Theory of Knowledge

Topics

Ways of Knowing

Areas of Knowledge

Assessment

The IB expects Theory of Knowledge to have been taught for at least 100 hours in class. The assessment at the end has two components, which count equally towards the final grade.

The final grade for both Theory of Knowledge and for the Extended Essay will be a letter from A to E. For the combination of those two grades, a Diploma student can gain up to 3 extra points. If a Diploma student achieves only a grade E for one of these, he/she will need a total of 28 points in their subjects to be awarded the Diploma. Achieving only a grade E in both of them is a failing condition, and no Diploma will be awarded.

Part 1: The Essay (10 marks)

The global impression judgement of the TOK essay is shaped by the following question: “Does the student present an appropriate and cogent analysis of knowledge questions in discussing the title?” More specifically, has the student

understood the proposition?
understood the knowledge questions that are explicit and implicit in the title, and/or linked the proposition to knowledge questions?
developed a comprehensive and cogent point of view about the topic and appropriate knowledge questions?

The judgement about the TOK essay is to be made on the basis of the following two aspects:

understanding knowledge questions,
quality of analysis of knowledge questions.

The TOK Essay Assessment Instrument of the IB:

Does the student present an appropriate and cogent analysis of knowledge questions in discussing the title?
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.
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:
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

Prescribed TOK Titles, May 2015

Instructions to candidates

Your theory of knowledge essay for examination must be submitted to your teacher for authentication. It must be written on one of the six titles (questions) provided overleaf. You may choose any title, but are recommended to consult with your teacher. Your essay will be marked according to the assessment criteria published in the Theory of Knowledge guide. The focus of your essays should be on knowledge questions. Where appropriate, refer to other parts of your IB programme and to your experiences as a knower. Always justify your statements and provide relevant examples to illustrate your arguments. Pay attention to the implications of your arguments, and remember to consider what can be said against them. If you use external sources, cite them according to a recognized convention.

Note that statements in quotations in these titles are not necessarily authentic: they present a real point of view but may not be direct quotes. It is appropriate to analyse them but it is unnecessary, even unwise, to spend time on researching a context for them.

Examiners mark essays against the title as set. Respond to the title exactly as given; do not alter it in any way.

Your essay must have a maximum of 1600 words, it must be double spaced and typed in size 12 font.

Titles

There is no such thing as a neutral question. Evaluate this statement with reference to two areas of knowledge.
“There are only two ways in which humankind can produce knowledge: through passive observation or through active experiment.” To what extent do you agree with this statement?
“There is no reason why we cannot link facts and theories across disciplines and create a common groundwork of explanation.” To what extent do you agree with this statement?
With reference to two areas of knowledge discuss the way in which shared knowledge can shape personal knowledge.
“Ways of knowing are a check on our instinctive judgments.” To what extent do you agree with this statement?
“The whole point of knowledge is to produce both meaning and purpose in our personal lives.” To what extent do you agree with this statement?

Part 2: The Presentation (10 marks)

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 written presentation planning document 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, has the student

described clearly the real-life situation that forms the launching point for the presentation?
extracted and clearly formulated a single knowledge question from the real-life situation
identified and explored various perspectives in relation to the knowledge question, and deployed examples and arguments in the service of this exploration?
related the findings of and insights from the analysis back to the chosen real-life situation and showed how they might be relevant to other real-life situations?

The TOK Presentation Assessment Instrument of the IB:

Do(es) the presenter(s) succeed in showing how TOK concepts can have practical application?
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
The presentation is focused on a well-formulated knowledge question that is clearly connected to a specific real-life situation. The knowledge question is effectively explored in the context of the real-life situation, using convincing arguments, with investigation of different perspectives. The outcomes of the analysis are shown to be be significant to the chosen real-life situation and to others.	The presentation is focused on a knowledge question that is connected to a specific real-life situation. The knowledge question is explored in the context of the real-life situation, using clear arguments with acknowledgement of different perspectives. The outcomes of the analysis are shown to be significant to the real-life situation.	The presentation identifies a knowledge question that has some connection to a specific real-life situation. The knowledge question is explored in the context of the real-life situation, using some adequate arguments. There is some awareness of the significance of the outcomes of the analysis.	The presentation identifies a knowledge question and a real-life situation, although the connection between them may not be convincing. There is some attempt to explore the knowledge question. There is limited awareness of the significance of the outcomes of the analysis.	The presentation describes a real-life situation without reference to any knowledge question, or treats an abstract knowledge question without connecting it to any real-life situation.	The presentation does not reach the standard described by levels 1–5.
Some possible characteristics:
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

TOK assessment from the Teacher Support Material of the IB (but no less useful for students!)

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