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=Internal Assessment I=

Internal Assessment is an important component of any IB course. In mathematics, it can be used in the following ways:


 * 1) To introduce a topic through an investigation
 * 2) To introduce students to mathematical modeling
 * 3) To support curricular components
 * 4) As a review for a particular unit or examination
 * 5) As an alternative assessment to a test or an examination

Students are expected to complete one investigation (Type 1) and one modeling task (Type 2). Normally, teachers like to do at least two more to give students the opportunity to choose their best two. The teacher should provide extensive feedback on each task in order to help students achieve better results in each of the criteria on subsequent tasks.

Although the IB spends a considerable amount of time and energy designing portfolio tasks to support the Mathematics SL syllabus, there is no requirement for teachers to use them. In fact, teachers are encouraged to write their own tasks as only they know their students best. I know, there is always that time factor! Try using this [|Task Design Templates.pdf] to make your work easier.

The objectives of the Portfolio differ from the objectives of the exams in that we can assess important mathematical skills in a Portfoliio that cannot normally be assessed during an examination. Some of these skills include:


 * 1) using appropriate mathematical notation and terminology
 * 2) organizing data for easy analysis
 * 3) using different forms of representation
 * 4) recognizing and describing patterns in order to make generalizations
 * 5) understanding and appreciating the modeling process
 * 6) appreciating the numerous practical applications of mathematics
 * 7) using a variety of technological devices as mathematical tools.

The Portfolio is assessed against a predetermined assessment grid (the IB is moving away from the term rubric). There are two assessment grids, one for each type of task that students undertake.


 * [|Investigation Criteria.pdf]
 * [|Modelling Criteria.pdf]

Criteria A, B, E and F are the same for both tasks, while criteria C and D are different.

[|Portfolio Tasks for 2011.2012.pdf] for use in 2011 - 2012

[|Portfolio Tasks 2012_2013.pdf] for use in 2012 - 2013

Recording Portfolio Information
There are a number of forms provided by the IB in the Coordinators Handbook or alternatively, you may use your own form. When a portfolio is assigned, the following information should be recorded and sent with the moderation sample.


 * An exact copy of the task given to students.
 * A markscheme which indicates the correct anwers (even if the task comes from the TSM)
 * Written feedback as to why a certain achievement level was awarded in each criterion.
 * The area(s) of the syllabus upon which the task is based.
 * The date the task was given and the date that it was submitted.
 * The type of task.
 * Any background knowledge that the students had prior to completing the task.
 * The type of technology available to students and the teacher expectations for its use.

[|Sample Background Information_Shady Areas.pdf]

Calculating the Final Mark for the Portfolio
Each portfolio is marked out of 20. To calculate the final mark, add all the achievement levels for both pieces of work together to give a total out of 40. You can use this [|Sample Record Form.xlsx] to help you.


 * Non-Compliant Portfolios**

A penalty of 10 marks is applied to any portfolio that does not comply with the IA regulations. These include,


 * submitting two tasks of the same type.
 * old tasks.
 * incorrectly classified tasks.

Standardizing Portfolio Tasks
In most schools, it is especially important to standardize portfolio tasks within your own class and across parallel classes.


 * [|Standardization Matrix Type 1.docx]
 * [|Standardization Matrix Type 2.docx]