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IB Maths AA IA Criteria

Review the IA marking criteria for the IB Maths AA internal assessment. Read the rubric carefully so you understand the IA format and how examiners mark IB Maths AA IAs.

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Criterion A: Presentation

Weighting: 4/20

This criterion assesses the organization and coherence of the exploration. A well-organized exploration is logically developed, easy to follow, and includes an introduction, aim, and conclusion. Relevant graphs and tables should be placed appropriately in the main text, not in appendices. A concise exploration avoids irrelevant or repetitive calculations, graphs, or descriptions.
MarksLevel Descriptor
0
  • The exploration does not reach the standard described by the descriptors below.
1
  • The exploration has some coherence or some organization.
2
  • The exploration has some coherence and shows some organization.
3
  • The exploration is coherent and well organized.
4
  • The exploration is coherent, well organized, and concise.

Criterion B: Mathematical communication

Weighting: 4/20

This criterion assesses the use of appropriate mathematical language, notation, symbols, and terminology. It evaluates whether key terms and variables are defined, and if multiple appropriate forms of mathematical representation (formulae, diagrams, tables, graphs, models) are utilized. Logical proofs and deductive methods should be correctly set out where appropriate.
MarksLevel Descriptor
0
  • The exploration does not reach the standard described by the descriptors below.
1
  • The exploration contains some relevant mathematical communication which is partially appropriate.
2
  • The exploration contains some relevant appropriate mathematical communication.
3
  • The mathematical communication is relevant, appropriate and is mostly consistent.
4
  • The mathematical communication is relevant, appropriate and consistent throughout.

Criterion C: Personal engagement

Weighting: 3/20

This criterion assesses the extent to which the student engages with the topic by exploring the mathematics and making it their own. Evidence of personal engagement includes thinking independently or creatively, presenting mathematical ideas uniquely, exploring from different perspectives, or making and testing predictions. Textbook-style reproductions without the candidate's own perspective will not achieve high levels.
MarksLevel Descriptor
0
  • The exploration does not reach the standard described by the descriptors below.
1
  • There is evidence of some personal engagement.
2
  • There is evidence of significant personal engagement.
3
  • There is evidence of outstanding personal engagement.

Criterion D: Reflection

Weighting: 3/20

This criterion assesses how the student reviews, analyses, and evaluates the exploration throughout the report. Meaningful reflection goes beyond simply describing results; it involves linking to aims, considering limitations, or comparing mathematical approaches. Critical reflection is deeply insightful, often addressing the impact of mathematical results on understanding the topic, discussing implications, or evaluating strengths and weaknesses.
MarksLevel Descriptor
0
  • The exploration does not reach the standard described by the descriptors below.
1
  • There is evidence of limited reflection.
2
  • There is evidence of meaningful reflection.
3
  • There is substantial evidence of critical reflection.

Criterion E: Use of mathematics

Weighting: 6/20

This criterion assesses the extent to which students use relevant mathematics that is commensurate with the level of their course (SL or HL). Mathematics must support the exploration's aim; overly complicated math where simple math suffices is not rewarded. To achieve higher marks, students must clearly demonstrate their understanding through reasoning, evidence, or practical application, rather than just obtaining the correct answer.
MarksLevel Descriptor
0
  • Standard Level: The exploration does not reach the standard described by the descriptors below.
  • Higher Level: The exploration does not reach the standard described by the descriptors below.
1
  • Standard Level: Some relevant mathematics is used.
  • Higher Level: Some relevant mathematics is used. Limited understanding is demonstrated.
2
  • Standard Level: Some relevant mathematics is used. Limited understanding is demonstrated.
  • Higher Level: Some relevant mathematics is used. The mathematics explored is partially correct. Some knowledge and understanding is demonstrated.
3
  • Standard Level: Relevant mathematics commensurate with the level of the course is used. Limited understanding is demonstrated.
  • Higher Level: Relevant mathematics commensurate with the level of the course is used. The mathematics explored is correct. Some knowledge and understanding are demonstrated.
4
  • Standard Level: Relevant mathematics commensurate with the level of the course is used. The mathematics explored is partially correct. Some knowledge and understanding are demonstrated.
  • Higher Level: Relevant mathematics commensurate with the level of the course is used. The mathematics explored is correct. Good knowledge and understanding are demonstrated.
5
  • Standard Level: Relevant mathematics commensurate with the level of the course is used. The mathematics explored is mostly correct. Good knowledge and understanding are demonstrated.
  • Higher Level: Relevant mathematics commensurate with the level of the course is used. The mathematics explored is correct and demonstrates sophistication or rigour. Thorough knowledge and understanding are demonstrated.
6
  • Standard Level: Relevant mathematics commensurate with the level of the course is used. The mathematics explored is correct. Thorough knowledge and understanding are demonstrated.
  • Higher Level: Relevant mathematics commensurate with the level of the course is used. The mathematics explored is precise and demonstrates sophistication and rigour. Thorough knowledge and understanding are demonstrated.

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