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
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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
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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
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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
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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