JoeGuff

Hello IB Survival. My HL History teacher, who has taught IB history for years, created a general markband guide for marking history essays, and I felt I should share it with you all on here. This is by no means the official IB rubric, but rather a "guide" that you should aim for when writing your essays.

IB Essay Markbands

IB 1, IB 2

• You do not understand the question. You do not have an argument.
  
• You might include some historical facts, but they are wrong or irrelevant.
  
• You do not show that you understand what else is going on at the same time (historical context).
  
• You do not talk about different interpretations of the topic.

1-2 Marks:

• Answers lack understanding of the demands of the question or accurate/relevant historical knowledge.
  
• Answers show little or no evidence of structure and consist of little more than unsupported generalizations.

3-4 Marks:

• Answers reveal little understanding of the question.
  
• While historical details are present, they are largely inaccurate and/or of marginal relevance to the task.
  
• There is little or no understanding of historical context of historical processes.
  
• While there may be recognizable essay structure, answers consist of little more than poorly substantiated assertions.

IB 3

• You have kind of understood the question, but not really.
  
• You use hardly any historical facts.
  
• Barely any reference to interpretations of the topic.
  
• Badly structured.

5-6 Marks:

• Answers indicate some understanding of the question.
  
• There is some accurate historical knowledge, but detail is insufficient.
  
• Understanding of historical processes and (where appropriate) comparison and contrast may be present, but underdeveloped.
  
• While there may be a recognizable essay structure, the question is only partially addressed.

IB 4

• You show a general, but very basic understanding of the question.
  
• There is an argument, but it is not well supported by historical evidence (facts) OR it is a narrative description of the events with accurate facts but no analysis (you do not show HOW this answers the question).

7-8 Marks:

• Answers indicate that the demands of the question are generally understood.
  
• Relevant in-depth historical knowledge is present but is unevenly applied throughout.
  
• Answers are presented in a narrative or descriptive manner. Alternatively, there is a limited argument that requires further substantiation. Some attempt at analysis may be present but limited.
  
• There has been some attempt to place events in their historical context and to show an understanding of historical processes and (where appropriate) comparison and contrast.
  
• There is evidence of an attempt to follow a structured approach, either chronological or thematic.

IB 5

• You understand the question, but there are some ways of looking at it that you have left out.
  
• You did place events in their historical context (showing what was going on at the time).
  
• You use accurate and relevant facts to support your points. Chronology is accurate as shown by cause and effect relationships.
  
• There is a thematic structure (it is split into factors) or, if it is chronological, then there is clean analysis of each event.
  
• All criteria must be met.

9-11 Marks:

• Answers indicate that the demands of the question are understood and addressed, though not all implications are considered.
  
• Relevant, largely accurate in-depth historical knowledge is present and applied as evidence.
  
• Critical commentary (analysis) indicates some understanding.
  
• Events are placed in their historical context. There is an understanding of historical processes and (where appropriate) comparison and contrast.
  
• There may be some awareness of different approaches to, and interpretations of historical issues and events. However, responses that mainly summarize the views of historians and use these as a substitute for, rather than a supplement to, the deployment of historical knowledge can not reach the top of this band.
  
• There is a clear attempt to structure answers chronology or thematically. Synthesis is present but underdeveloped.

12-14 Marks:

• Answers are clearly focused responses to the demands of the questions.
  
• Relevant, in-depth historical knowledge is applied as evidence.
  
• Critical commentary (analysis) indicates some understanding, but it is not consistent throughout.
  
• Events are placed in their historical context. There is a sound understanding of historical processes and (where appropriate) comparison and contrast.
  
• There may be awareness and some evaluation of different approaches to, and interpretations of historical issues and events. These are used to supplement, in a relevant manner, the arguments presented.

IB 6

• You show a good understanding of the question.
  
• Your essay has clear structure which really helps you answer it.
  
• The argument is well-developed and well supported by the BEST facts, many details, and accurate chronology to prove your point.
  
• Different interpretations of the topic are considered and, where relevant, placed in their historical context.
  
• All underlined criteria must be met.

15-17 Marks:

• Answers are clearly focused responses, showing a high degree of awareness of the demands of the question. Where appropriate, answers may challenge the assumptions in the question successfully.
  
• In-depth and accurate historical knowledge is applied consistently and convincingly to support analysis. Events are placed in their historical context. There is a clear understanding of historical processes and (where appropriate) comparison and contrast.
  
• There may be evaluation of different approaches to, and interpretations of historical issues and events. This evaluation is integrated effectively into the answer to support and supplement the argument.
  
• Answers are well-structured and clearly expressed, using evidence to support relevant, balanced, and focused arguments. Synthesis is well-developed, with knowledge and analysis fully and effectively integrated.

IB 7

Meets all the above criteria for a 6, but everything is done to a really high level. Your argument is really strong and well-supported. You also need to do one or more of the following:

18-20 Marks:

• Show a high level of conceptual ability, possibly by challenging the assumptions implied in the question using evidence. (e.g. "Was terror the main reason why Hitler successfully controlled the German people?" assumes that he was successful, which a 7 candidate might challenge, at least in the concluding paragraph.)
  
• Show awareness of the reasons why there are differing and contrasting historical interpretations, going beyond identifying those interpretations and historians.
  
• Fully and effectively combine knowledge and analysis (highly developed synthesis).

As JoeGuff said, there is no minimum or maximum number.

I only listed four sources for my Extended Essay in maths and I found that to be enough.

Maybe you can refine your topic a bit more or just plat around with words to make it sound nicer? Like: To what extent can Claire and Mersault, from The Visit and The Outsider respectively, be considered antagonists, undeserving of sympathy from readers?

Hi,
don't worry, our teachers did the same to us.. infact they told us to get a 'good start' on our world lit 2..
our texts are different for world lit, but one thing our english teacher really focused on was having a literary device in the title.
So something like imagery, tone, mood.. etc etc.
I really like your title, but maybe that's just something to consider

So maybe you could do something like:

To what extent are Clara and Mersault from The Visit and The outsider portrayed as villains through the [insert literary device here] used by their respective authors.

Hope that helps

This why everyone should just switch to Firefox.

Go open source software!!!

Both subjects are in the Group 6. You can only take one Group 6 course in the diploma. However, as said above, if you wish to take it as a Certificate, you can certainly do that.

I never considered a candidate willing to take two Group 6s, but when you think about how everyone else has the opportunity to take 2 courses in another other group (besides A1) if they replace the Group 6 requirement with another Science, or another language, it's not fair. I wonder if IB has realized this as well.

People often take 2 humanities or 2 sciences to develop them for college, if they know they're going to do something humanities-related or go into medicine. But what about people going into the Arts? Then again, it is possible to take a second 6th subject course, you will just have to take it separate from the diploma and on top of your requirements for the diploma as a certificate.

Engel, on Jul 01, 2011 - 10:58, said:

The arts are in group six, which means that you can't take more than one art subject. (Unless you do one of them as a separate certificate, is this what you are planning on doing?)
Whether it's worth it or not depends on what you want to do after IB. If you want to study a more classic/academic course in university, then it's probably better to take only one art-subject and focus on getting good overall grades. However, if you are planning on pursuing a carreer in music or theater, then taking both of them might of course be beneficial.

I'm using opera and am getting the same warning, what gives? This never happened before...

If a site is entered and the yearly number of people that enter the site is low, it may be considered to be a malicious website.
The same happened to me when I attempted downloading Pokemon Online (yes I know) on IE, but we all know IE is terrible.

Hi
Firstly, DON"T STRESS! You will sit stareing at the computer for hours with a black screen for absolutely hours if you do. I didn't do my EE in A1 English but I'm having to hand in the final in a few days so I suppose I have a bit of experience

In regards to time - that will be fine. Seriously - it's a first draft. What you DON"T want to do is to leave it to the last day, because then it is very likely it would be absolutely rubbish and you would have to do it all again anyway. What I suggest you do is:

-Write a VERY detailed plan. Atleast start with a mindmap. What is your argument? What do you want to be your main point? Having an argument is a very large part of your EE.
-Mind vomit. It sounds absolutely lovely, but it's much easier (though some would disagree) to edit terrible ideas out than it is to think up good ideas at the very last minute. What I like to do if I'm completely stuck is actually just force myself to sit down and start typing, usually the things that you are thinking will finally appear on the page in some useful form or other.
-Consider how you want your essay to be viewed. Is it a comparitive essay? Contrast? Trying to expose an underlying idea portrayed by the author? I have no experience with boy and havn't read Matilda for a very long time. But I do suggest for inspiration (and I hope you already have) watch the movie(s?) and just write things that appear to you as you watch - yes it might not be completely accurate but it is a starting point. (And I absolutely love Matilda! )
- Have a look at the marking criteria. They are the same accross all subjects but usually it is easy to find something that interprets them in relation to your subject area. See where you get the marks, and what they are actually looking for. Read examplars ! See what you think is good and bad about them, and then see how you can apply (or not apply) those things to your topic.

Hope that helps a little! Just off the top of my head and I'm rather tired - so yeah

Got lucky.  Here is the link.

Math SL
- 2 portfolios, 2 exams
History HL
- One IA, 3 exams
- Paper1 is document based stuff, paper2 is pick 2 questions from a list of prompts and answer them to the best of your knowledge (very open ended questions), paper3 is 3 essays I think but I took SL so i cannot comment on the structure of the exam
English A1 HL
- IOP, IOC, WL1, WL2, 2 exams
- Paper1 you are given a 40 line section of prose from a work that you have never seen likely and a poem that you have never seen likely and you are to write a commentary over one of them. Paper 2 you are given a packet of questions that are in sections (your teacher should know which section you studied) and then you answer one of the questions using the books you studied for the section (you do not get to use the books, this is from memory...)
Physics HL
- Group4, 2 IAs, 3 exams
-Paper1 is 40 multiple choice questions, paper2 will have section A and section B where section A will be data based question and section B will have 4 rather long questions over 2 topics and you are to answer 2 of them.
Film Studies SL
- I have no idea, sorry.
French Ab Initio
- I took French B, not sure on Ab, again sorry =/
TOK
- EE, ToK Essay, ToK presentation. Presentation is like an IA, essay and EE are both externally graded. No exam for tok

My FINAL EE is due this Friday, but I only signed IB documents for it earlier this week. So I'm pretty sure you're not bound to anything until you tell IB about it . Good luck though!

rhaldud, on May 23, 2011 - 13:07, said:

The IBO result service (results.ibo.org)gives them just as the number for students on July 6th (the date might change, but it's that this year). The IB coordinators get the component grades (for each paper and IA's separately). Your coordinator will probably give them to you if you ask for them

The deadline is set internally by the school, but the FINAL deadline according to IB is sometime in March before the final exams in May.

You'd have a lot of work to do in a short period of time if you changed your EE topic, but I don't think it's impossible. I think there's nothing really stopping you until you fill the EE coversheet in. Though your school would probably want to keep a draft or a rough plan of your EE as proof that you truly are the author of the essay.

At our school, the deadline for EEs used to be in November or December if I remember correctly. This year, they moved it forward to October.