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

The student sustains a clear line of argument throughout and keeps returning to the central question rather than drifting into description.

The student uses relevant, specific examples from mathematics and the natural sciences to support their claims.

The student shows awareness of contrasting perspectives and does not present a one-sided answer.

The student reaches a qualified conclusion that reflects genuine evaluation rather than simple repetition.

Some of the student's key terms, especially what they mean by power, need sharper definition.

At times the student moves too quickly from a representational example to a broader philosophical claim.

Several examples are convincing, but they would be stronger with deeper analysis of exactly what they prove and what they do not prove.

A few points blur the distinction between knowledge itself, its communication, and the tools or technologies built from it.