TOK Reflection
-Nicole Bon 11A
My Predicted Grades For Example A-J:
HOW I
FELT
Example B:
The student presents a cohesive and well-structured argument, effectively addresses the
question, and provides relevant examples to support their claims. The analysis of the objects
demonstrates a strong understanding of the topic and effectively explores the significance of
different types of knowledge. Additionally, the essay showcases a good command of language
and effectively communicates the ideas. However, to further improve, the student could have
provided more explicit connections to the knowledge questions and incorporated more
diverse perspectives or counterarguments to strengthen the analysis.
Example A:
The exhibition effectively addresses the prompt by exploring the challenges raised by the
dissemination and communication of knowledge, specifically focusing on the role of subtext
and connotation in language. The student provides relevant objects and analyzes their
significance in relation to the prompt, demonstrating an understanding of how interpretation
and cultural context can impact communication. The examples of the Starbucks holiday cup,
Chinese-English translation dictionary, and Billie Holiday's song "Strange Fruit" effectively
illustrate the complexities of subtext and connotation in different contexts.
The student demonstrates critical thinking by acknowledging different interpretations of the
objects and their subtext, such as the differing reactions to the Starbucks cup and the power
of connotation in Billie Holiday's song. They reflect on the potential benefits and challenges of
subtext and connotation in communicating knowledge, providing a well-rounded analysis.
Furthermore, the student connects their personal experiences and challenges with language
and communication, adding depth to their exhibition.
However, to achieve a higher mark, the student could further explore counterarguments or
address potential limitations of their analysis. Additionally, deeper analysis and engagement
with TOK concepts and perspectives would enhance the overall quality of the exhibition.
Example C:
The student effectively explores the question of whether some
knowledge belongs only to particular communities of knowers
through the analysis of three diverse objects. They demonstrate a
good understanding of the concept and provide well-constructed
arguments for each object. The student showcases an ability to
critically evaluate the limitations of external individuals in
accessing certain knowledge, highlighting the role of cultural
context, personal experiences, and belongingness in shaping
understanding. The examples chosen, including the novel "Things
Fall Apart," the song "Rapper's Delight," and the Pussyhat,
effectively illustrate the complexities of knowledge ownership
within specific communities. The analysis is coherent and shows a
thoughtful engagement with the topic. Overall, the student's
response showcases a strong grasp of the question and effectively
supports their evaluation.
THE 9's
Example D:
The exhibition showcased a diverse range of topics, including animal experimentation, contact with
uncontacted tribes, and the treatment of test subjects in scientific research. Through vivid imagery,
engaging narratives, and well-constructed arguments, the objects stimulated reflection on the ethical
boundaries of knowledge-seeking endeavors.
The exhibition succeeded in creating an atmosphere of intellectual inquiry, inviting viewers to delve into the
multifaceted nature of knowledge and its potential consequences. The objects encouraged critical thinking,
prompting viewers to consider the balance between the pursuit of knowledge and the well-being of
individuals or communities involved.
Example E:
Good: The student effectively explores the role of context in influencing the acceptance or rejection of
knowledge. They provide relevant examples and analyze the credibility of different sources in relation to
their context. The student demonstrates an understanding of how the purpose, authenticity, and biases of
sources impact their perceived credibility. The essay also considers the perspectives of different individuals
and highlights the importance of critically evaluating information.
Not so good: The essay could benefit from a more structured approach and clearer organization. The
student jumps between examples without a clear transition, making it slightly challenging to follow the line
of reasoning. Additionally, while the student acknowledges the significance of context, further analysis and
discussion could have been included to deepen the exploration of the topic. Some areas could have been
expanded upon to provide more depth and clarity in the evaluation of the examples.
Overall comment: The student shows potential in exploring the TOK prompt and addressing the impact of
context on the acceptance or rejection of knowledge. With some refinement in structure and further
development of their analysis, the essay could effectively convey their understanding of the topic.
Encouraging the student to provide more explicit connections between their examples and the overarching
theme would enhance the overall coherence of the essay.
Example F:
The student's TOK exhibition effectively explores the question regarding the role of experts in shaping
political knowledge. The exhibition demonstrates a strong understanding of the topic and provides
insightful connections to Geneva's political context. The analysis of each object and photograph showcases
a depth of understanding and critical thinking. However, to further strengthen the exhibition, it would be
beneficial to consider counterarguments, incorporate examples from diverse political contexts, and improve
the presentation with additional visual elements. Overall, the exhibition effectively engages the audience
and prompts thoughtful reflection on the influence of experts in politics and knowledge acquisition.
7&8
Example G:
This TOK exhibition example demonstrates a commendable
understanding of the relationship between personal experience
and knowledge. The student effectively explores how personal
experience, or the lack thereof, can act as a barrier to knowledge
and highlights the role of alternative sources of knowledge in
overcoming this barrier. The student's choice of concrete
examples, such as the Rubik's cube and the Mayan tablet, adds
depth and clarity to their arguments.
The student successfully analyzes the puzzle-solving process of
the Rubik's cube, illustrating how personal experience and
reliance on logic intersect. They also recognize the value of
utilizing methods developed by others, showcasing an
understanding of shared knowledge and its impact on personal
understanding. Moreover, the student's inclusion of the Mayan
tablet as an example showcases the challenges of acquiring
knowledge about the past and the reliance on different types of
evidence.
In their discussion of the Spanish dictionary, the student
recognizes the limitations of language learning through written
sources and emphasizes the importance of personal experiences
and cultural context in truly understanding a language. They
effectively demonstrate the reciprocal relationship between
personal experience and knowledge, as acquiring new
knowledge enables one to have different personal experiences.
Overall, this exhibition displays a strong understanding of the
complexities surrounding personal experience and knowledge,
and the student effectively supports their arguments with
concrete examples. The ideas are well-developed and the
student's exploration of different scenarios enhances their
analysis.
4&3
Example H:
While the exhibition provided some insights into the
relationship between historical development, technology,
and knowledge, there are areas where it fell short and could
have been improved:
1. Lack of depth in analysis: Although the student touched
upon the impact of different communication tools on
knowledge, the analysis remained superficial in some
instances. For example, while discussing the stone
tablet, they highlighted its role in preserving history but
could have delved deeper into specific examples or
explored the limitations of relying solely on stone tablets
for recording knowledge.
2. Limited exploration of counterarguments: The exhibition
primarily focused on the positive aspects of
technological
advancements
in
communication.
However, it would have been more comprehensive to
acknowledge
potential
drawbacks
or
negative
consequences that arise with the evolution of
technology. This would have provided a more balanced
perspective and demonstrated critical thinking.
3. Insufficient connection to the central question: The
student's thesis question asks about how current
knowledge is shaped by historical development. While
the objects chosen are related to communication and
technology, there could have been a stronger emphasis
on explicitly connecting these objects to the overall
theme of knowledge and its historical development.
4. Lack of diverse perspectives: The exhibition primarily
presented the student's own thoughts and observations
without incorporating alternative viewpoints or
perspectives from different sources. Engaging with
diverse perspectives would have enriched the analysis
and demonstrated a broader understanding of the topic.
Example I:
Based on the provided TOK exhibition example, here are some aspects that could be improved or considered as areas for development:
1. Lack of critical evaluation: The student's analysis of evidence and reasoning could benefit from deeper critical evaluation. While they
present information about the objects, such as cupping therapy and "Ham chuk fung," the evaluation of the evidence and its reliability
is limited. The student could have explored potential biases, alternative explanations, or the limitations of anecdotal evidence.
2. Insufficient consideration of counterarguments: The student's arguments tend to focus on the belief in the efficacy of the mentioned
practices without adequately considering alternative perspectives or counterarguments. A more balanced approach would involve
acknowledging opposing views and addressing potential criticisms or doubts surrounding the claims.
3. Limited exploration of knowledge frameworks: The exhibition lacks a thorough exploration of different knowledge frameworks or ways
of knowing. While the historical significance of the "Huangdi Neijing" is mentioned, there could be a more explicit examination of how
different knowledge frameworks, such as empirical evidence, cultural beliefs, and historical context, shape our understanding and
evaluation of claims.
4. Lack of engagement with TOK concepts: The exhibition could have delved deeper into relevant Theory of Knowledge (TOK) concepts,
such as the nature of evidence, the role of cultural perspectives, the reliability of personal experiences, or the impact of historical
context on knowledge construction. Developing these connections would strengthen the overall TOK component of the exhibition.
5. Limited depth of analysis: The student's analysis of the objects could have been more comprehensive and in-depth. While some
historical and contextual information is provided, deeper exploration of the significance, controversies, and implications of the objects
would have enriched the overall analysis and engagement with TOK themes.
Example J:
The exhibition overall was well-presented, there are a few areas where the student could improve:
1. Depth of Analysis: The student could have delved deeper into the complexities of knowledge and its impact on human society.
Exploring contrasting perspectives or addressing counterarguments would have added nuance to their analysis.
2. Diverse Perspectives: Although the student discussed the impact of knowledge on humans, it would have been beneficial to
incorporate perspectives from different cultures or historical contexts. This would have broadened the scope of the exhibition and
provided a more comprehensive understanding of knowledge.
3. Critical Evaluation: The student mainly focused on presenting examples and explanations but did not extensively analyze the
underlying assumptions or biases within those examples. Incorporating critical evaluation would have added depth and intellectual
rigor to the exhibition.
In conclusion, the student's exhibition effectively explored the theme of knowledge and the knower. They showcased an understanding of
the complexities surrounding knowledge and its implications. While the presentation demonstrated strong aspects such as clear
communication and relevant examples, further depth of analysis and critical evaluation would have enhanced the overall quality of the
exhibition.
What did I learn?
1. Understanding of the Assessment Criteria: By reviewing various exhibition essays, I can
familiarize myself with the criteria used for assessing TOK exhibitions. This understanding will
enable me to align, my work with the expectations of the assessment.
2. Identification of Effective Techniques: Analyzing a range of essays helps me identify effective
techniques employed by other students. This includes structuring the essay, using relevant
examples, incorporating counterarguments, and demonstrating critical thinking skills. I can
draw upon these techniques while developing my own exhibition.
3. Generating Ideas and Themes: Reading through different exhibition essays can spark new
ideas and themes for my own exhibition. I may come across novel perspectives or topics
that resonate with my interests and prompt innovative thinking for my own exploration.
4. Enhancing Presentation Skills: Examining well-written essays can serve as a guide for improving
my own writing style, organization, and clarity of expression. I can observe how others
effectively present their ideas, support their arguments, and maintain a coherent flow
throughout the essay.
5. Broadening My Knowledge Base: TOK exhibition essays cover a wide range of topics and real-life
examples. Through reading these essays, I can broaden my understanding of various areas of
knowledge and their interconnections, enriching my own knowledge base.