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start [2014/09/30 10:43] kai [Theory of Knowledge] |
start [2015/01/07 01:08] (current) kai [Support Material] |
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| ===== Topics ===== | ===== Topics ===== | ||
| - | - **[[kinds|Kinds of Knowledge]]** | + | **[[definition|What is Knowledge?]]** |
| - | - **[[definition|What is Knowledge?]]** | + | |
| === Ways of Knowing == | === Ways of Knowing == | ||
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| | Level 5\\ Excellent\\ 9--10 | Level 4\\ Very good\\ 7--8 | Level 3\\ Satisfactory\\ 5--6 | Level 2\\ Basic\\ 3--4 | Level 1\\ Elementary\\ 1--2 | Irrelevant\\ 0 | | | Level 5\\ Excellent\\ 9--10 | Level 4\\ Very good\\ 7--8 | Level 3\\ Satisfactory\\ 5--6 | Level 2\\ Basic\\ 3--4 | Level 1\\ Elementary\\ 1--2 | Irrelevant\\ 0 | | ||
| | There is a sustained focus on knowledge questions connected to the prescribed title and ?? are well chosen -- developed with investigation of different perspectives and linked effectively to areas of knowledge and/or ways of knowing. | There is a focus on knowledge questions connected to the prescribed title -- developed with acknowledgement of different perspectives and linked to areas of knowledge and/or ways of knowing. | There is a focus on some knowledge questions connected to the prescribed title -- with some development and linking to areas of knowledge and/or ways of knowing. | Some knowledge questions that are connected to the prescribed title are considered, but the essay is largely descriptive, with superficial or limited links to areas of knowledge and/or ways of knowing. | The essay has very limited relevance to the prescribed title -- relevant points are descriptive. | The essay does not reach a standard described by levels 1--5 or is not a response to one of the prescribed titles on the list for the current session. | | | There is a sustained focus on knowledge questions connected to the prescribed title and ?? are well chosen -- developed with investigation of different perspectives and linked effectively to areas of knowledge and/or ways of knowing. | There is a focus on knowledge questions connected to the prescribed title -- developed with acknowledgement of different perspectives and linked to areas of knowledge and/or ways of knowing. | There is a focus on some knowledge questions connected to the prescribed title -- with some development and linking to areas of knowledge and/or ways of knowing. | Some knowledge questions that are connected to the prescribed title are considered, but the essay is largely descriptive, with superficial or limited links to areas of knowledge and/or ways of knowing. | The essay has very limited relevance to the prescribed title -- relevant points are descriptive. | The essay does not reach a standard described by levels 1--5 or is not a response to one of the prescribed titles on the list for the current session. | | ||
| - | | Arguments are clear, supported by real-life examples, and are effectively evaluated; counterclaims are extensively explored; implications are drawn. | Arguments are clear, supported by real-life examples, adn are evaluated; some counterclaims are identified and explored. | Some arguments are clear and supported by examples; some counterclaims are identified. | Arguments are offered but are unclear and/or not supported by effective examples. | Assertions are offered but are not supported. | ::: | | + | | Arguments are clear, supported by real-life examples, and are effectively evaluated; counterclaims are extensively explored; implications are drawn. | Arguments are clear, supported by real-life examples, and are evaluated; some counterclaims are identified and explored. | Some arguments are clear and supported by examples; some counterclaims are identified. | Arguments are offered but are unclear and/or not supported by effective examples. | Assertions are offered but are not supported. | ::: | |
| | Some possible characteristics: |||||| | | Some possible characteristics: |||||| | ||
| | Cogent\\ Accomplished\\ Discerning\\ Individual\\ Lucid\\ Insightful\\ Compelling | Pertinent\\ Relevant\\ Thoughtful\\ Analytical\\ Organized\\ Credible\\ Coherent | Typical\\ Acceptable\\ Mainstream\\ Adequate\\ Competent | Underdeveloped\\ Basic\\ Superficial\\ Derivative\\ Rudimentary\\ Limited | Ineffective\\ Descriptive\\ Incoherent\\ Formless | | | | Cogent\\ Accomplished\\ Discerning\\ Individual\\ Lucid\\ Insightful\\ Compelling | Pertinent\\ Relevant\\ Thoughtful\\ Analytical\\ Organized\\ Credible\\ Coherent | Typical\\ Acceptable\\ Mainstream\\ Adequate\\ Competent | Underdeveloped\\ Basic\\ Superficial\\ Derivative\\ Rudimentary\\ Limited | Ineffective\\ Descriptive\\ Incoherent\\ Formless | | | ||
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| Required: | Required: | ||
| * One presentation to the class by an individual or a group (a maximum of three persons in a group). Approximately 10 minutes per student is allowed for the presentation. | * One presentation to the class by an individual or a group (a maximum of three persons in a group). Approximately 10 minutes per student is allowed for the presentation. | ||
| - | * One written presentation planning document (TK/PPD) for each student. | + | * One written presentation planning document {{tkppd_e.pdf|TK/PPD}} for each student.\\ (It may be advisable for the student to download and complete the .pdf-file, and then give it to their teacher either as a soft copy or in printed form. In either case, the student and the teacher have to sign a hard copy of the document.) |
| The global impression judgement of the TOK essay is shaped by the following question: "Do(es) the presenter(s) succeed in showing how TOK concepts can have practical application?" More specifically, | The global impression judgement of the TOK essay is shaped by the following question: "Do(es) the presenter(s) succeed in showing how TOK concepts can have practical application?" More specifically, | ||
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| | Sophisticated\\ Discerning\\ Insightful\\ Compelling\\ Lucid | Credible\\ Analytical\\ Organised\\ Pertinent\\ Coherent | Relevant\\ Adequate\\ Acceptable\\ Predictable | Underdeveloped\\ Basic\\ Unbalanced\\ Superficial\\ Derivative\\ Rudimentary | Ineffective\\ Unconnected\\ Incoherent\\ Formless | | | | Sophisticated\\ Discerning\\ Insightful\\ Compelling\\ Lucid | Credible\\ Analytical\\ Organised\\ Pertinent\\ Coherent | Relevant\\ Adequate\\ Acceptable\\ Predictable | Underdeveloped\\ Basic\\ Unbalanced\\ Superficial\\ Derivative\\ Rudimentary | Ineffective\\ Unconnected\\ Incoherent\\ Formless | | | ||
| + | ==== Support Material ==== | ||
| + | **[[https://ibpublishing.ibo.org/server2/rest/app/tsm.xql?doc=d_0_tokxx_tsm_1305_1_e&part=4&chapter=1|TOK assessment]]** from the Teacher Support Material of the IB (but no less useful for students!) | ||
start.1412073793.txt.gz · Last modified: 2014/09/30 10:43 by kai
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