IB 數學研究/專案

IB 數學研究內部評估 (IA) 將根據 7 個標準進行評估。學生應仔細閱讀這些標準，並始終根據這些標準檢查專案完成的任何工作。

標準是

A) 緒論

評分描述 0 學生沒有提供任務的清晰說明。

               - There is no evidence in the project of any statement of what the student is going to do or has done.

1 學生提供了任務的清晰說明。

               - For this level to be achieved the task should be stated explicitly.

2 學生提供了標題，任務的清晰說明以及計劃的清晰描述。

               - The plan need not be highly detailed, but must describe how the task will be performed.

B) 資訊和測量

評分描述 0 學生沒有收集相關資訊或生成相關測量結果。

               - No attempt has been made to collect any relevant information or generate any relevant measurements.

1 學生收集相關資訊或生成相關測量結果。

               - This achievement level can be awarded even if a fundamental flaw exists in the instrument used to collect the
                 information, for example, a faulty questionnaire or an interview conducted in an invalid way.

2 學生收集的相關資訊或生成的測量結果以適當的形式組織

           for analysis or is sufficient in both quality and quantity.
               - A satisfactory attempt has been made to structure the information/measurements ready for the process of analysis,
                 or the information/measurements are adequate in both quantity and quality.

3 學生收集的相關資訊或生成的測量結果以適當的形式組織

           for analysis and is sufficient in both quality and quantity.
               - This level cannot be achieved if the measurements/information are too sparse (that is, insufficient in quantity)
                 or too simple (for example, one-dimensional) as clearly it does not lend itself to being structured. It should
                 therefore be recognized that within this descriptor there are assumptions about the quantity and, more
                 importantly, the quality(in terms of depth and breadth) of information or measurements generated.

C 數學過程

評分描述 0 學生沒有嘗試進行任何數學過程。

1 學生執行簡單的數學過程。

               - Simple processes are considered to be those that the average mathematical studies student could carry out easily,
                 for example, percentages, areas of plane shapes, linear and quadratic functions (graphing and analysing), bar
                 charts, pie charts, mean and standard deviation, simple probability. This level does not require the
                 representation to be comprehensive, nor does it demand the calculations to be without error.

2 簡單的數學過程大部分或完全正確，或者學生嘗試使用至少一個

          sophisticated process.
               - Examples of sophisticated processes are volumes of pyramids and cones, analysis of trigonometric and exponential
                 functions, optimization, statistical tests and compound probability. For this level to be achieved it is not required that the calculations for the sophisticated process(es) be without error.

3 學生執行至少一個複雜的流程，並且所有使用的流程大部分或完全準確。

           -The key word in this descriptor is “accurate”. It is accepted that not all calculations need to be checked before awarding this achievement level; random checking of some calculations is sufficient. A small number of isolated mistakes should not disqualify a student from achieving this level. However, incorrect use of formulae, or consistent mistakes in using data, would disqualify the student from achieving this level.

4 學生執行至少一個複雜的流程；使用的流程大部分或完全準確，並且所有使用的流程都是相關的。

            -For this level to be achieved the mathematical processes must be appropriate and used in a meaningful way.

5 學生準確地執行了許多相關的複雜過程。

            To achieve this level the student would be expected to have carried out a range of meaningful mathematical processes. The processes may all relate to a single area of mathematics, for example, geometry. Measurements, information or data that are limited in scope would not allow the student to achieve this level.

D 結果解釋 評分描述 0 學生沒有產生任何解釋或結論。

    -For the student to be awarded this level there must be no evidence of interpretation or conclusions anywhere in the project, or a completely false interpretation is given without any reference to any of the results obtained.

1 學生提供至少一個解釋或結論。

    -Only minimal evidence of interpretations or conclusions is required for this level. This level can be achieved by recognizing the need to interpret the results and attempting to do so, but reaching only false conclusions.

2 學生提供至少一個與所用數學過程一致的解釋和/或結論。

  -For this level to be achieved at least one interpretation and/or conclusion is required. A "follow through" procedure should be used and. consequently, it is irrelevant here whether the processes are either correct or appropriate; the only requirement is consistency.

3 學生提供與所用數學過程一致的綜合解釋和結論討論。

  -To achieve this level the student would be expected to produce a meaningful discussion of the results obtained and the conclusions drawn. In this context, the word "Comprehensive" should be taken to mean thorough and detailed discussion of interpretations based on the level of understanding reasonably to be expected from a student for mathematical studies SL.

E 有效性

F 結構和溝通

G 承諾