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Assessment Specifications – Standard Level**

Assessment Specifications – Standard Level**. Assessment Specifications – Higher Level**. Criteria and Aspects There are eight assessment criteria which are used to assess the work of both higher and standard level candidates: Planning (a) – Pl (a) Planning (b) – Pl (b)

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Assessment Specifications – Standard Level**

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  1. Assessment Specifications – Standard Level**

  2. Assessment Specifications – Higher Level**

  3. Criteria and Aspects There are eight assessment criteria which are used to assess the work of both higher and standard level candidates: Planning (a) – Pl (a) Planning (b) – Pl (b) Data collection – DC Data processing and presentation – DPP Conclusion and evaluation – CE Manipulative skills – MS Personal skills (a) – PS (a) Personal skills (b) – PS (b) Each candidate must be assessed at least twice on each of the eight criteria. The two marks for each of the criteria are added together to determine the final mark out of 48 for the IA component. This will then be scaled at IBCA to give a total out of 24%.

  4. Planning (a)

  5. Planning (b) * suitable diagrams are acceptable

  6. Data Collection

  7. Data Processing and Presentation

  8. Conclusion and Evaluation

  9. Manipulative Skills • Instructions may be given in a variety of forms: oral, written worksheets, diagrams, photographs, videos, • flowcharts, audiotapes,models, computer programs etc.

  10. Personal Skills (a) * A team is defined as two or more people.

  11. Personal Skills (b)

  12. Achievement Level Matrixes Planning (a), Planning (b), Conclusion and Evaluation, Personal Skills (a), Personal Skills (b) The matrix below refers to planning (a), planning (b), conclusion and evaluation, personal skills (a)and personal skills (b), where each criterion has three aspects.

  13. Data Collection, Data Processing and Presentation, Manipulative Skills The matrix below applies to data collection, data processing and presentation, and manipulative skills, where each criterion has two aspects.

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