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

The student's exploration has a clear overall structure with an introduction, modelling sections, comparison, and conclusion.

The student uses headings, tables, and figures to help the reader follow the progression of their investigation.

Most of the material stays relevant to the chosen topic of income inequality in Kenya.

There are several inconsistencies in the argument, including mismatched years, missing references to tables, and conflicting error claims.

Some sections repeat the same ideas rather than advancing the discussion.

Key graphs and comparisons are not always fully aligned with the text, which weakens the flow of the exploration.

The student uses a range of mathematical language correctly in places, including terms such as Lorenz curve, residual, SSE, parameter, and Gini coefficient.

The student includes multiple representations such as tables, graphs, algebraic models, and worked calculations.

The student's writing is generally readable and the reader can usually identify what model or result they are discussing.

Notation is not always controlled consistently, especially when switching between symbols and when mixing percentages with proportions.

Some representations do not match the quantities being discussed, which makes parts of the communication misleading.

Several numerical claims conflict with each other, so the mathematical message is not always clear or dependable.