IB Assessment Cheat Sheet
Remember to ALWAYS check out the project markbands (grading rubrics)
Comparative Study
(External Assessment 40%)
Carry out research into a chosen
area of film focus, identifying and
comparing two films from within
that area and presenting their
discoveries as a recorded
multimedia comparative study.
Students submit the following.
1. A recorded multimedia
comparative study (10 minutes
maximum).
2. A list of all sources used.
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Topics can focus on film
movements, film genre, or
film theory
Consideration must be
given to cultural context
Two films support the
focus. The first film is
from contrasting time
(historical) or space
(geographical) to the
student. The second film
contrasts from the first.
Use images, clips,
graphics, interviews,
scholarly articles etc. to
support your research.
Use cinematic terms
Use your voice --- you’re
the narrator, voiceover,
etc.
This is YOUR documentary
about the topic. Your
focus is: INQUIRY,
ACTION, REFLECTION
I can view and comment on this
only ONE time.
Textual Analysis
(External Assessment 35%)
Demonstrate knowledge and
understanding of how meaning is
constructed in film through a written
analysis of a prescribed film text based
on a chosen extract (lasting no more
than five minutes) from that film.
Consider the cultural context of the
film and a variety of film elements. You
are carrying out a detailed analysis,
paying attention to how meaning is
constructed through film elements and
your own interpretation.
Film Portfolio
(Internal Assessment 25%)
Undertake a variety of film-making exercises in
three film production roles, led by clearly defined
filmmaker intentions. Acquire and develop
practical skills and techniques through
participation in film exercises, experiments and
the creation of at least one completed film.
Students submit the following.
1. A textual analysis (1,750 words
maximum) and a list of all sources
used.
I) Choose one of the three film choices
--- you have 4 weeks to complete this.
II) Research the film. Cite your sources.
III) Choose a 5-minute extract from
film, which you will analyze how
cinematic/film language and socialcultural aspects are used to show/tell
the story.
IV) -Use cinematic language
I) Choose one role: director, writer,
-Remember socio-cultural context.
V) Portfolio pages
 Discuss stages of your role and how you
overcame challenges.
 typed in a legible sans serif 12-point font.
May contain handwriting.
 Evaluate clips/ film (don’t just describe!)
 Acknowledge outside help.
 Use visuals (screen shots)
-May use visual evidence which are
clearly labeled and cited (MLA) but no
commentary included in the label
-Relate scene to the cultural context of
the film, the film as a whole, and other
films
Students submit the following.
1. Portfolio pages (3 pages maximum) and a list of
all sources used.
2. A film reel (3 minutes maximum showing work
in one film production role)
cinematographer, sound design/mixer, or editor.
II) Two focuses: a) exhibit film techniques through
creating clips and/or a completed film. b) reflect
on how learning contributed to understanding of
roles and the extent to which your filmmaker
intentions were fulfilled.
III) Begin with a black slate that states your role,
title of clip(s)/film, and the duration of each. (10
sec.) Max 3 min each role.
IV) Use relevant illustrations, charts, mind maps,
visuals, diagrams, photographs, images or scans,
or designs in their portfolio pages. Must be
labelled and appropriately referenced.
-Edit, revise, edit, revise. Legible sans
serif 12 pt font with word count
-Cite sources (MLA) used (excluded
from word count)
I can comment on this only ONE time.
“Film theory” refers to explaining the nature of films and how they produce emotional and mental effects on the audience. “Textual analysis” uses
film language, not review language which relies on opinions. In other words, you are not simply stating whether you liked or did not like the film(s).
Textual analysis informs the understanding of films from familiar and unfamiliar cultures. Together with film theory and history, textual analysis
enhances the development of creative, analytic and production skills within filmmaking. There should be evidence of both aspects in all assessments.
Assessments for IB Film
Comparative Study <External Assessment> 40%
Students will individually prepare a Documentary Script about an aspect of film theory or film history- within this they must
reference a minimum of two films from different countries.
You aim to achieve this mark on your assessment (directly from the IB markbands):
The student demonstrates a credible and persuasive justification for the choice of task components. The student
demonstrates a effective and highly appropriate knowledge and understanding of the identified task components and the cultural
context of the two selected films. The student analyzes the cultural context of the selected films and provides a credible and
persuasive justification for the choice of task components. The student references an effective range of sources that are highly
appropriate, adding to the critical perspectives explored in the work. The student effectively analyzes how the two films connect to
each other and to the chosen topic, providing insightful, accurate, and relevant observations regarding similarities and differences,
the comparative study is consistently and effectively supported with accurate film vocabulary. The comparative study is logical and
effectively organized, conveying information audibly and in a visually appropriate manner. It is substantiated by relevant and
meaningful visuals and examples that are effectively and explicitly linked to the topic being discussed. The student gives equal
consideration to the two films throughout the comparative study.
Textual Analysis <External Assessment> 35%
From the list of 12 films IB sends out, I will select three (that have not been used in class). Of the three films, students will choose
one film and prepare a detailed analysis of a 5-minute extract from film. Once the three films are presented, students have four
weeks to prepare their Textual Analysis, which should incorporate how cinematic/film language and social-cultural aspects are used
to show/tell the story.
You aim to achieve this mark on your assessment (directly from the IB mark bands):
The student demonstrates an effective and highly appropriate understanding of the identified cultural context of the chosen
film. The students supports their understanding of the cultural context with references to highly appropriate and relevant sources
that add to the critical perspectives explored in the work. The student evaluates the ways in which the extract uses the identified film
elements to convey meaning. The work is detailed, accurate, and relevant. The student demonstrates compelling and effective use
of relevant film vocabulary. The student demonstrates an effective and highly appropriate understanding of how the cultural context
and a selection for the identified film elements in the extract relate to each other, as well as to the chosen film text as a whole
Film Portfolio <Internal Assessment> 25% of score
Clips/film can be completed individually or in groups. Each student will complete a film reel exhibiting practical skills of three
production roles (director, writer, cinematographer, sound designer/mixer, or editor). The film reel must be a maximum of three
minutes of evidence for each production role. Along with the film, each student will submit a production portfolio of their
experience in each role.
Criteria
Please note: Each of these criteria will be applied three times—once for each of the film production roles being assessed.
A. Portfolio pages
Evidence: Portfolio pages and sources.
To what extent does the student evaluate how their creative explorations and production work, led by filmmaker intentions, have
shaped their understanding of the chosen film production role?
Mark (1-4)
Descriptor of excellent work:
The portfolio pages and supporting evidence provide a thorough and discerning evaluation of how the student’s creative
explorations and production work contributed to a highly appropriate understanding of the specific film production role.
Compelling
B. Film reel
Evidence: Film reel, portfolio pages and sources.
To what extent does the student demonstrate skills in the chosen film production role?
Students who exceed the maximum time limit should be informed that the moderator will stop watching after 3 minutes (excluding
the black slate) and assess the work based only on those 3 minutes.
Mark (1-6)
Descriptor of excellent work: The completed film or film clips demonstrate(s) proficiency in the production skills
appropriate to the one film production role.