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

The student's exploration is clearly structured with headings, a table of contents, and a visible progression from context to modelling to conclusion.

Most of the material stays relevant to the investigation, especially the regression analysis, residual table, and evaluation.

The student places figures and tables near the discussion they support, which makes the exploration easier to follow.

Some sections repeat ideas or calculations instead of moving the argument forward efficiently.

The research focus shifts partway through, so the title, data used, and final discussion are not always fully aligned.

The second modelling approach interrupts the logical flow because it is introduced without a fully justified basis in the data.

The student uses a range of mathematical vocabulary such as residual, RMSE, coefficient of determination, and transition matrix.

The regression calculations are generally readable, and the residual table helps connect the model to the observed data.

The student includes several representations, including a scatter plot, fitted lines, tables, and a matrix, which shows effort to communicate the mathematics in more than one way.

Some terminology and symbols are inaccurate or inconsistent, especially when describing variables and the meaning of the later matrix work.

The matrix and diagram are not presented in a way that clearly communicates valid transition probabilities.

Several labels and explanations reduce precision, which makes the mathematics harder to interpret confidently.