For many IB students, the most difficult part of the Internal Assessment is not the content, the writing, or even the analysis—it is the independence. IAs require students to work with far less structure and guidance than they are used to, and this shift is often underestimated.
In most school assignments, students are given clear instructions, models, and checkpoints. Teachers guide the process closely, and success often comes from following directions well. The IA works differently. Students must make decisions themselves: choosing a research question, deciding what evidence matters, and determining how to evaluate their own work. This level of autonomy is unfamiliar and uncomfortable.
One reason independent work feels so difficult is uncertainty. Without constant confirmation, students often doubt whether they are “doing it right.” This leads to hesitation, overthinking, and repeated revisions of the same sections instead of forward progress. The absence of immediate reassurance makes the IA mentally demanding, even for strong students.
Another challenge is accountability. In independent work, progress depends entirely on the student. There is no daily homework check or step-by-step deadline enforcing momentum. Students must manage their own time, motivation, and priorities across multiple subjects. This is a skill many students have not yet developed fully.
Independent work also requires judgment rather than compliance. In an IA, there is rarely a single correct choice. Students must decide what is most relevant, what can be removed, and how much depth is appropriate. Examiners reward these decisions, but making them is far harder than following instructions.
Fear of making mistakes also plays a role. Because IAs are internally assessed and feel high-stakes, students often avoid committing to decisions. This leads to safe but unfocused work or excessive description. Ironically, avoiding decisions usually lowers marks rather than protecting them.
Another reason independence feels difficult is that it exposes gaps in understanding. When students cannot rely on templates or models, weaknesses in analysis or evaluation become more visible. This can feel discouraging, but it is also where real learning happens.
IB intentionally designs the IA this way. Independent work is not a side effect of the assessment—it is part of what is being assessed. Examiners look for evidence that students can manage complexity, make justified choices, and reflect on their own work.
The RevisionDojo Coursework Guide helps students develop systems for independent IA work, providing structure without removing ownership. When students learn how to work independently with confidence, their IAs improve—and so do the skills that matter beyond the IB.
👉 https://www.revisiondojo.com/coursework-guide
