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Mathematics Applications & Interpretation (AI) IA Exemplar: Religion… | RevisionDojo
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IB Mathematics Applications & Interpretation (AI) SL Internal Assessment Example
Scores
Rubric
Similar Examples
10
Chat
"The Relationship Between Religion and LGBTQ+ Awareness in Sri Lanka"
SL
A
B
C
D
E
4
Official IB Result
9/20
Verified
Moderated
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Criteria A: Presentation
2/4
0
2
4
Criteria Strands
View Full Rubric
A.1
Coherence and logical development
Moderate
A.2
Organization and structure
Moderate
A.3
Conciseness and relevance
Poor
Criteria Feedback
A clear research question sets a strong foundation for the exploration.
Paper follows a recognisable structure: introduction, data description, calculations, conclusion.
Tables and headings provide adequate organization of material.
Lengthy keystroke instructions and screenshots interrupt the statistical narrative.
Redundant explanations (e.g., repeated chi-squared definitions) reduce conciseness.
Inconsistent citation formatting and unnecessary administrative details disrupt flow.
Comments
1.1
·
Weakness
Page 1
• Click to view
The note “Page number:18” is unnecessary in the main text and interrupts flow; remove such administrative details.
1.2
·
Strength
Page 1
• Click to view
The research question is clearly stated and focused, providing a strong foundation for the exploration.
1.3
·
Suggestion
Page 2
• Click to view
The full screenshot of YouTube comments is visually heavy and disrupts the narrative; consider summarizing key quotes instead.
1.4
·
Weakness
Page 3
• Click to view
The chi-squared test definition is repeated in multiple paragraphs, reducing conciseness; consolidate this explanation once.
1.5
·
Weakness
Page 4
• Click to view
The detailed description of sampling consumes space without adding analytical insight; summarise key points more concisely.
1.6
·
Suggestion
Page 4
• Click to view
The screenshot of the sampling section interrupts the methodological narrative; move this to an appendix or describe it in text.
1.7
·
Weakness
Page 5
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The passage reiterating why the chi-squared test is used duplicates earlier text and could be condensed.
1.8
·
Suggestion
Page 10
• Click to view
The list of TI-Nspire keystrokes in the analysis section interrupts the statistical flow; move detailed instructions to an appendix.
1.9
·
Weakness
Page 11
• Click to view
Instructions on saving and recalling the matrix are repeated in multiple sections; consolidate to a single note or appendix.
1.10
·
Weakness
Page 11
• Click to view
The extensive keystroke instructions for creating a matrix add irrelevant detail; summarise the process briefly.
1.11
·
Suggestion
Page 12
• Click to view
The calculator interface screenshot is too large and disrupts the analysis; consider reducing its size or moving it to supplementary materials.
1.12
·
Weakness
Page 12
• Click to view
The bullet explaining matrix storage appears twice; remove duplicate list to improve conciseness.
1.13
·
Weakness
Page 16
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References in the bibliography follow inconsistent formats; standardize citation style (e.g., APA) throughout.
Criteria B: Mathematical Communication
2/4
0
2
4
Criteria Strands
View Full Rubric
B.1
Mathematical language and notation
Moderate
B.2
Multiple representations
Moderate
B.3
Clarity and consistency
Moderate
Criteria Feedback
Uses key statistical symbols (χ², p-value, H₀) and some correct notation.
Includes multiple data representations: tables of percentages, counts and a bar chart.
Explanations are largely understandable and guide the reader through the analysis.
Chi-squared formula is mis-typed (no square on the numerator).
No table of expected frequencies is presented to justify calculations.
Inconsistent decimal formatting and missing axis labels reduce clarity.
Comments
2.1
·
Weakness
Page 5
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No table of expected frequencies is presented before applying the chi-squared formula; include one to justify your calculations.
2.2
·
Weakness
Page 8
• Click to view
Graph 1 lacks axis labels and a legend, making interpretation difficult; add clear labels and units to improve clarity.
2.3
·
Weakness
Page 9
• Click to view
The chi-squared formula is mis‐typed as
χ
2
=
E
Σ
(
O
−
E
)
; correct it to
χ
2
=
∑
E
(
O
−
E
)
2
for accuracy.
2.4
·
Weakness
Page 14
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The conclusion paragraph stating “no strong link” contradicts the rejection of
H
0
based on
p
<
0.05
; reconcile these statements for consistency.
Criteria C: Personal Engagement
2/3
0
2
3
Criteria Strands
View Full Rubric
C.1
Independent thinking
Good
C.2
Personal approach
Good
C.3
Creativity and initiative
Poor
Criteria Feedback
Choosing a culturally sensitive topic and sourcing external survey data shows independent thinking.
A personal narrative about growing up in Sri Lanka drives the choice of research question.
The iterative narrowing of focus (e.g., on lesbian/gay only) demonstrates personal approach.
Methodological choices remain conventional with no original modeling.
Creativity is shown in topic selection but not in extending the mathematics.
Engagement is clear but does not ‘highly enhance’ mathematical insight.
Comments
3.1
·
Strength
Page 2
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The personal narrative about growing up in Sri Lanka effectively demonstrates a clear personal engagement and motivation.
Criteria D: Reflection
1/3
0
2
3
Criteria Strands
View Full Rubric
D.1
Depth of reflection
Poor
D.2
Critical analysis
Poor
D.3
Connection to understanding
Poor
Criteria Feedback
The student notes unexpected results and tool limitations, indicating some reflection.
A brief discussion of personal growth and statistical understanding is present.
Reflection is largely descriptive and lacks sustained depth.
Critical analysis of test assumptions and data reliability is missing.
Connections to mathematical understanding are superficial and general.
Comments
4.1
·
Suggestion
Page 15
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Interpretation of the p-value is clear, but the text lacks deeper critical analysis of assumptions (e.g., sample representativeness).
4.2
·
Strength
Page 16
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The reflective section articulates personal growth and challenges, demonstrating meaningful engagement with the research process.
Criteria E: Use of Mathematics
2/6
0
3
6
Criteria Strands
View Full Rubric
E.1
Relevance and level
Moderate
E.2
Accuracy and correctness
Poor
E.3
Knowledge and understanding
Poor
Criteria Feedback
Application of the χ² test is directly relevant and at the correct SL level.
Hypotheses are stated and observed counts are converted from percentages.
Mathematics used is appropriate to the research question context.
Observed counts retain decimals instead of whole numbers; rounding issues.
Expected frequencies and residuals are omitted, reducing rigour.
Misinterpretation of a tiny p-value contradicts correct rejection of H₀.
Comments
5.1
·
Suggestion
Page 7
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The conversion formula is applied but results are truncated; include rationale for rounding and ensure totals remain consistent.
5.2
·
Weakness
Page 8
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Observed counts in Table 2 retain decimals, yet they must be whole numbers; round or adjust appropriately before analysis.
5.3
·
Weakness
Page 14
• Click to view
Expected frequencies are referenced but not shown; include the computations to demonstrate rigour in your chi-square test.
