External assessment

Comparative study (SL and HL)

SL 30%, HL 20%

Introduction
Students at SL and HL carry out research into a chosen area of film focus, identifying and comparing two
films from within that area and presenting their discoveries as a recorded multimedia comparative study.

Each student submits the following for assessment.

a. A recorded multimedia comparative study (10 minutes maximum).

b. A list of all sources used.

Terminology
Film focus
For this task, students select an area of film focus that interests and excites them from one of the
following.

• Film movements (such as French New Wave, German expressionism, Third Cinema, and so on)
• Film genre and film style (such as film noir, romantic comedy, science fiction, Western, and so
on)
• Film theory (such as auteur theory, feminist film theory, Marxist film theory, and so on)
Cultural context
For this assessment task, cultural context involves consideration of some of the following factors,
some of which may be blended (such as socio-economic factors). Cultural context can relate to the
time period depicted in the film and/or the time period of the film’s production, as appropriate.

• Economic
• Geographical
• Historical
• Institutional
• Political
• Social
• Technological

Preparation process
The early stages of this task require students to carry out research into film concepts, theories, practices and
ideas that interest and excite them, and that will ensure maximum potential for meeting the needs of the
assessment task criteria. From this research, they identify the task components for a recorded multimedia
comparative study.

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Terminology
Task components
For this assessment task, each student identifies, selects and researches each of the following task
components.

1. One area of film focus (from the list above).

2. Two films for comparison from within the chosen area of film focus, one of which originates
from a contrasting time (historical) or space (geographical) to the personal context of the
student, and the other film identified for comparison must arise from a contrasting cultural
context to the first film. Students are required to select films they have not previously studied
in depth. The selected films cannot come from the prescribed list of film texts provided for the
textual analysis assessment task and, once selected, the films cannot be used by the student in
any other assessment task for the DP film course or the extended essay.
3. A clearly defined topic for a recorded multimedia comparative study, which links both the
selected films and the identified area of film focus. Each student should invest time in
researching, developing and honing their topic (which in most cases is likely to be expressed
in the form of a research question) to ensure it is clear, focused and concise, in order to provide
them with the maximum potential for success in this task. The topic should seek to enrich
the student’s understanding of the chosen area of film focus and should avoid a plot-driven
approach to comparison.
The assessment criteria for this task requires students to provide a strong justification for the choice of
task components as part of the recorded multimedia comparative study, explaining the reasons why
they have chosen the films, focus, and cultural context and why they are appropriate for study. This
should also include the student’s justification for how the films arise from contrasting cultural contexts.

Assessment process
In preparation for this task, students at SL and HL must have undertaken the activities outlined within the
“Contextualizing film” section as part of the core syllabus. Students then undertake the following process
for assessment.

Inquiry
• Each student carries out broad research, using both primary and secondary sources, in order to
investigate possible areas of film focus and films for comparison from within the areas of film focus,
using materials from a range of sources, including original films, critiques, publications and other
media. While students may find it useful to source some information from informal film fan websites
they should seek to extend their research beyond casual reviews and opinions to include sources of
academic criticism, film history and other scholarly analysis.
• Each student decides the selection of the task components, which includes a clearly defined topic
for the comparative study (which in most cases is likely to be expressed in the form of a research
question). Each student defines the cultural context of the selected films and justifies why these task
components were chosen for the comparative study.
• Each student undergoes a process of comparing and contrasting their selected films (and carrying out
further focused research into the task components) in order to deepen their understanding of each
film. It is likely that the student will consider the ways in which film elements work together to convey
meaning in their analysis of how the selected films compare and contrast.

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Action
• Each student assembles their findings, developing a personal and critically reflective perspective, and
identifies and gathers appropriate audio-visual material to support the study.
• As a result of the inquiry and action processes outlined above, each student prepares a recorded
multimedia comparative study (10 minutes maximum) for submission, ensuring a balance between
visual and spoken elements, while making clear reference to their sources as on-screen citations. The
primary weight of evidence for the study should be selected from the two chosen films, which should
be given equal consideration.
• The resulting work should demonstrate the student’s engagement with both primary research (the
viewing and analysing of significant moments in the chosen films) and secondary research (developing
a balanced academic perspective), enabling the student to present a synthesis of their own research
and their discoveries in terms of critical, academic, and technical research.

Reflection
• Students reflect on the learning undertaken in this task, and review and refine their comparative study
ahead of submission.

Task details
The comparative study is a recorded multimedia presentation (10 minutes maximum) comprising sound and
images. The selection and assembly of the material for submission is an important aspect of the task, and students
should ensure that information is communicated clearly, logically and audibly in a visually appropriate manner.

In this task, the examiner is looking for evidence of the extent to which students are able to demonstrate an
understanding of the following.

• The task components selected for the study (the area of film focus, two films and the topic), which
should include the cultural context of the selected films and a justification of why these components
were chosen for the comparative study. Students should be explicit with their justification, clearly
explaining why the task components have been selected for this assessment task and why they are
appropriate for study.
• The links that exist between the selected films, as well as the student’s ability to identify connections,
similarities and differences while relating these back to the chosen area of film focus. It is likely
that the student will consider the ways in which film elements work together to convey meaning
in their analysis of how the selected films compare and contrast. Students should ensure they give
equal weight to both of the films selected for study in their analysis. The work should be supported
throughout with accurate and appropriate film vocabulary.
• How to effectively construct a comparative study in order to present the work undertaken clearly,
logically and in a visually appropriate manner. The study should be supported by a suitable range of
relevant sources.

Recorded commentary
The comparative study must contain a recording of the student’s voice throughout, introducing the study and
justifying the chosen topic and selected films, as well as providing the commentary for the main body of the
work. This voiced commentary may be recorded numerous times until the student is happy with the material.
Students may also, if they choose, use a pre-written script (which must be the student’s own work) to be read,
recorded and edited into the comparative study. They may also include breaks in their recorded commentary
to enable other audio-visual material included in the study to be clearly heard, and likewise should reduce the
volume of audio-visual material during the recorded commentary to ensure it is entirely audible.

Please note: The student must not appear on screen at any time in the comparative study.

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Use of audio-visual material and copyright

On-screen text, keynote slides, still images, animations, audio recordings and carefully selected and relevant
clips from the selected films are all permitted within the comparative study, where appropriate. The primary
weight of audio-visual evidence must come from the two chosen films and the student’s recorded voice,
which should be recorded in isolation to reduce any additional background noise. While the length of film
clips a student can use is not dictated, the clip length should directly match the specific point being made
by the student in the recorded commentary.

• Each student must use legal copies of their two chosen films in order to extract the video or audio
content for editing into the comparative study. Once the final comparative study has been submitted
for assessment to the IB, each student must ensure that the extracted media files are destroyed.
• Students must be aware that their work is solely for academic purposes and that they are not permitted
to share or distribute any copyright-protected content used in the comparative study outside of the IB
without the express written consent of the copyright holder(s).
• Students are required to clearly reference the two chosen films in the submitted list of sources.
• It is the responsibility of the student to obtain, extract and delete any copyright materials used for
this task.

Black slate
The comparative study must begin with a 10-second black slate (included in the total time limit) that clearly
states the chosen task components using on-screen text. The student’s recorded commentary, which
begins simultaneously with the black slate, should address the justification of these task components.

Task components
• Area of film focus
• Titles of the two films for comparison
• The chosen topic

Figure 2
An example black slate for the comparative study

Preparing the work for submission

The comparative study should adopt a formal, academic register and may be delivered in the first person, as
appropriate, presenting the student’s personal opinion and perspective as a film student.

The finished comparative study will be submitted online. Students must ensure that their recorded voiceover
is clear and audible, and that any text is legible when viewed on screen. Overcrowded or inaudible materials
may result in examiners being unable to interpret and understand the intentions of the work, which will
result in the examiner being unable to reward the full scope of the work. Where appropriate, students may
use subtitles to facilitate understanding.

The comparative study must not be labelled with the student’s name in order to ensure anonymity in the
marking process.

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Examples of possible task components

The table below outlines some examples of possible task components that students could feasibly consider
for this assessment task. These examples are for guidance only and are neither prescriptive not restrictive.

Area of film focus Film 1 Film 2 Possible topic for comparative study

Film movement: The Cabinet Edward How and with what effect are specific film
German of Dr. Caligari Scissorhands elements of German expressionism used
expressionism (1920) (1990) within a chosen contemporary film?

Film movement: Breathless (1960) Badlands (1973) The influence of the French New Wave on
French New Wave New Hollywood’s use of innovative film
elements in its representation of youth
and violence.

Film genre and film No. 3 (1997) The Big Lebowski To what extent do “black comedy” films
style: Black comedy (1998) differ according to cultural context?

Film theory: Battleship Koyaanisqatsi To what extent are specific features

Soviet montage Potemkin (1925) (1982) of Soviet montage theory faithfully
employed in a contemporary
experimental film?

Further examples of possible task components can be found in the Film teacher support material.

Academic honesty and on-screen citation

All sources must be acknowledged following the protocol of the referencing style chosen by the school.

• If a student uses work, ideas or images belonging to another person in the comparative study, the
student must acknowledge the source as an on-screen citation during the submitted multimedia
study, either as a voiced reference as part of the recorded commentary or as on-screen text.
• Students must also submit a separate list of these sources using a standard style of referencing in a
consistent manner.
• A student’s failure to appropriately acknowledge a source used in the recorded multimedia
comparative study (as outlined in the “Use of audio-visual material and copyright” section), will be
investigated by the IB as a potential breach of regulations that may result in a penalty imposed by the
IB final award committee.
Further information about citations can be found in the IB’s Effective citing and referencing guide.

The role of the teacher

Teachers must ensure that their students are prepared for the demands of this task through the careful
planning and delivery of the “Contextualizing film” core syllabus areas.

It is important for students to have exposure to a range of film movements, genres, styles and
theories as part of the taught content of the DP film course in order to enable them to approach
this assessment task with a broad foundation in the subject area. Teachers are reminded that films
previously studied in depth may not be used by students for this assessment.

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Teachers are required to meet with students at each stage of inquiry, action and reflection to discuss the
progress made to date, and to verify the authenticity of the coursework being created by each student.
The key outcomes of these one-to-one interactions, which might be formal meetings and/or informal
discussions in the classroom, must be summarized by the teacher on the DP film Coursework authentication
form, which is submitted to the IB as part of the upload of external assessment material.

The teacher should also:

• discuss each student’s choice of task components (the area of film focus, two films and topic),
encouraging them to engage with films that contrast with the student’s own personal context in
terms of time (historical) and space (geographical). It is important that the two selected films are
authentically identified and chosen by the student and not by the teacher
• ensure that the two films chosen for comparison have not been studied by the student before and
that they are not used by the student in any other assessment task for the DP film course or the
extended essay
• ensure that students are equipped to carry out film research using books, online sources and other
academic reference material and that they acknowledge all sources used and reference them as on-
screen citations appropriately throughout the comparative study, as well as including them in the
separate list of sources
• assist students with setting up the necessary technical hardware and software to enable the
recording of the student’s voiceover and facilitate the student’s assembly of their chosen visual and
audio components
• give verbal or written feedback to one draft version of the recorded multimedia comparative
study. Please note that the drafting and redrafting of the work in response to teacher feedback is
not permitted
• encourage each student to reflect on their learning and experiences associated with this task
• make students aware that the relative weights of the marks for each criterion (12/12/8) should be
used as an approximate guide for how much attention should be devoted to the requirements of
each criterion.

Formal requirements of the task

Each student submits the following for assessment.

a. A recorded multimedia comparative study (10 minutes maximum).

b. A list of all sources used.
The procedure for submitting the assessment materials can be found in Diploma Programme Assessment
procedures.

Students should be informed that where the submitted materials exceed the maximum time limit
for the comparative study, examiners will only assess the work that falls within the prescribed limits.
Materials that fall under the minimum time limit are likely to be self-penalising. Submitted work must
not contain any appendices as these will not be read by examiners.

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External assessment criteria—SL and HL

Summary

Comparative study (SL and HL) Marks Total

A Task components 12

B Comparing and contrasting 12 32

C Assembling the comparative study 8

Criteria
A. Task components
Evidence: Recorded multimedia comparative study and sources.

• To what extent does the student provide a credible justification for the choice of task components
(the area of film focus, two films and topic)?
• To what extent does the student demonstrate knowledge and understanding of the task components
and the cultural context of the two selected films?
• To what extent does the student support their work with a suitable range of relevant sources?
Students who fail to select films from two contrasting cultural contexts will not achieve a mark above 3 in
this criterion.

Mark Descriptor Possible

characteristics

0 The work does not reach a standard described by the descriptors below.

1–3 • The student provides little or no justification for the choice of Limited
the task components.
Irrelevant
• The student demonstrates little or no knowledge and
understanding of the identified task components and the Simplistic
cultural context of the selected films. Superficial
• The student does not reference sources that are relevant or
appropriate to the work.

4–6 • The student provides a justification for the choice of task Adequate
components but this is underdeveloped.
Attempted
• The student demonstrates some knowledge and
understanding of the identified task components and the Underdeveloped
cultural context of the two selected films. Uneven
• The student references some sources that are mostly relevant
or appropriate to the work, but these are limited.

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Mark Descriptor Possible

characteristics

7–9 • The student provides a coherent and logical justification for Good
the choice of task components.
Accurate
• The student demonstrates a clear and appropriate knowledge
and understanding of the identified task components and the Focused
cultural context of the two selected films. Relevant
• The student references a suitable range of sources that are
appropriate and relevant to the work.

10–12 • The student provides a credible and persuasive justification for Excellent
the choice of task components.
Discerning
• The student demonstrates an effective and highly appropriate
knowledge and understanding of the identified task Insightful
components and the cultural context of the two selected films. Thorough
• The student references an effective range of sources that are
highly appropriate, adding to the critical perspectives explored
in the work.

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B. Comparing and contrasting

Evidence: Recorded multimedia comparative study and sources.

• To what extent does the student compare and contrast the selected films, making links to the chosen
topic?
• To what extent does the student support their comparative study with accurate film vocabulary?

Mark Descriptor Possible

characteristics

0 The work does not reach a standard described by the descriptors below.

1–3 • The student lists ways in which the two films connect to each Limited
other and to the chosen topic, making superficial observations
Irrelevant
regarding similarities and differences that are inaccurate,
irrelevant or incoherent. Simplistic
• The comparative study contains little or no accurate film Superficial
vocabulary.

4–6 • The student adequately outlines how the two films connect Adequate
to each other and to the chosen topic, making accurate
Attempted
observations regarding similarities and differences, but this
work is underdeveloped. Underdeveloped
• The comparative study contains some accurate film Uneven
vocabulary, but this is underdeveloped.

7–9 • The student successfully explains how the two films connect Good
to each other and to the chosen topic, making accurate and
Accurate
relevant observations regarding similarities and differences.
• The comparative study is well supported with appropriate and Focused
accurate film vocabulary. Relevant

10–12 • The student effectively analyses how the two films connect to Excellent
each other and to the chosen topic, providing insightful, accurate
Discerning
and relevant observations regarding similarities and differences.
• The comparative study is consistently and effectively Insightful
supported with accurate film vocabulary. Thorough

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C. Assembling the comparative study

Evidence: Recorded multimedia comparative study and sources.

• To what extent does the student assemble the comparative study in a clear, logical, audible and
visually appropriate manner?
• To what extent does the student provide an equal treatment of the two films selected for study?

Mark Descriptor Possible

characteristics

0 The work does not reach a standard described by the descriptors below.

1–2 • The comparative study is constructed with little or no Limited

consideration of how to logically convey information. The work
Irrelevant
is limited, both in terms of audibility and supporting visuals.
• The student focuses on one film in particular throughout the Simplistic
comparative study. Superficial

3–4 • The comparative study has been constructed with some Adequate
attempt to logically convey information. It is audible and
Attempted
makes adequate use of supporting visuals.
• The student generally gives more consideration to one of the Underdeveloped
films in particular during the comparative study. Uneven

5–6 • The comparative study has been assembled to follow a Good

clear and coherent structure. It conveys information audibly
Accurate
and with supporting visuals and examples that are mostly
appropriate and meaningful, with some clear links to the topic Focused
being discussed. Relevant
• The student gives fairly balanced consideration to the two
films throughout the comparative study.

7–8 • The comparative study is logically and effectively organized, Excellent

conveying information audibly and in a visually appropriate
Discerning
manner. It is substantiated by relevant and meaningful visuals
and examples that are effectively and explicitly linked to the Insightful
topic being discussed. Thorough
• The student gives equal consideration to the two films
throughout the comparative study.

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