Mathematics HL AA and AI Exploration Marking Checklist

Student:
Title: Total score:
  A – Presentation (4) B – Mathematical Communication (4) C – Personal Engagement (3) D – Reflection (3) E - Use of Mathematics (6)

0 The exploration does not reach the standard described by the descriptors below. 0

The exploration has The exploration contains some relevant Some relevant mathematics is used (1/2) ☐
There is evidence of some
1 some coherence or some ☐ mathematical communication, which is ☐ ☐ There is evidence of limited reflection. ☐ 1
personal engagement. Limited understanding is
organization. partially appropriate. ☐
demonstrated.
The exploration has some The mathematics explored is partially
☐ The exploration contains some relevant ☐
coherence There is evidence of significant correct.
2 appropriate mathematical ☐ ☐ There is evidence of meaningful reflection. ☐ 2
The exploration shows personal engagement. Some knowledge and understanding
☐ communication. ☐
some organization. are demonstrated.

Exploration is coherent. ☐ The mathematical communication is Relevant mathematics commensurate

There is evidence of There is substantial evidence of critical
3 relevant, appropriate and is mostly ☐ ☐ ☐ with the level of the course is used. ☐
outstanding personal engagement reflection.
It is well organized. ☐ consistent. (3 – 6)

Some knowledge and understanding

Exploration is coherent. ☐ ☐
are demonstrated. 3
The mathematical communication is
4 It is well organized. ☐ relevant, appropriate and consistent ☐  
throughout. The mathematics explored is correct.
☐
(3 & 4)
Exploration is concise. ☐

The checklists below provide more specific details for each criterion. Particularly for C and D these are examples of what can be done, and there is no expectation Good knowledge and understanding
☐ 4
that they must all be done to obtain top marks. Ultimately scores are based on the descriptors above and are done holistically. are demonstrated.

Used appropriate mathematical language Outlined a personal connection and Considered significance of the exploration. ☐ The mathematics explored is correct
Included a clear
☐ and terminology. ☐ related the exploration to personal ☐ and demonstrates sophistication or ☐
introduction.
☐Some ☐ Mostly ☐Throughout interests/experiences. Made links to different fields or areas of math ☐ rigour.
5
Provided a clear aim Used appropriate mathematical notation Asked and answered “I wonder Thorough knowledge and
Made comments on the process & results
outlining the purpose of ☐ and symbols (not calculator/computer). ☐ if…”, What would happen if...”, ☐ ☐ understanding are demonstrated. ☐
and how they could be improved.
the exploration. ☐Some ☐ Mostly ☐Throughout “Why does this happen..” questions. (5 & 6)
Asked questions, made conjectures, Made comments within the context of the
Provided a clear rationale Defined key terms and/or variables before ☐ ☐ The mathematics explored is precise
investigated ideas. subject matter.
explaining why the topic ☐ they are used. ☐ and demonstrates sophistication and ☐ 6
was chosen. ☐Some ☐ Mostly ☐Throughout Presented ideas in their own way. ☐ Reflected on analytical process of exploring. ☐ rigour.

Looked for and created models for Made conclusions that refer back to the aim
Exploration is broken up Used multiple forms of mathematical ☐ ☐
real-world situations, where relevant & rationale.
into headings, where ☐ representation (formulae, diagrams, tables ☐ Relevance Understand Correct  
appropriate. charts, graphs, models) where appropriate. Collected own data, where relevant. ☐ Commented on what they have learned. ☐

Explanations are ☐ Approximation sign used when appropriate Considered historical and global Some Limited 1
logically developed and ☐ ☐ Made comments on possible limitations. ☐ ☐ ☐
Appropriate degree of accuracy used. perspectives, where appropriate.
easy to follow.
Used a deductive method and set out ☐ Researched relevant background ☐ Considered modifications that could lead to ☐
proofs logically where appropriate. info using external sources. an extension or future explorations.
Explanations should Graphs show all relevant features. ☐ Conclusions relate back to the Discussed implications of results. ☐ Some Some Partially
make sense to another ☐ original rationale & student interest ☐ ☐ ☐ ☐ 2
student in this course. Headings/keys/axes labeled on graphs, shown in introduction. Discussed strengths & weaknesses of
☐ ☐
diagrams, tables, spreadsheets. approaches and why an approach was chosen.

Graphs, tables, diagrams, ICT tools used appropriately (GDC, Conclusions, reflections & Considered different perspectives. ☐ Relevant Some Correct
in the appropriate place, ☐ screenshots, graphing, spreadsheets, ☐ arguments show originality of ☐ ☐ ☐ ☐ 3
and explained clearly. databases, drawing & word processing). thought and independent thinking. Reflection is present throughout. ☐

Work is concise, with no Showed understanding of math Relevant Good Correct

Language Notation &
irrelevant calculations or ☐ Terms Forms   beyond or outside of the course, or ☐ Results Process Improve   ☐ ☐ ☐ 4
Symbols
discussions. applied concepts in a unique way.
Sensible conclusion Some Some Some Limited Limited Relevant Thorough Sophistication
Few Made the exploration “their own”, Limited
based on findings. ☐ ☐ ☐ ☐ 1 ☐ ☐ ☐ 1 ☐ ☐ or rigour☐ 5
☐ not just a written report. ☐

References cited properly. ☐ Most Most Most Meaningful Meaningful

Some Made suitable improvements using Meaningful Precise,
☐ ☐ ☐ 2 ☐ ☐ ☐ 2
☐ feedback for the draft. ☐ Thorough sophistication
Double-spaced. ☐ Relevant ☐ and rigour 6
☐ ☐
All All All Many Critical Critical Critical
Page numbers included. ☐ ☐ ☐ ☐ ☐ 3 Student’s voice is heard. ☐ ☐ ☐ ☐ 3

Level: Level: Level: Level: Level:

Comments:

A – Presentation (4) B – Mathematical Communication (4) C – Personal Engagement (3) D – Reflection (3) E - Use of Mathematics (6)
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