PASTS Tun ng) Each exploration should be assessed against the following five criteria, (criterion A Presentation (criterion B [Mathematical ‘communication (criterion € Personal lengagement (criterion D Reflection (criterion E Use of mathematics ‘The descriptions of the achievement levels for each of these five assessment criteria follow and itis Important to note that each achievement level represents the minimum requirement for that level to be awarded, The final matk for each exploration Is obtained by adding together the achievement levels awarded for each criterion AE It should be noted that the descriptors for criterion E are different for SL and HL “The maximum possible markis 20 Applying the assessment criteria ‘The method of assessment used is citerion referenced, not norm referenced. That Is, the method of assessing each exploration judges students by thelr performance in relation to identified assessment criteria and notin relation to the work of other students. ach exploration submitted for mathematics SL or mathematics Lis assessed against the five criteria Ato E For each assessment criterion, ciferent levels of achievement are described that concentrate on positive achievement. The description of each achievement level represents the minimum requirement fr that level tobe achieved, “The aim isto find, for each criterion, the level descriptor that conveys most adequately the achievement level attained by the student. ‘Teachers should read the description of each achievement level, stating with level 0, until one is reached that describes a level of achievement that has not been reached. The level of achievernent gained by the student is therefore the preceding one, and its this that should be recorded. For example, when considering successive achievement levels fora particular criteion, ifthe description for level 3 does not apply, then level 2 should be recorded. For each criterion, whole numbers only may be recorded: fractions and decimals are not acceptable ‘The highest achievement levels do not imply faultless performance, and teachers should not hesitate to use ‘the extremes, including 0, f they are appropriate descriptions ofthe work being assessed. [student who attains a high level of achievement in elation to one criterion will not necessary attain high levels of achievement in relation to the other criteria. Similarly, a student who attains a low level of achievement for one criterion will not necessarily attain low achievement levels for the other criteria Teachers should not assume that the overall assessment of the students will produce any particular distribution of marks. It is expected that the assessment criteria will be available to students at all times. Descriptors of the achievement levels for each assessment criterion are given in the tables inthe following section. Within the 4D Matrematis:analss and aporoaches teacher support material 3Assessment criteria tables, for each achievement level, there isa link to an exploration within this TSM that achieved that level for that particular criterion, Students should be made aware that they will not receive a grade for mathematics if they have not submitted an exploration. Achievement levels Criterion A: Presentation ‘This criterion assesses the organization and coherence of the exploration. A well-organized exploration Contains an introduction, has a rationale (which includes explaining wihy this topic was chosen), describes the alm of the exploration and has a conclusion. A coherent exploration is logically developed and easy to fallow. Graphs, tables and diagrams should accompany the work in the appropriate place and not be attached as appendices to the document, ‘Achievement evel [Descriptor ° ‘The exploration does not reach the standard described by the descriptors below. T ‘The exploration has some coherence or some organization, ‘The exploration has some coherence and shows some organization, 2 3 ‘The exploration is coherent and well organized, 4 ‘The exploration is coherent, well organized, concise. Criterion B: Mathematical communica' This criterion assesses to what extent the student sable to + use appropriate mathematical language (notation, symbols, terminology) + define key terms and variables, where required + use multiple forms of mathematical representation such as formulae, diagrams, tables, charts, graphs and models, where appropriate + used a deductive method and set out proofs logically where appropriate Students are expected to use mathematical language when communicating mathematical ideas, reasoning and findings. Students are encouraged to choose and use appropriate ICT tools such as graphic display calculators, screenshots, graphing, spreadsheets, databases, drawing and word processing software, as appropriate, to enhance mathematical communication. ‘Achievement evel [Descriptor ° ‘The exploration does not reach the standard described by the descriptors below. T ‘The exploration contains some relevant mathematical communication, whichis 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, » atnematis analysis and approaches teacher support mattAssessment criteria Criterion C: Personal engagement This ction assesses the extent to which the student engages with the exploration and makes it thelr own, Personal engagement may be recognized in cferet attributes and sks. These include thinking independently and/or creatively, addressing personal interest ana presenting mathematical ideas in thet own way ‘Achievement level [Descriptor ° “The exploration does not reach the standard described by the descriptors below. 7 ‘There is evidence of some personal engagement 2 “Thee is evidence of significant personal engagement. 3 ‘There i evidence of outstanding personal engagement. Criterion D: Reflection ‘This criterion assesses how the student reviews, analyses and evaluates the exploration. Although reflection ‘may be seen in the conclusion to the exploration, it may also be found throughout the exploration. ‘Achievement level [Descriptor ° “The exploration does not reach the standard described by the descriptors below. 7 “There is evidence oflimited reflection, 2 “There is evidence of meaningful reflection. 3 “There is substantial evidence of eral reflection. Criterion E: Use of mathematics ‘The achievement levels and descriptors for criterion Eare different for SLand HL. SLonly ‘This criterion assesses to what extent students use mathematics inthe exploration Students are expected to produce work that Is commensurate with the level of the course. The ‘mathematics explored should either be part ofthe syllabus, or ata similar level or beyond. It should not be completely based on mathematics listed in the prior learning. if the level of mathematics is not commensurate withthe level ofthe course, a maximum of two marks can be awarded fortis criterion, [piece of mathematics can be regarded as correct even ifthere are occasional minor errors as long as they do not detract ror the flow of the mathematics or lead to an unreasonable outcome. ‘Achieverientlevel [Descriptor ° ‘The exploration does not reach the standard described by the descriptor below. 1 ‘Some relevant mathematics Is used. 2 ‘Some relevant mathematics is used, Limited understanding is demonstrated. 3 Relevant mathematics commensurate withthe level of the course is used. Limited understanding is demonstrated. 4 Relevant mathematics commensurate withthe level of the courses used. The ‘mathematics explored is partially corect. Some knowledge and understanding [are demonstrated, 5 Relevant mathematics commensurate with the level of the course is used, The mathematics explored is mostly correct. Good knowledge and understanding are \demonstrated. 4D Matrematis:analss and aporoaches teacher support material 3sAssessment criteria ‘Achievement level Descriptor 6 Relevant mathematics commensurate withthe level of the course is used. The mathematics explored is correct. Thorough knowledge and understanding are ‘demonstrate, HLonly This criterion assesses to what extent and how well students use mathematic in thelr exploration Students are expected to produce work that Is commensurate with the level of the course. The ‘mathematics explored should ether be part ofthe syllabus, or ata similar level or beyond. It should not be completely based on mathematics listed in the prior learning. if the level of mathematics is not commensurate withthe level of the course, a maximum of two marks can be awarded for this citerion, “The mathematics can be regarded as correct even if there are occasional minor erors as long as they do not detract from the flow of the mathematics or lead to an unreasonable outcome. Sophistication in mathematics may include understanding and use of challenging mathematical concepts, looking at a problem from different perspectives and seeing underlying structures to link different areas of ‘mathematics. Rigour involves clarity of logic and language when making mathematical arguments and caleulations. Precise mathematics is error-free and uses an appropriate level of accuracy alltime. ‘Achievement level Descriptor 0 ‘The exploration does not reach the standard described by the descriptors below. ‘Some relevant mathematics is used, Limited understanding is demonstrated. 2 ‘Some relevant mathematics is used. The mathematics explored is partially corect. Some knowledge and understanding ate demonstrate. Relevant mathematics commensurate with the level of the course is used, The mathematics explored is correct. Some knowledge and understanding are ‘demonstrated Relevant mathematics commensurate with the level of the course is used. The mathematics explored is correct. Good knowledge and understanding are ‘demonstrated Relevant mathematics commensurate withthe level of the courses used. The mathematics explored is correct and demonstrates sophistication or rigour. ‘Thorough knowledge and understanding are demonstrated. 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. atnematis analysis and approaches teacher support matt