It is only knowledge produced with difficulty that we truly value.” To what extent do you agree with this statement

It is only knowledge produced with difficulty that we truly value.” To what extent do you agree with this statement

The method of assessing the essay on a prescribed title and the presentation in TOK judges each piece of
work in relation to written descriptions of performance and not in relation to the work of other students.
The assessment of both tasks is envisaged as a process of holistic or global judgment rather than an analytical
process of totalling the assessment of separate criteria. Although in the essay the assessment is presented as
two aspects, they are integrated into five described levels of performance, allowing for variation in student
performance across different parts of the overall assessment. Because of the requirement for a reasonable
mark range along which to differentiate student performance, each markband level descriptor corresponds
to a range of two different marks.
Assessment judgments should in the first instance be made with reference to the level descriptors for
typical characteristics. The possible characteristics underneath are intended as starting prompts for
discussion and development of a shared vocabulary among examiners, moderators, teachers and students
as to how work at each level might be described.
The possible characteristics corresponding to a level of performance should not be thought of as a checklist
of attributes; they are intended to function only as tentative descriptions, some of which may seem
appropriate to apply to work at that level.
The achievement level descriptors concentrate on positive achievement, although for the lower levels (zero
is the lowest level of achievement) failure to achieve is included in the description.
These level descriptors are designed to be used as a whole, and operate at a global level. It is to be
understood that:
?? the described levels are not a checklist or necessary minimum
?? the different levels of performance are not discrete, and differences of degree are involved
?? different levels suggest typical performance, and there are always exceptions requiring individual or
case by case judgments
?? the performance of students can be uneven across different aspects, but it is the overall impression
that is most important.
Examiners and moderators will use the levels of performance as the terms on which they make a judgment
that draws on their knowledge of what students at this level can do with tasks of this kind. How examiners
and moderators will make a judgement about the level of performance attained in a particular student
response will vary.
Essay examiners may make a decision in the course of reading the piece, and then review it and make a final
judgment after completing a reading. Or they may register the comments and arguments of a student, read
the essay as a whole and make a decision in retrospect. In either case the described levels are to be seen
as global and holistic rather than a checklist of necessary characteristics. Examiners will make judgments
about individual pieces

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