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

The student sustains a clear, focused line of argument throughout and keeps returning to the meaning of “matter,” which gives the essay strong coherence.

The student's use of specific, relevant examples is effective, especially the contrast between phlogiston and LIGO, which helps them move beyond description into analysis.

The student shows awareness of different perspectives, particularly in the arts examples, where they consider interpretation, intention, and audience response.

The student's conclusion is logically connected to the body of the essay and offers a defensible overall judgement rather than a simplistic yes/no answer.

Some claims are too absolute, especially around LIGO and scientific observation, where the student occasionally implies that technology removes human mediation entirely.

The evaluation sometimes stops short of deeper philosophical tension; for instance, the student could probe more carefully whether technology eliminates observational flaws or simply changes their form.

In the arts section, the relationship between artist intention, audience interpretation, and knowledge needs more precise distinction to avoid overstatement.

The final judgement would be stronger if it more explicitly weighed the extent of harm versus the benefits of self-correction in each example.