Assessed student work
Mathematics SL and HL teacher support material

Criterion |
A |
B |
C |
D |
E (SL) |
E (HL) |
Total (SL) |
Total (HL) |
---|---|---|---|---|---|---|---|---|

Achievement level awarded |
2 |
3 |
3 |
1 |
6 |
4 |
15 |
13 |

Maximum possible achievement level |
4 |
3 |
4 |
3 |
6 |
6 |
20 |
20 |

A2—The work is coherent but not well organized. There is no aim or rationale in the introduction.

B3—There is good definition of terms.

C3—While there was not “abundant” evidence, there was sufficient to award level 3: for example, making her own code (page 9); learning and describing unfamiliar maths; and timing herself doing the spreadsheet (page 9).

D1—Only limited reflection, some on the significance of the timing of the spreadsheets.

E6—She used mathematics beyond the syllabus (derangements). Her understanding of this was verified in discussions.

E4—This is sophisticated but descriptive rather than rigorous mathematics.