusion.
Teacher’s notes
The analysis criterion assesses data collection, data processing and the process of reaching a conclusion,
based on the selected data. The student is assessed in the following aspects
(a) Data collection. Assesses whether the student has collected sufficient qualitative and quantitative
data.
(b) Data processing/uncertainty. Assesses the extent to which the student has sufficiently processed the
data (statistical analysis, graphing) in order to reach a conclusion. In both data collection and process-
ing, student should have taken into consideration the various sources of uncertainty that may impact
data analysis
(c) Conclusion. Evaluates the extent to which the graphs and/or tables developed are properly used in
order to reach a conclusion to the research question which is consistent with the data
Don’t forget to work on the uncertainties when developing tables and graphs
Guidance: Consider the following questions:
(1) Do I have enough replicates per treatment? (minimum number of replicates should be 3-5)
(2) Have I collected both quantitative and qualitative data?
(3) Are the different sources of error (random and systematic) considered?
(4) Have I added the uncertainties in all variables presented in tables?
(5) Have I used the appropriate statistical methods?
(6) Have I developed accurate graphs that do not overlap with table data?
(7) Have I added units and error bars in all graphs (if applicable)?
Aspect
M a r
k
Data collection Data processing/uncertainty Conclusion
0 The student’s report does not reach a standard described by the descriptors below.
1-2
The report includes insufficient
relevant raw data to support a
valid conclusion to the research
question.
Some basic data processing is
carried out but is either too in-
accurate or too insufficient to
lead to a valid conclusion.
The report shows evidence of
little consideration of the im-
pact of measurement uncer-
tainty on the analysis.
The processed data is incor-
rectly or insufficiently inter-
preted so that the conclusion
is invalid or very incomplete.
3-4
The report includes relevant
but incomplete quantitative
and qualitative raw data that
could support a simple or par-
tially valid conclusion to the
research question.
Appropriate and sufficient
data processing is carried out
that could lead to a broadly
valid conclusion but there are
significant inaccuracies and
inconsistencies in the pro-
cessing.
The report shows evidence of
some consideration of the
impact of measurement un-
certainty on the analysis.
The processed data is inter-
preted so that a broadly valid
but incomplete or limited
conclusion to the research
question can be deduced.

6. 5-6
The report includes sufficient
relevant quantitative and
qualitative raw data that could
support a detailed and valid
conclusion to the research
question.
Appropriate and sufficient data
processing is carried out with
the accuracy required to en-
able a conclusion to the re-
search question to be drawn
that is fully consistent with
the experimental data.
The report shows evidence of
full and appropriate consider-
ation of the impact of mea-
surement uncertainty on the
analysis.
.
The processed data is correctly
interpreted so that a complete-
ly valid and detailed conclu-
sion to the research question
can be deduced.

7. Evaluation
Overview
The official guide
This criterion assesses the extent to which the student’s report provides evidence of evaluation of the
investigation and the results with regard to the research question and the accepted scientific context.
Teacher’s notes
The evaluation criterion is the most demanding, yet interesting criterion of the individual investigation. The
student is assessed on his/her ability to reach a conclusion. However, in contrast to the analysis criterion,
the overall quality of the conclusion is assessed rather its validity in relation to the collected data. Moreover,
the ability of the student to identify strengths and weaknesses of the methodology (data limitations, sources
of error) is assessed as well as the proposal of improvements to overcome the limitations described before..
The student is assessed in the following aspects:
(d) Conclusion. Assesses the extend to which the conclusion of the individual investigation is well de-
scribed and fully supported by the data collected. Comparisons with the relevant literature references
are also required.
(e) Strengths and weaknesses. Evaluates the extent to which the student is able to identify limitations of
the methodology and potential sources of error.
(f) Improvements. Assesses whether the student has discussed realistic and relevant suggestions for the
improvement and extension of the investigation.
(g)
Guidance: Consider the following questions:
(8) Is my conclusion clear and concise?
(9) Is the conclusion fully supported by the processed data?
(10) Are the different sources of error (random and systematic) considered?
(11) Are the suggested improvements realistic and relevant to the limitations described?
Aspect
M a r
k
Conclusion Strengths and weaknesses Improvements
0 The student’s report does not reach a standard described by the descriptors below.
1-2
A conclusion is outlined which
is not relevant to the research
question or is not supported
by the data presented.
The conclusion makes superfi-
cial comparison to the accept-
ed scientific context.
Strengths and weaknesses of
the investigation, such as limita-
tions of the data and sources of
error, are outlined but are re-
stricted to an account of the
practical or procedural issues
faced.
The student has outlined very
few realistic and relevant sug-
gestions for the improvement
and extension of the investiga-
tion.
3-4
A conclusion is described
which is relevant to the re-
search question and support-
ed by the data presented.
A conclusion is described which
makes some relevant compari-
son to the accepted scientific
context.
Strengths and weaknesses of
the investigation, such as limita-
tions of the data and sources of
error, are described and pro-
vide evidence of some aware-
ness of the methodological
issues* involved in establishing
the conclusion.
The student has described
some realistic and relevant
suggestions for the improve-
ment and extension of the in-
vestigation.

8. 5-6
A detailed conclusion is de-
scribed and justified which is
entirely relevant to the re-
search question and fully sup-
ported by the data presented.
A conclusion is correctly de-
scribed and justified through
relevant comparison to the ac-
cepted scientific context.
Strengths and weaknesses of
the investigation, such as limita-
tions of the data and sources of
error, are discussed and pro-
vide evidence of a clear under-
standing of the methodologi-
cal issues* involved in estab-
lishing the conclusion.
The student has discussed
realistic and relevant sug-
gestions for the improvement
and extension of the investiga-
tion.

9. Communication
Overview
The official guide
This criterion assesses whether the investigation is presented and reported in a way that supports effec-
tive communication of the focus, process, and outcomes.
Teacher’s notes
The communication criterion assesses the extent to which the concepts of the personal investigation are
presented in an orderly and concise manner. The student is assessed in the following aspects
(h) Structure. Evaluates the structure of the report. Sections should be in a coherent order and should
consist of clear concise subsections with explanatory titles.
(i) Content. Evaluates whether the content is relevant and concise.
(j) Subject-specific terminology Assesses whether the student has used the appropriate terminology
throughout the text.
(k)
Guidance: Consider the following questions:
(1) Is the draft well-presented and organised?
(2) Have a used properly-titled sections and subsections?
(3) Have I included sections that are redundant and do not enhance the understanding of the text?
(4) Is my approach too complicated? (Many sections with subsections; no coherent order, many useless
graphs?)
(5) Is the language used appropriately for the subject?
(6) Am I using the correct terminology?
Aspect
M a r
k
Structure Content Subject-specific terminology
0 The student’s report does not reach a standard described by the descriptors below.
1-2
The presentation of the inves-
tigation is unclear, making it
difficult to understand the
focus, process and outcomes.
The report is not well struc-
tured and is unclear: the nec-
essary information on focus,
process and outcomes is miss-
ing or is presented in an inco-
herent or disorganized way.
The understanding of the focus,
process and outcomes of the
investigation is obscured by
the presence of inappropriate
or irrelevant information
There are many errors in the
use of subject-specific termi-
nology and conventions*.
3-4
The presentation of the inves-
tigation is clear. Any errors do
not hamper understanding of
the focus, process and out-
comes
The report is well structured
and clear: the necessary infor-
mation on focus, process and
outcomes is present and pre-
sented in a coherent way.
The use of subject-specific ter-
minology and conventions is
appropriate and correct. Any
errors do not hamper under-
standing.
The report is relevant and con-
cise thereby facilitating a ready
understanding of the focus,
process and outcomes of the
investigation.
The use of subject-specific
terminology and conventions
is appropriate and correct.
Any errors do not hamper un-
derstanding.

10. 5-6
A detailed conclusion is de-
scribed and justified which is
entirely relevant to the re-
search question and fully sup-
ported by the data presented.
A conclusion is correctly de-
scribed and justified through
relevant comparison to the ac-
cepted scientific context.
The student has discussed
realistic and relevant sug-
gestions for the improvement
and extension of the investiga-
tion.
Strengths and weaknesses of
the investigation, such as limita-
tions of the data and sources of
error, are discussed and pro-
vide evidence of a clear under-
standing of the methodologi-
cal issues* involved in estab-
lishing the conclusion.
The student has discussed
realistic and relevant sug-
gestions for the improvement
and extension of the investiga-
tion.