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

The student's exploration follows a clear overall progression from context and data collection to analysis and conclusion.

The student's work is well organized with headings, figures, tables, and a bibliography that make it easy to navigate.

The student's conclusion stays tied to the question and avoids overstating what the data can prove.

Some sections, especially the boxplot discussion, are only loosely connected to the main question.

A few parts repeat the same ideas instead of advancing the argument.

Some explanatory comments would be stronger if they were linked more explicitly to the data shown.

The student uses appropriate statistical language such as quartiles, IQR, scatterplots, regression, slope, intercept, correlation, and $R^2$.

The student's tables, boxplots, and scatterplots give the reader several ways to understand the data.

The student's graphs are generally clear, labelled, and supported by written interpretation.

Some terminology is inconsistent or informal, such as using nonstandard wording for common statistical ideas.

The method would be clearer if the scaling and conversion steps were stated more explicitly.

The scatterplot communication would be stronger if individual points were easier to identify from the graph.