If forms, tables, bullet points or footnotes are used for extended text for example, for explanation, analysis and evaluation , thereby trying to exclude it from the word count, this text will be included in the word count. Is data and information in appendices assessed? Moderators will not be expected to search the appendix for information. See the section on internal assessment criteria in the guide. Does the student need to cite sources within the solution? Any content included in the solution that does not originate from the client or student needs to be cited within it.
Must the student use the forms provided for the internal assessment? Moderators will examine the solution and establish the appropriate outcome for the student if the teacher has, in their opinion, incorrectly awarded marks for some criteria. What happens if the links from the cover page to the documentation and the product do not work? Moderators can open and assess the documentation files and the product providing they are in the correct location and easily accessed. What happens if the links from the cover page to the documentation and the product do not work and the moderator cannot locate the product and the documentation files after a reasonable amount of searching?
Moderators will make a reasonable attempt to locate the product and files in the documentation folder. What happens if major parts of the product do not work?
Where one major feature does not function as required, the student will probably lose two marks in criterion D. However, marks may also be lost in criterion C as the solution may be deemed to be inappropriate. What happens if minor parts of the solution do not work? What happens if not all of the product can be assessed using the required method of submission? It is intended that the video of the product functioning will resolve this issue.
However, if the product can still not be assessed IB Answers should be contacted at the earliest opportunity. What happens if there is no evidence of how the product was developed? When authenticity is in doubt, the teacher should first discuss this with the student. In addition, one or more of the following actions may be helpful. If you have reasonable evidence that this is the case, make the student rewrite the extended writing and any other parts of the work deemed necessary.
Teachers are encouraged to add their comments if possible, either on the actual work or in a separate document. A selection of sample scripts to be sent to the external moderator will be generated electronically by the IB, and communicated to the teacher by the Diploma Programme coordinator. He or she will see the solution on the required media plus any comments from the teacher on a separate document explaining the awarding of marks. Backup copies are useful as a contingency measure or for future reference.
The teacher must submit the original pieces only. Do I receive any feedback on the internal assessment undertaken by the school?
The moderator will write a report on the solution s submitted by each school. This will provide comments on the suitability and quality of the work. It will also give recommendations to the school for future solution s and address any problems that may have arisen. It is important that teachers follow the recommendations made in previous reports. It is also useful for teachers to read the subject report for computer science. This gives an overview of student performance in this component undertaken by all schools.
I have acknowledged each use of the words or ideas of another person, whether written or oral. If the teacher adds a comment on the sheet that the work may not be authentic, the student will not get a grade. Ultimately, it is the responsibility of the student to ensure the work is authentic.
Is there a recommended way to assess the solution?
Best-fit requires teachers and moderators to assess the work against all of the information in a level descriptor before awarding a mark that best reflects the work. Please note, this does not mean that the work has to be faultless to award full marks. What happens if no problem or unanswered question is identified? A written record of an interview, either as a summary or transcript, a sound file, a video or an exchange of emails. What happens if only one product is identified in criterion A?
This is not a problem. In some cases, such as databases, programming based solutions or wikis, there is only one logical solution. In this case the student must base the justification of this choice of software on its features that make it the only realistic choice. Why are there more marks for criterion C than for the other criteria? The ability of a student to solve a problem is a major part of computer science, therefore this criterion is weighted to reflect this. It is in the nature of this criterion that compromises are made between competing demands within each level descriptor.
It is inappropriate to separate these competing demands and ask that the student achieves each maximally to enable the student to obtain full marks. If the separation of the holistic criterion was to occur the competing demands would make it almost impossible to score full marks. Do we use the past, present or future tense in the record of tasks for criterion B?
The schedule submitted is the final edited document. The key requirement is that there is clearly progression. Typically the first two columns date, action proposed are completed as part of a plan, the last four columns are completed as the student discusses the solution with the computer science teacher. The completion of the schedule is an ongoing process. Should the test plan in criterion B include every individual test?
The preliminary designs indicate the scope and nature of the product, but are only sufficient to enable the teacher to determine whether the product is feasible. What happens if no problem or unanswered question is identified? What happens if the links from the cover page to the documentation and the product do not work? However, marks may also be lost in criterion C as the solution may be deemed to be inappropriate. This subreddit encourages questions, constructive feedback, and the sharing of knowledge and resources among IB students, alumni, and teachers. It is usual to quote the original as well as presenting the translation. Obviously, you cannot take any of these topics as it would flag as cheating; they are posted to give you an idea of the TYPE of topic that gets a good grade.
It is not necessary to show evidence of every individual test that will be carried out in the development of the product, rather, an example of each specific type of test is required. These may include an internal hyperlink, email link, button click, sound clip, calculations in a derived field, loading of a form, printing of a report, correct insertion of text, checking output of a method or class to show evidence it has been considered.
The functionality will be tested by the teacher and the moderator. For example, on a website all the hyperlinks will be tested, in a program different user input may be tested normal, abnormal and extreme or in a database a query that specifies a particular criterion to be satisfied will be run and checked against the same query without any criteria.
This is acceptable and demonstrates the development of the product as an organic process. What happens if the product proposed is not feasible? The teacher should alert the student at an early stage that the product is not feasible. Then the student will have to go back to the success criteria and review the designs he or she has submitted. What is the difference between the preliminary designs and the design overview? The preliminary designs indicate the scope and nature of the product, but are only sufficient to enable the teacher to determine whether the product is feasible.
These designs are not submitted. The design overview must have sufficient detail so that it is clear how the product was developed.
This work is submitted. Internal assessment Computer science teacher support material.