TOK Oral Descriptors

 

Part 2 Internal Assessment Descriptors
A	Knowledge Issue(s) (5 points)
	Is/are the problem(s) of knowledge appropriate to the given topic recognized and understood, and are the candidate's ideas developed in a relevant and imaginative way? The phrase 'problems of knowledge' refers broadly to possible uncertainties, biases in approach to knowledge or limitations of knowledge, and the methods of verification and justification appropriate to the different Areas of Knowledge.
Achievement Level	The candidate has:
0	not recognized any problem(s) of knowledge appropriate to the given topic.
1	a very poor recognition and understanding of the problem(s) of knowledge appropriate to the given topic; the presentation is irrelevant to TOK.
2	a poor recognition and understanding of the problem(s) of knowledge appropriate to the given topic, and the development of ideas is generally irrelevant to TOK.
3	a satisfactory recognition and understanding of the problem(s) of knowledge appropriate to the given topic, and the development of ideas is generally relevant to TOK; the presentation reflects some imagination.
4	a good recognition and understanding of the problem(s) of knowledge appropriate to the given topic, and the development of ideas is consistently relevant to TOK; the presentation is imaginative and reflects the candidate's own ideas.
5	an excellent recognition and understanding of the problem(s) of knowledge appropriate to the given topic, and the development of ideas is consistently relevant to TOK; the presentation is highly imaginative and reflects the candidate's original thinking.

 

B	Quality of Analysis (5 points)
	Do the analysis of the topic and the treatment of divergent points of view show critical reflection and insight in addressing the problem(s) of knowledge?
Achievement Level	The candidate demonstrates:
0	no concern with the problem(s) of knowledge appropriate to the given topic.
1	a very poor level of critical reflection; the presentation is entirely superficial or does not adequately engage with the issues; there is little awareness of personal viewpoints or those of others; arguments may be non-existent or logically invalid or main points may not be justified.
2	a poor level of critical reflection; the presentation is generally superficial, or does not adequately engage with the issues; there is little recognition of personal viewpoints or those of others; arguments may not be logically valid or main points may not be justified.
3	a satisfactory level of critical reflection and some insight; given the time constraints, the presentation adequately engages with the issues; some relevant personal viewpoints are recognized, and those of others are acknowledged; in general, arguments are logically valid, main points are justified, and there is an account of their implications.
4	a good level of critical reflection and insight into the analysis of the topic and the treatment of divergent points of view; given the time constraints, the presentation engages with the issues in some depth; relevant personal viewpoints are recognized, and those of others are acknowledged in some depth; arguments are logically valid, main points are evaluated and justified, and there is a thoughtful account of their implications.
5	an excellent level of critical reflection and insight into the analysis of the topic and the treatment of divergent points of view; given the time constraints, the presentation thoroughly engages with the issues; relevant personal viewpoints, values and biases are explicitly recognized, and those of others are fully acknowledged; arguments are logically valid, main points are evaluated and cogently justified, and there is a meticulous and thoughtful account of their implications.

 

C	Knowledge at Work (5 points)
	To what extent does the presentation demonstrate the application of TOK thinking skills to a contemporary issue? The phrase 'TOK thinking skills' refers to the ability to identify problems of knowledge, to analyse and evaluate claims and counter-claims, to draw interdisciplinary links, and to be aware of differing underlying values. They resemble the skills denoted in level 5 of Criterion B, Quality of Analysis.
Achievement Level	The presentation demonstrates:
0	no application of TOK thinking skills to a contemporary issue.
1	a very poor application of TOK thinking skills to a contemporary issue; there is very little attempt to relate abstract elements of the TOK programme to a contemporary issue.
2	a poor application of TOK thinking skills to a contemporary issue; there is some attempt to relate abstract elements of the TOK programme to a contemporary issue.
3	a satisfactory application of TOK thinking skills to a contemporary issue; the presentation relates abstract elements of the TOK programme to a concrete, contemporary issue.
4	a good application of TOK thinking skills to a contemporary issue; the presentation explicitly relates abstract elements of the TOK programme to a concrete, contemporary issue.
5	an excellent application of TOK thinking skills to a contemporary issue; the presentation explicitly and successfully relates abstract elements of the TOK programme to a concrete, contemporary issue.

 

D	Clarity (5 points)
	Is the presentation clear and logically coherent? This criterion is not intended to assess linguistic skills. Rather, it isintended to assess the extent to which the main ideas are clearly and coherently conveyed.
Achievement Level	The presentation demonstrates:
0	no clarity or coherence.
1	a very poor level of clarity and logical coherence.
2	a poor level of clarity and logical coherence.
3	a satisfactory level of clarity and logical coherence.
4	a good level of clarity and logical coherence.
5	an excellent level of clarity and logical coherence.