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

The student makes genuine TOK links across all three entries rather than relying on description alone, and the central idea about knowledge being constrained or enabled by power, tools, and transmission is sustained throughout.

The student's discussion is often conceptually alert, especially where they show the double effect of a knowledge tool or system: it can expand access to knowledge while also introducing uncertainty or restriction.

The student includes relevant real-world and historical context in several places, which helps anchor the exhibition in lived examples rather than abstract claims.

Several claims are supported with appropriate evidence and sources, which strengthens the credibility of the discussion and shows engagement with the objects rather than unsupported opinion.

The specificity of the objects and their contexts is uneven, and at times the items are described more as topics or issues than as clearly identified real-world objects.

Some arguments become overstated or too general, such as claims about total standstill or broad knowledge loss, where the analysis would be stronger with more qualification.

The three entries do not always show a distinct contribution to the exhibition, since similar ideas about constraint and control recur without enough differentiation.

A few presentation and framing choices reduce precision, especially where captions or object identification do not clearly match the real-world item being discussed.