P2 SL/HL Assessment criteria

Note that the following descriptors have been modified from the official IB descriptors to avoid copyright issues.
Paper 2 SL/HL assessment criteria
Criterion A: Knowledge, understanding, interpretation and comparison
  • To what extent does the essay show knowledge and understanding of the works?
  • To what extent do interpretations draw on similarities and differences between the works in relation to the question?
Marks Descriptor
1-2 The essay shows little knowledge and understanding of the works. Interpretations rarely draw on similarities and differences between the works in relation to the question.
3-4 The essay shows some knowledge and understanding of the works. Interpretations sometimes draw on similarities and differences between the works in relation to the question.
5-6 The essay shows adequate knowledge and understanding of the works. Interpretations generally draw on similarities and differences between the works in relation to the question.
7-8 The essay shows good knowledge and understanding of the works. Interpretations frequently draw on similarities and differences between the works in relation to the question.
9-10 The essay shows perceptive knowledge and understanding of the works. Interpretations effectively draw on similarities and differences between the works in relation to the question.

Criterion B: Analysis and evaluation
  • To what extent does the essay show analysis and evaluation of how both authors use stylistic and structural features to shape meaning?
  • To what extent does the essay compare how authors use stylistic and structural features to shape meaning?
Marks Descriptor
1-2 The essay shows little analysis and evaluation of how both authors use stylistic and structural features and rarely compares how they use them to shape meaning.
3-4 The essay shows some analysis and evaluation of how both authors use stylistic and structural features and sometimes compares how they use them to shape meaning.
5-6 The essay shows adequate analysis and evaluation of how both authors use stylistic and structural features and generally compares how they use them to shape meaning.
7-8 The essay shows good analysis and evaluation of how both authors use stylistic and structural features and frequently compares how they use them to shape meaning.
9-10 The essay shows insightful analysis and evaluation of how both authors use stylistic and structural features and effectively compares how they use them to shape meaning.

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

Last modified: Tuesday, 21 January 2020, 10:02 AM