What successful thinking looks like
These criteria describe quality, not answers. The independent task uses a hospital 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, using best fit. Naming stakeholders or concepts does not earn marks by itself.
| A stronger response… | Looks like… |
|---|---|
| tests the claim against the evidence | Uses specific log entries to show what the claim explains and what it does not |
| explains the mechanism accurately | Names the component or failure type precisely (e.g. server, network, name lookup, overload, malware) |
| offers a supported alternative | Gives a better-fitting explanation and the evidence for it |
| traces the consequence for people | Links the failure to what patients and staff can no longer do, and why it matters |
| weighs a counter-perspective | Takes another priority seriously before judging |
| reaches a supported judgment | States a priority and what evidence would change it |
Conditions: individual, closed-book, 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 cover the week’s reading and four revisit earlier learning. Quizzes are not converted to IB grades.
Synthesis (d07) and defence (d09)
Collected or observed for feedback, not scored. Aim for accurate claims, an explicit relationship, specific evidence, a limitation and an inference that stays within the evidence.