Theory of Knowledge Assessment Scoring Information
The aims of the TOK course are for learners to:
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develop a fascination with the richness of knowledge as a human endeavor
form an understanding of the empowerment that follows from reflection
become aware of how knowledge is constructed, analyzed, evaluated, and renewed
realize how knowledge is viewed and used by communities and individuals
reflect on their experiences to make connections between academic disciplines
recognize the links between thoughts, feelings, and actions
encourage an interest in the diversity of ways of thinking and of living
consider personal and ideological assumptions
appreciate the responsibilities between knowledge, the community, and world citizens
Having followed the TOK course, students should be able to:
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analyze critically knowledge claims, their underlying assumptions and their
implications
generate questions, explanations, conjectures, hypotheses, alternative ideas and
possible solutions
demonstrate an understanding of different perspectives on knowledge issues
draw links and make effective comparisons between different approaches
demonstrate an ability to give a personal, self-aware response to a knowledge issue
formulate and communicate ideas clearly with due regard for accuracy and academic
honesty
use argumentation to convincingly state and support positions to make a case
Therefore, students will be assessed on these equally valued standards which were
extracted directly from the TOK Subject Guide and TOK Subject Report:
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B.
C.
D.
E.
F.
G.
H.
I.
J.
K.
L.
Written Submission Essay Structure
Written Submission Expectations
Strategic Writing
Tactical Writing
Oral Presentation Skills
Oral Presentation Planning Document (TK/PPD)
Oral Presentation Expectations
Ways of Knowing
Areas of Knowledge
Knowledge Question Development
Knowledge Question Understanding
Knowledge Question Analysis
This methodology mandates that all graded assignments be aligned to the IB course
curriculum, be formulated following IB’s priorities, and be scored using IB’s criteria.
How do the goals within the standards relate to my rubric scores?
How will my rubric scores translate to PowerSchool’s numerical entries?
How does un-submitted work or work not meeting the assignment requirements get scored?
Rubric
Score
Goals
HomeBase
Entry
100
7
Work demonstrates all listed goals.
6
Fails to demonstrate one of the goals.
94
5
Fails to demonstrate two of the goals.
88
4
Fails to demonstrate three of the goals.
82
3
Fails to demonstrate four of the goals.
76
2
Fails to demonstrate five of the goals.
70
1
Fails to demonstrate six of the goals.
60
Fails to demonstrate all seven of the goals or fails to meet
submission requirements.
50
NS
SIHS DP uses standards based grading to
 bring transparency to the grading system,
 provide learners with tools that facilitate reflection and identify areas for improvement,
 empower learners by placing the responsibility for learning on them,
 effectively communicate what course aims and objectives learners have demonstrated
they know or can do,
 purify grades by restricting them to course curriculum elements
There are many good grading systems based on standards. A variety of “trending methods”
issue grades after considering multiple assignments, choosing to utilize a long term
perspective of performance, but delaying grade determination and visibility to do so.
For 2015-2016, TOK grades will not be trended – every assessment will receive its own grade
using the established standards. The benefits of using this more direct, single assignment
focus are that it
 instills students with a sense of urgency to honorably complete every assignment,
 makes formative assignment performance and the grades that go with them important,
 prompts routine documentation (including on PowerSchool) of student progress,
 allows student interim progress to be communicated to others with ease,
 lessens the logistical burden on students and teachers,
 simplifies the grading process for all stakeholders