IB Theory of Knowledge (TOK) SL Theory of Knowledge Example

The student uses three genuinely specific, real-world objects rather than generic examples.

The student's objects are clearly contextualised and each one contributes a distinct angle on the prompt.

The student keeps the TOK focus visible throughout by linking the objects to dependence on other knowers, trust, expertise, and transmission of knowledge.

The student's commentary shows strong critical awareness, especially when they avoid treating expertise as the same thing as certainty.

At points, the explanation becomes repetitive and could be more focused on what each object uniquely shows.

Some claims would be stronger if the student supported them with more concrete evidence from the objects themselves.

A few TOK terms and ideas are used in a slightly broad or imprecise way, which weakens the sharpness of the analysis.

The third object would benefit from a more direct evaluation of the source’s credibility rather than relying mainly on a general sense of trustworthiness.