What successful thinking looks like
These criteria describe quality, not answers. The independent task on Wednesday uses a new case you have not seen.
Independent transfer · /8 · 20 minutes
Command term: evaluate — weigh strengths and limitations and reach a supported judgment. Your teacher marks the whole response against the Paper 1 part c markband (best fit). No marks come from simply naming stakeholders or concepts.
| A stronger response… | Looks like… |
|---|---|
| explains the mechanism accurately | Says exactly which weights change and what that does to scores |
| uses the data | Uses at least one calculation or rank change from the table as evidence |
| weighs both sides | Who gains and who loses, and why that matters to them |
| names the values | What the objective prioritizes, and what it gives up |
| judges conditionally | A conclusion with conditions or limits (when, for whom, with what safeguard) |
| is organized | A clear line of argument, not a list |
Conditions: individual, closed-book, calculator allowed, no AI or Coach, approved access arrangements apply. Feedback within five teaching days; a fresh retry on another new case follows.
Weekly quizzes · /12
Eight multiple choice (1 mark each) and two short responses (2 marks each). Six items on the week’s reading, four revisiting earlier learning. Quizzes help you and your teacher find gaps. They are not converted to IB grades.
Source synthesis (d07) and defence (d09)
These are collected and observed for feedback. They are not scored. Aim for an accurate claim, an explicit relationship, specific evidence, a limitation and an inference that stays within the evidence.