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

The student presents their investigation in a clear, reader-friendly sequence with a visible introduction, development, evaluation, and conclusion.

The student's tables, graphs, and section headings make it easy to follow the modelling process.

Most of the material stays focused on the task and supports the comparison of models.

The research question is not fully aligned with the variable the student actually models, which reduces overall coherence.

Several sections repeat the same ideas or include extended working that adds length without improving the argument.

The conclusion could be tighter and more precise, especially where the student summarises the best model and its limitation.

The student uses a range of appropriate mathematical terms such as residuals, RMSE, r-squared, logarithmic transformation, and logistic carrying capacity.

The student includes multiple representations, including data tables, scatter plots, transformed plots, fitted curves, and residual tables.

The student's mathematical discussion is usually readable and connected to the graphs and equations they present.

The student's notation is not always consistent, especially for residuals and predicted values.

Some numerical statements are inaccurate or conflicting, which makes parts of the communication harder to trust.

A few interpretations blur the difference between explanation, correlation, and causation.