IB Mathematics Applications & Interpretation (AI) HL Internal Assessment Example

The student's exploration has a clear beginning, body, and conclusion, so the reader can follow the investigation from motivation through to final judgment.

Most of the content stays connected to the research question, and the data, graphs, and statistical work are generally placed where they are needed.

The overall structure is easy to navigate because the sections are separated clearly and the main stages of the analysis are identifiable.

Some sections become repetitive, especially when several polynomial models are presented without a strong explanation for why each one is needed.

The student's argument is not always fully coherent because key choices, such as removing the extreme value and selecting the final model, are not developed convincingly.

A few presentation choices reduce clarity, including inconsistent terminology and some labels that are too generic.

The student uses a range of relevant mathematical language, including regression equations, IQR, p-values, and summary statistics.

Several representations support the investigation, such as the raw data table, scatterplot, boxplot, and fitted regression graphs.

The student's communication is usually understandable, and the reader can follow the broad purpose of each mathematical step.

The student's terminology and notation are sometimes inaccurate or inconsistent, especially when units change and when statistical terms are described imprecisely.

Some graphs and labels are not fully polished, which weakens consistency and makes it harder to track the same variables throughout the exploration.

The explanation of results is not always precise enough, so the mathematical meaning can become blurred in places.