Note that the following descriptors have been modified from the official IB descriptors to avoid copyright issues.

Paper 1 SL/HL assessment criteria
Paper 1 SL/HL assessment criteria: Key terms
P1 Pie chart feedback

Criterion A: Understanding and interpretation
  • To what extent does the analysis show an understanding of the text and make inferences from it?
  • To what extent are interpretations supported by relevant references to the text?
Marks Descriptor
1 The analysis shows little knowledge and understanding of the text. Interpretations are rarely supported by references to the text.
2 The analysis shows some knowledge and understanding of the text. Interpretations are sometimes supported by references to the text.
3 The analysis shows adequate knowledge and understanding of the text. Interpretations are generally supported by references to the text.
4 The analysis shows a good knowledge and understanding of the text. Interpretations are frequently supported by appropriate references to the text.
5 The analysis shows a perceptive knowledge and understanding of the text. Interpretations are effectively supported by convincing references to the text.

 

Criterion B: Analysis and evaluation
  • To what extent does the analysis show textual analysis and evaluation of how the author uses stylistic and structural features to shape meaning?
Marks Descriptor
1 The analysis shows little textual analysis and evaluation of how the author uses stylistic and structural features to shape meaning.
2 The analysis shows some textual analysis and evaluation of how the author uses stylistic and structural features to shape meaning.
3 The analysis shows adequate textual analysis and evaluation of how the author uses stylistic and structural features to shape meaning.
4 The analysis shows good textual analysis and evaluation of how the author uses stylistic and structural features to shape meaning.
5 The analysis shows insightful textual analysis and evaluation of how the author uses stylistic and structural features to shape meaning.

 

Criterion C: Coherence, focus and organisation
  • To what extent does the analysis show coherence, focus and organisation?
Marks Descriptor
1 The analysis shows little coherence, focus and organisation.
2 The analysis shows some coherence, focus and organisation.
3 The analysis shows adequate coherence, focus and organisation.
4 The analysis shows good coherence, focus and organisation.
5 The analysis shows effective coherence, focus and organisation.

 

Criterion D: Language
  • To what extent is the student’s use of vocabulary, tone, syntax, style and terminology accurate, varied and effective?
Marks Descriptor
1 The student’s use of vocabulary, tone, syntax, style and terminology is rarely accurate, varied and effective.
2 The student’s use of vocabulary, tone, syntax, style and terminology is sometimes accurate, varied and effective.
3 The student’s use of vocabulary, tone, syntax, style and terminology is generally accurate, varied and effective.
4 The student’s use of vocabulary, tone, syntax, style and terminology is frequently accurate, varied and effective.
5 The student’s use of vocabulary, tone, syntax, style and terminology is convincingly accurate, varied and effective.

 

ATLs

One of the approaches to teaching at the IB suggests that learning is informed by assessment. Be sure to read lots of Practice Paper 1s and student responses to get an understanding of how the criteria are usually applied by examiners.

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Last modified: Monday, 10 March 2025, 8:45 AM