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

The student builds a clear overall line of inquiry and moves through the investigation in a logical order from context to data collection, analysis, and conclusion.

The student's structure is easy to follow, with a clear introduction, numbered analytical sections, conclusion, bibliography, and appendix.

Most of the content stays relevant to the research question, and the student generally avoids unnecessary digressions.

The development is weakened by inconsistent use of datasets and by not fully reconciling different interpretations of the regression and correlation results.

Some sections repeat similar descriptive claims rather than pushing the argument forward.

The final conclusion does not fully resolve the tension between the different statistical results the student presents.

The student uses appropriate statistical language throughout most of the exploration, including correlation, regression, standard deviation, expected frequency, and hypothesis-testing terminology.

The student includes several relevant representations, such as scatterplots, summary tables, boxplots, and expected-frequency tables.

The writing is generally readable and the graphical presentation is clear and professional.

Notation is not always used consistently, especially when switching between datasets and when referring to correlation and determination coefficients.

Some mathematical statements are phrased imprecisely or incorrectly, including causal wording and the incorrect comparison of the adult p-value with 0.05.

The representations are useful, but they are not always integrated with enough precision to produce the most accurate interpretation.