Theory of knowledge assessment exemplars

Introduction

Purpose of this document

Assessed student work

Overview

Example 1

Example 2

Example 3

Example4

Example 5

Example 6

Assessed student work

Example 5

Examiner comments

Grade awarded: D

Criterion A 3

--Criterion B 3

-I-Criterion C 2

Criterion D 5

Total 13

This is a weak essay. The slight alteration to the prescribed title from "roles" to "a role" either reflected a limited understanding or contributed to it. In either case the teacher would have been well advised to step in here and advise the student to use the prescribed title in its exact original form. The narrow focus of the essay on language as purely a means of communication has greatly limited the range of ideas that are dealt with. While there is no required content for an answer, the essay might have benefited from a consideration of, for example, issues around language and its relationship to values, thoughts, identity, meaning or experience in the different areas of knowledge. As it stands, one might observe that a student hardly needed a TOK course to realize that language was needed to communicate, and that in the course of the essay so many TOK areas are mentioned that depth of analysis in any one of them is unlikely.

Criterion A: Understanding knowledge issues

Mark awarded: 3

The essay consistently identifies issues of marginal importance (for example, lines 60-61, that state that NaCI is scientific notation for sodium chloride) or dubious relevance (for example, lines 35-36, "more work may have been put into it"; line 43, "a teleprompter ... ") and fails to develop these issues in depth or detail. The surprising claim in lines 52 -53 that "neither written nor spoken language have any significant importance to the arts" can be seen, charitably, as the student discussing only dance and music, say, and not considering literature or poetry.

Some relevant knowledge issues are identified, but these are not explored {for example, lines 85-87, "Through documents ... the past" and the final lines, "However. .. differently"). As a result, while the essay is in part relevant, the understanding is best described as rudimentary and the attempted links to ways of knowing are not effective.

Criterion 8: Knower's perspective

Mark awarded: 3

While the essay has a clear student voice, it does not connect knowledge issues to the student's own experience, and the narrowness of focus mitigates against the possibility of independent thinking about knowledge issues. There are some appropriate examples (for example, lines 24-26, baby talk; lines 85-87, Egyptian hieroglyphics and Mayan inscriptions) though they are not well used. There is the glimmer of awareness of different perspectives in the final line and this just pushes the mark for this criterion to a 3.

Criterion C: Quality of analysis of knowledge issues

Mark awarded: 2

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Written work (pdD

Examiner comments

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Theory of knowledge assessment exemplars

This is the weakest aspect of the essay: the initial poor interpretation of the prescribed title has limited the analysis throughout. Promising ideas are undeveloped and seem to have been introduced to little effect. For example, the student mentions symbols in line 5, and then states in lines 32-33 that they "can be understood just by looking at them". Even where relevant knowledge issues are identified and some conclusion appears to be drawn (for example, lines 52-53, "therefore it can be said ... "; line 80 "therefore we can see ... "; line 92, "Therefore it can be seen ... "; line 95,"To conclude it can be said ... "), the conclusion seems to be stated rather than following from what has gone previously. While the student has given the initial impression of having constructed valid arguments, these do not stand up to even cursory scrutiny and the attempts at argument are unsuccessful.

There is some awareness of counterclaims (for example, line 42, "Although ... "; line 65, "However ... ") but these are in general confused and do not provide enough evidence to progress beyond a level2.

Criterion D: Organization of ideas

Mark awarded: 5

This essay's strongest aspect is its organization. The student makes and explains an initial distinction (graphic/phonic) which is maintained throughout the essay with respect to different areas of knowledge. While this is an unhelpful analytic tool, it does mean that the essay is adequately structured overall, despite the occasional instance where there is a lack of clarity (for example, lines 11-12, "Both spoken ... concrete"; lines 42-43). The reference to the Egyptians and Mayans required referencing, but this example is only of marginal importance to the essay and so does not affect the overall score for this criterion.

©International Baccalaureate Organization I Mission statement 1 Learner profile

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Does language play a ro!e of equal tmportance m dil'f<-::rent ::rre:1:: ·;·d·

TL) cmswcr this question properiv there ::1re somt terms that nc·t~d 10 !:;_' d::i"mt."J Fir.sJ 1)f

all what is acrual!:v a language? It l:an be de-fined as a t'or•n di" ,:onmJunil:i!1H.•i1 lliillnh·

through the USt' uf sounds and symbnls It is nho l.l!lf ,}f i!w \\;t\ ~: ();' !.:.1ln;vi11~

Language can be divided inro three different rvp(·S Firsr lhere ~~ bnd\ :;ilt;.;:.tw1:Je.

which has no signincance in this essay so n 1vil! l)nlv be n1enlioned Th~:~n tht·re It'

Vlrittcn language. Here communication is through ~ymbols that haH~ hccn pw lO~felht::r

Jll order to form chains iJr' symbols \vhich have a meaning that \n~ been ,1g11..:vd upon

Lastly there is spoken language. Spoken language \'lorks in rhe same \V<J> ;:s \,\ r!nen

language. only ht::re sounds are wwd mstcad of symbols B(lth ~poken :md '·\THtcn

languages are abstract and concrete

The arc<Js of knowing also have to be addressed Since tile~,\\ 11! bt.· c\phHI'I\:(1 ii! tHOI't'

depth laler on m the essay Lhev \Viii nnl\ be slaied hel't' ·1 ht!\ rl!'t:' rhc dl h lh': :nnu<tl

Example 5

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sciences. ethics, math, the :;ncm[ ':>Clcnce!-. and hi:-:;tor\ 15

The most. important term to detine in rhis essay is /( equ3i :mponanc:..' n r·.qu<d

imp011-{1!1CC is the degree o!' significance things havt'!. 1.11 other vvnnb i:' \Hk thing

should be preferred over an other. Jn this essay equal importance: is c()mparing

\vhetber written and spoken language have the same weight in comnntniGt1ion 111 rhe

ditTerent areas ofknow'mg

Spoken language is defined as a '.< phon1c substance·.~ , m mher '<vnrcl-,. E !,;, mad~;.· up

of sounds that you can make and hear. These sounds t.:an dumge between di!ferent

places, and the person \-VIlO is being talked to C<W o!1en inf!uenGt' t·hl" ..:;ound:-. tiwr :·11'!:'

being used An example ofthls is a child In t!w huginnmg wht·n ht: or :~ht· 11.: ~··. kd>\. a

language consistent of simple sounds is being usccL then as the c.hiid gr~;w~. rJh: :-<nunds

in the ianguage become more and more cornplicmecl

1 D11vid Crystal. The Cambridge encyclopaedia of the English l<mguagc. C:Hnbridgc lJniYcr:sit.\ Press

!995.

-J) Theory of knowledge assessment exemplars

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Spoken language is also addressed directly to the li::;h~ner, \vhich 111 mosr cases J1l(:ans

that !t is more persona! it will also be more sp(Hliane:{.)US ::.;lnce tht' -:.pe:tkt:~r -~an bt::

atfected by factors such as the body language of the persGn the sp-~~·•k~.~r is ~pc·:d~itttl to

ln spoken language there are also many dil'tt;rent variations ;~f the !cu1gua_~,\._:. :-th.:h :1s

::;lang or various dialects.

\,Ynlten language is defined as a «graphic substance.,," in nther \\·orci;.; it 1s :;vrnhn!:--~

that can be understood by looking at them, just !ike the letter" Jnd v.ord:-: lil till~,\:~:-;~\':

VVhereas spoken iangunge is a direct and spomnneous language ,_vrinen !nn~uage is

me~wt to be read later than when it i~; wrinen and dwrei't1rc more \Vurk mnv iHJY<.' he'.'!l

put_!~1tll it {n many l~a:)es this vv·ill also make rhc te:--,:t mon.: U!'i.!,tl.11i~:ed

\Vritten language can be wntten over and ()Vt:r aga111 nn11l r!w \'vrlh~l i:-. ,:::"il!,_,_;~H.·d 1>..:1\;

the work, this can not be done in spoken language Thi:; a!knvs tllf.~ \\ ritt'"r· l("l corrl':c\

mistak~s and when the final resuh is finished no one \viil knO\.\ :thou\ th<:m Thl' l~l~!

ihat \vritten language is kept as documents will a!sn mc1ke th(-'11\ t2:<:hler 1u kcq1 This

will allov..r us to have things such as historical document~ thtH are \Vrl1if.·n in ihc na:-:1

Although there is a distinct division berwecn lllese two rype~ t1f langn:-1ge, ~ach o!·

them <:an be the other For example: a teleprompter !S. used in pince:-. likt· news

programs on TV. Here someone has written dovln exactly wh;:n the ne-w..:. r111chnr !s

supposed to say. The news anchor knovvs a speeiai technique \Vhi;.:h a!l:J\\S hirn or her

to read exactly w·hat is written and make it look like he or .->he 1;-;n'1 rcadal~l \\hHt ·t·ll(;;\

are saymg

The arts are neither written nor spoken, although musical l~:ric:-; ma\' b·:· Golil!l<:'d a~

spoken language. The a11s are a way or con1municr:nmg emotion.-.; T!li-; doc:-: .;o tha1

not everyone can understand that lt is a form of comrnu.nication. \:Vn1cb ur •;ymbols

can be imponant aspects of paintings, just like lyrics to a song. but thi:; is lh11 trw~ f(u·

all. Therefore it can be said that neither written nor spoken language have any

signitlcant importance to the arts

: Da\ id Cryslal. The Cambridge cncyclopncdi<l of !he English !:mgunp,c, c,lmbridgc u lH\ Ci"Si1) Pre::;~. 1 !)95,

J) Theory of knowledge assessment exemplars

Example 5

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so

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[n the natural sciences both \VTitten anc! ,:,poht>n !angtHl!~.S:~''· ;m·· IJS.r:d ~''lll 1iw· ~lin-'~:;

greatl·y. The spoken language th(]t names the actual name.s OI, compuunds ill\~ u;.;-:d tl1

most cases. however the names of the biggest compounds arc not :)puken because they

are too complex For the \.Vritten language the natural sciences almo:-;t lla\'C n-" own

language. This language consists of notation .. and it is m<:Jinlv u~cci !l): ~wmmp:

compounds /\ notarion would have a different spoken name, which r:nukl a!$c• !.1e

written the spoken wny An example of this is NaC!. ;.vhJch in full Terms \\(Jtdd me:m

sodium chloride. which to most people is common wbie 'alt

For most people ethics IS something they have !t;aJTn !hrnusll~:nmmon s~:rl'-.•,· ,:r ~h!ngs

they were told during their childhood and adolescence Fthlc'-> rnaiilly ·:Olhhi~ ot'o1al

traditions and things we have been told. and later nn in !ife (on'-:lt!~lon:-. 1\·C drav,

based on the things we have been told_ Hcnvevcr. rhere havt.~ hecn \\rH1~'n hnok·~ abnut

ethi(;S._ but then again this is just spoken ideas that kt\,e been ,., .. rirtc-n do\'· !J. \;, ;t "·:m

be ::;aid that spoken language is more important to e1hies thml \Vriu·.::n \an~urtf.Lt

[n math there is not a complele spoken language because !hen: art· manv !hin~s thJ!

cannot be said so that they make sense. Hov;ever it is a cornplete wrilten 1an~uage l f

~omeone who knows mathematical language sees 1he equation ·.,-!·\''",;3 7 they- vvi!l

understand \:>..·hal it means and fr0m the context they v-.:il! knO'-V \-vhal t'.) do :n ordet ll.i

solve the probiem. Therefore it can be said that written langunge is more i!l'q)ortanr !!l

math than spoken language.

In the social sciences the most imponant thing is to be:. able ld spe;ak t-n '.;\IH·J < rn <)i r!e1

to get infOrmation i1 is important to ask people questions anci listen !.C! \\·h8! iht' have

to say. Questionnaires can be used in order to ger infOrmation as 't-vcll. hut in a way

this is the same as interviewing people. You can also have various written terrn~: ~-;uch

as medica! and economic terms. Although these mainly are written thev can be -;pol.: en

as well. so they will not have a big imp011ancc when it come~ to finding the most

important language. TherefOre we can sec that spoken language is most important in

the social sciences because it is the main way inf()rmation and kmw.:ieclge IS

communicated.

Jn history there are several documents such as movies and recorded speech:·~ that ar~

3 Theory of knowledge assessment exemplars

Example 5

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very important However there are tar more doc..:umenfs that art; wr\tt~n- nnd m<~nv of

the speeches are also saved as rranscripts. Through documents •;uch a::> rht~ L-;.gypt\c~I1

hieroglyphs and the i\!layan inscriptions historians have learnt a grenr (kal about ilh::

past. T--iere it can be seen tha1 ever~'thing that is \vritt('n drnvn is e:1sier 10 keep. nwinly

because it can be stored El\-vay for years without any of the mformation ~enin_g ltJSL

and it can still be read somerime in the future. This cnn bl~ done \\ith 1hings such :1s

speeches as \veil. but since the quality ckcrease.;; for each tim~:- th(:-\· :tn~ pbl\"•.:d. :mel

since lec\mology is improving so rapidly. it will be nlt)re dilfl;.:u1l r'.) pit!\ 1hc!li 1:: ;_he

future. Therefore it can be seen that. written documents are n bett~r \\:a:: tJ!' \-;~:e:r"lmg

documents, and since that is hov: we have learnt so mnnv ;hln~~; ,)bout dk p~lSl,

written language is more important than spoken langllage in hist~:>ry

To conclude it can be said that language does not play a role of equ;:-d importance in

the different areas of knowing. It varies rrom area to area. r111d the diiTercn1 iyp~:::s of

language have different levels of importance on the areas nfkno\ving Ho\\it~\·er it nm

be said that language is lea::>t important in d1e ~1rts. becau~c ~pd!..l::n d1Hl "'-Tittt~H

language as we know it is not used that much

It can also be concluded that written language in manv cast's i.~ 1111 ll\~ nnp(lrtflnl that

spoken language. This can be seen in history. math and the natural scienc0::- However

it is difficult to agree upon the ievels of itnport8nce in manv areas becnu~,e dif!Crcm

people will rate the impol1ance level differently

J} Theory of knowledge assessment exemplars

Example 5

85

90

95

100

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