Assessment criteria

General information

The method of assessment used by the IBO is criterion-related. That is to say, the method of assessment judges each student in relation to identified assessment criteria and not in relation to the work of other students.

All components in the theatre course are assessed according to sets of assessment criteria and achievement level descriptors. The internal assessment criteria are for the use of teachers; the external assessment criteria (used by external examiners) are provided for information only.

For each assessed component of the theatre course, a number of assessment criteria have been identified that relate to the objectives established for the theatre course.
For each assessment criterion, there are a number of descriptors that each describe a specific level of achievement.
The descriptors concentrate on positive achievement, although for the lower levels failure to achieve may be included in the description.
The practical performance proposal is assessed using markband descriptors. These more complex descriptors are used in a similar way to those for other components, although examiners are also required to assess where a piece of work belongs within the range of marks allocated to a particular descriptor.

Using the internal assessment criteria

Teachers should judge the internally assessed components against the descriptors for each criterion.

The aim is to find, for each criterion, the descriptor that conveys most adequately the achievement level attained by the student. The process, therefore, is one of approximation. In the light of any one criterion, a student’s work may contain features denoted by a high achievement level descriptor combined with features appropriate to a lower one. A professional judgment should be made in identifying the descriptor that approximates most closely to the work.
Having scrutinized the work to be assessed, the descriptors for each criterion should be read, starting with level 0, until one is reached that describes an achievement level that the work being assessed does not match as well as the previous level. The work is, therefore, best described by the preceding achievement level descriptor and this level should be recorded. In cases where a single descriptor covers two levels, a further decision is needed as to whether the work fulfills the descriptor to a greater or lesser extent.
Only whole numbers should be used, not partial points such as fractions or decimals.
The highest descriptors do not imply faultless performance and assessors and teachers should not hesitate to use the extremes, including zero, if they are appropriate descriptions of the work being assessed.
Descriptors should not be considered as marks or percentages, although the descriptor levels are ultimately added together to obtain a total. It should not be assumed that there are other arithmetical relationships; for example, a level 4 performance is not necessarily twice as good as a level 2 performance.
A student who attains a particular achievement level in relation to one criterion will not necessarily attain similar achievement levels in relation to the others. It should not be assumed that the overall assessment of the students will produce any particular distribution of scores.
The assessment criteria and descriptors should be available to students during the course.

External assessment criteria

Research investigation

AResearch skills (HL and SL)

Does the student make accurate observations that are supported by research evidence?
Does the student include a range of sources and attribute these sources properly?

Achievement level	Descriptor
0	The student has not reached level 1.
1–2	The student makes superficial, inaccurate and unclear observations. Any source material included is limited and has not been properly attributed.
3–4	The student makes generally superficial and/or derivative observations, which are often unclear. Source material has been included but it is predictable in origin and has not always been properly attributed.
5–6	The student makes generally perceptive and accurate observations. A range of source material has been included and, although somewhat predictable in origin, has been properly attributed.
7–8	The student makes perceptive and accurate observations, which are consistently supported by research evidence. A varied range of source material has been included and has been properly attributed.
9–10	The student makes perceptive and accurate observations, which are competently supported by research evidence. Sources have been chosen inventively and have been properly attributed.

BTask relevance (HL and SL)

Does the student show initiative and perseverance in meeting the specific requirements of the research investigation?
Does the student formulate a research question and respond to this with appropriate evidence?

Achievement level	Descriptor
0	The student has not reached level 1.
1–2	The student shows little or no initiative and perseverance in meeting the specific requirements of the research investigation. Little or no attempt has been made to formulate a research question.
3–4	The student shows limited initiative and perseverance in meeting the specific requirements of the research investigation. An attempt has been made to formulate a research question but responses to the question are often unfounded and irrelevant.
5–6	The student shows some initiative and perseverance in meeting the specific requirements of the research investigation. A research question has been formulated and an attempt has been made to respond to this question with generally appropriate evidence.
7–8	The student shows initiative and perseverance in meeting the specific requirements of the research investigation. A research question has been clearly formulated and responded to with relevant evidence and appropriate discussion.
9–10	The student shows consistent initiative and perseverance in meeting the specific requirements of the research investigation. A research question has been clearly formulated and responded to with relevant evidence and illuminating discussion.

CPresentation (HL and SL)

Does the student write the research investigation in an appropriate linguistic register and in a formal essay style?
Has the visual and/or textual material been carefully selected and presented?
Is the research investigation within the word-count requirement of the task?

Achievement level	Descriptor
0	The student has not reached level 1.
1–2	The student has written the research investigation in a register that is inappropriate to the subject matter. The selection and presentation of visual and/or textual material is poor. The word-count requirement has not been met.
3–4	The student has written the research investigation in a register that is not always appropriate to the subject matter. The selection and presentation of visual and/or textual material is limited and mainly irrelevant. The word-count requirement has not been met.
5–6	The student has written the research investigation in a register that is generally appropriate to the formal essay style and subject matter. The visual and/or textual material has been adequately selected and presented. The word-count requirement has been met.
7–8	The student has written the research investigation in a register that is appropriate to the formal essay style and subject matter. The visual and/or textual material has been carefully selected and presented. The word-count requirement has been met.
9–10	The student has written the research investigation in a register that is fully appropriate to the formal essay style and subject matter. The visual and/or textual material has been selected and presented in a way that fully complements the formal essay style. The word-count requirement has been met.

DCritique of sources (HL only)

Does the student critique the sources used?
Does the student demonstrate how relevant these sources are to his or her personal dramaturgical research?

Achievement level	Descriptor
0	The student has not reached level 1.
1–2	The student provides little or no critique of the sources used. There is little or no demonstration of how relevant these sources are to his or her dramaturgical research.
3–4	The student provides a limited critique of the sources used. There is some demonstration of how relevant these sources are to his or her dramaturgical research.
5–6	The student provides an adequate critique of the sources used. There is an adequate demonstration of how relevant these sources are to his or her dramaturgical research.
7–8	The student provides a consistent critique of the sources used. There is a good demonstration of how relevant these sources are to his or her dramaturgical research.
9–10	The student provides an incisive and convincing critique of the sources used. There is an incisive demonstration of how relevant these sources are to his or her dramaturgical research.

Practical performance proposal (HL only)

Does the student explore the prescribed performance stimulus imaginatively and develop a coherent concept for performance?
Does the student show an understanding of the production elements and how they function in performance?
Does the report demonstrate the student's understanding of the practical effects of the philosophical rationale, socio-historical/traditional/cultural influences, or the possible impacts and resonances of the proposed performance?

Markband	Descriptor
0	The student has not reached level 1.
1–5	The proposal contains very few or no signs of an imaginative interpretation of the stimulus, or no evidence of a concept for performance. There is very little understanding of the production elements and how they function in performance, and any references made to these are confused and inaccurate. The report shows little or no understanding of the practical effects of the philosophical rationale, socio-historical/traditional/cultural influences, or the possible impacts and resonances of the proposed performance.
6–10	The proposal contains limited signs of an imaginative interpretation of the stimulus and limited evidence of a concept for performance. There is a limited understanding of the most basic production elements and how they function in performance, but this is partial and inconsistent. The report shows a limited understanding of the practical effects of the philosophical rationale, socio-historical/traditional/ cultural influences, or the possible impacts and resonances of the proposed performance.
11–15	The proposal contains some imaginative interpretation of the stimulus, but there is a lack of coherence in the concept for performance. The student shows a genuine response to the stimulus and its potential for dramatic interpretation in performance, and shows some understanding of the possibilities of alternative ideas. There is an understanding of the essential production elements and how they function in performance, but this lacks depth and balance. The report shows some understanding of the practical effects of the philosophical rationale, socio-historical/traditional/cultural influences, or the possible impacts and resonances of the proposed performance.
16–20	The proposal contains an imaginative interpretation of the stimulus and a coherent concept for performance. The student explores some inventive ideas for staging and articulates a practical approach for realizing the performance. There is a clear and thorough understanding of the production elements and the subtleties of their effects in performance. The report shows an understanding of the practical effects of the philosophical rationale, socio-historical/traditional/cultural influences, or the possible impacts and resonances of the proposed performance.
21–25	The proposal contains a highly imaginative, illuminating and original interpretation of the stimulus and a coherent concept for performance. The student demonstrates inventive ideas for staging and a clear and practical understanding of the processes involved in bringing his or her ideas to performance. There is a clear and comprehensive understanding of the function and interrelation of the production elements and how they are combined to produce the desired effects in performance. The report shows an innovative understanding of the practical effects of the philosophical rationale, socio-historical/traditional/cultural influences, or the possible impacts and resonances of the proposed performance.

Practical performance proposal (SL only)

Does the student explore the prescribed performance stimulus imaginatively and develop a coherent concept for performance?
Does the student show an understanding of the production elements and how they function in performance?

Markband	Descriptor
0	The student has not reached level 1.
1–5	The proposal contains very few or no signs of an imaginative interpretation of the stimulus, or no evidence of a concept for performance. There is very little understanding of the production elements and how they function in performance, and any references made to these are confused and inaccurate.
6–10	The proposal contains limited signs of an imaginative interpretation of the stimulus and limited evidence of a concept for performance. There is a limited understanding of the most basic production elements and how they function in performance, but this is partial and inconsistent.
11–15	The proposal contains some imaginative interpretation of the stimulus, but there is a lack of coherence in the concept for performance. The student shows a genuine response to the stimulus and its potential for dramatic interpretation in performance and shows some understanding of the possibilities of alternative ideas. There is an understanding of the essential production elements and how they function in performance, but this lacks depth and balance.
16–20	The proposal contains an imaginative interpretation of the stimulus and a coherent concept for performance. The student explores some inventive ideas for staging and articulates a practical approach for realizing the performance. There is a clear and thorough understanding of the production elements and the subtleties of their effects in performance.
21–25	The proposal contains a highly imaginative, illuminating and original interpretation of the stimulus and a coherent concept for performance. The student demonstrates inventive ideas for staging and a clear and practical understanding of the processes involved in bringing his or her ideas to performance. There is a clear and comprehensive understanding of the function and interrelation of the production elements and how they are combined to produce the desired effects in performance.

Internal assessment criteria

Theatre performance and production presentation

AAnalysis (HL and SL)

Does the student identify the essential elements of the performance and production processes of theatrical traditions for more than one culture within the areas of study?
Does the student show an understanding of how these elements function individually through both practical work and evaluation of a range of diverse performances?
Does the student apply skills and concepts developed during the course in a practical and competent way?

Achievement level	Descriptor
0	The student has not reached level 1.
1–2	The student shows little or no ability to identify essential elements of the performance and production processes of theatrical traditions for more than one culture within the areas of study. He or she shows minimal understanding of how these elements function individually and makes few or no attempts to apply skills and concepts practically. He or she makes little or no effort to evaluate a range of diverse performances.
3–4	The student shows a limited ability to identify essential elements of the performance and production processes of theatrical traditions for more than one culture within the areas of study. He or she shows a limited understanding of how these elements function individually and makes occasional attempts to apply skills and concepts practically. He or she makes some effort to evaluate a range of diverse performances.
5–6	The student has presented adequate work. He or she shows a satisfactory ability to identify essential elements of the performance and production processes of theatrical traditions for more than one culture within the areas of study, as well as an adequate understanding of how these elements function individually. He or she applies skills and concepts in a practical way. He or she evaluates a range of diverse performances satisfactorily.
7–8	The student has presented effective work. He or she shows a good ability to identify essential elements of the performance and production processes of theatrical traditions for more than one culture within the areas of study, as well as a clear understanding of how these elements function individually. He or she applies skills and concepts in a practical and competent way. He or she evaluates a range of diverse performances intelligently.
9–10	The student has presented work of flair, imagination and clarity. He or she shows a complete understanding of the essential elements of the performance and production processes of theatrical traditions for more than one culture within the areas of study and how these elements function individually. He or she applies skills and concepts in a practical way, with significant proficiency. He or she evaluates a range of diverse performances perceptively.

BSynthesis (HL and SL)

Does the student identify the relationships between essential elements of the performance and production processes of theatrical traditions for more than one culture within the areas of study?
Does the student show an ability to experiment and assess how these elements work together?
Does the student show an ability to apply the outcomes of exploration practically?

Achievement level	Descriptor
0	The student has not reached level 1.
1–2	The student shows little or no ability to identify relationships between essential elements of the performance and production processes of theatrical traditions for more than one culture. He or she shows little ability to experiment and to assess how these elements work together. There is little or no evidence of a practical application of the outcomes of exploration.
3–4	The student shows a limited ability to identify relationships between essential elements of the performance and production processes of theatrical traditions for more than one culture. He or she shows some ability to experiment but this experimentation lacks focus and a clear assessment of how these elements work together. There is occasional evidence of a practical application of the outcomes of exploration.
5–6	The student shows an adequate ability to identify relationships between essential elements of the performance and production processes of theatrical traditions for more than one culture. He or she shows a satisfactory ability to experiment and assess how these elements work together, as well as to apply in practice the outcomes of exploration.
7–8	The student shows an effective ability to identify relationships between essential elements of the performance and production processes of theatrical traditions for more than one culture. He or she shows an ability to experiment and assess how these elements work together in a competent manner. There is clear evidence of an imaginative approach towards a practical application of the outcomes of exploration.
9–10	The student shows an in-depth understanding of relationships between essential elements of the performance and production processes of theatrical traditions for more than one culture. He or she shows significant proficiency in the ability to experiment and assess how these elements work together. He or she has approached a practical application of the outcomes of exploration with flair, imagination and clarity.

CReflection (HL and SL)

Does the student reflect on the content of the course and the individual and/or group creative processes?
Does the student respond critically to his or her own work and the work of others?
Does the student show an understanding of the connection between his or her own work, the work of others, and the course as a whole?

Achievement level	Descriptor
0	The student has not reached level 1.
1–2	The student shows little or no reflection on the content of the course and the individual and/or group creative processes. There is little or no critical response to the student’s own work and the work of others. There is little or no understanding of how the student’s work connects with the work of others and the course as a whole.
3–4	The student shows a limited reflection on the content of the course and the individual and/or group creative processes. There is a limited critical response to the student’s own work and the work of others. There is a superficial understanding of how the student’s work connects with the work of others and the course as a whole.
5–6	The student shows an adequate reflection on the content of the course and the individual and/or group creative processes. There is some critical response to the student’s own work and the work of others. There is a satisfactory understanding of how the student’s work connects with the work of others and the course as a whole.
7–8	The student shows a sustained reflection on the content of the course and the individual and/or group creative processes. There is a thoughtful critical response to the student’s own work and the work of others. The student makes effective connections between his or her work, the work of others and the course as a whole.
9–10	The student shows a high-quality reflection on the content of the course and the individual and/or group creative processes. There is a perceptive, objective and considered critical response to the student’s own work and the work of others. The student shows an in-depth and comprehensive understanding of how his or her work connects with the work of others and the course as a whole.

DApplied research (HL only)

Does the student show a theoretical exploration of the different areas of performance and production undertaken?
Is there evidence of research outcomes connecting with the student’s own practice?

Achievement level	Descriptor
0	The student has not reached level 1.
1–2	The student shows little or no theoretical exploration of the different areas of performance and production undertaken. There is little or no evidence of research outcomes connecting with the student’s own practice.
3–4	The student shows a limited theoretical exploration of the different areas of performance and production undertaken. There is limited evidence of research outcomes connecting with the student’s own practice.
5–6	The student shows an adequate theoretical exploration of the different areas of performance and production undertaken. There is some evidence of research outcomes connecting with the student’s own practice.
7–8	The student shows a resourceful theoretical exploration of the different areas of performance and production undertaken. There is sufficient evidence of research outcomes connecting with the student’s own practice.
9–10	The student shows a resourceful and imaginative theoretical exploration of the different areas of performance and production undertaken. There is substantial evidence of research outcomes connecting with the student’s own practice.

Independent project portfolio

APreparation (HL and SL)

Does the student show initiative and perseverance in undertaking independent work during the course and in the completion of the independent project?
Does the student produce relevant material in the independent project portfolio?

Achievement level	Descriptor
0	The student has not reached level 1.
1–2	The student has shown little or no initiative in undertaking independent work and has had difficulty in identifying relevant material.
3–4	The student has undertaken limited independent work. Much of the portfolio is irrelevant and/or poorly presented but there are some signs of initiative and perseverance.
5–6	The student has undertaken independent work but not all of it is relevant or well organized. There is evidence of initiative and perseverance.
7–8	The student has produced effective independent work and has shown initiative and perseverance in doing so. Relevant material has been produced that shows an interesting range of ideas.
9–10	The student has produced highly effective independent work and has consistently shown initiative and perseverance in doing so. Relevant material has been produced that shows planning, commitment, exploration and discovery. There is an interesting range of ideas that have been clearly substantiated.

BProcess (HL and SL)

Does the student demonstrate an understanding of production elements and theatre practices?
Does the student demonstrate the skills he or she has acquired in the area chosen for the independent project?
Does the student understand the demands of the chosen area?

Achievement level	Descriptor
0	The student has not reached level 1.
1–2	The student shows little or no skill in the area chosen for the independent project. The work is largely ineffectual and lacks focus.
3–4	The student shows limited skill in the area chosen for the independent project. The work is inconsistent and there is some evidence of a lack of focus.
5–6	The student shows a level of skill required to work effectively in the area chosen for the independent project. The work shows some understanding of the demands of the chosen area.
7–8	The student shows a considerable level of skill in the area chosen for the independent project. The work shows inventiveness and a clear understanding of the demands of the chosen area.
9–10	The student shows a high level of skill in the area chosen for the independent project. The work is enlivened by inventiveness and a perceptive understanding of the demands of the chosen area.

CReflection (HL and SL)

Does the student show evidence of learning and development throughout the portfolio?
Does the student reflect on the independent project and its place in the course as a whole?

Achievement level	Descriptor
0	The student has not reached level 1.
1–2	The student shows little or no evidence of learning or development. He or she reports on the independent project in a superficial manner.
3–4	The student shows limited evidence of learning and development throughout the portfolio. There is a limited reflection on the independent project.
5–6	The student shows adequate evidence of learning and development throughout the portfolio. There is some reflection on the independent project.
7–8	The student shows good evidence of learning and development throughout the portfolio. There is a sustained reflection on the independent project.
9–10	The student shows clear evidence of learning and development throughout the portfolio. There is a high-quality reflection on the independent project.

DPresentation (HL and SL)

Does the student write the portfolio in a linguistic register that is appropriate to the format and subject matter?
Does the student select and present relevant material?
Is the portfolio sourced, attributed and within the word-count requirement of the task?

Achievement level	Descriptor
0	The student has not reached level 1.
1–2	The student has written the portfolio in a register that is inappropriate to the format and subject matter. The selection and presentation of material is poor. Sources are inadequate and the work has not been properly attributed. The word-count requirement has not been met.
3–4	The student has written the portfolio in a register that is not always appropriate to the format and subject matter. The selection and presentation of material is limited and lacks relevancy. Sources are generally inadequate and the work has not always been properly attributed. The word-count requirement has not been met.
5–6	The student has written the portfolio in a register that is generally appropriate to the format and subject matter. The material has been adequately selected and presented. Sources are somewhat predictable but have been properly attributed. The word-count requirement has been met.
7–8	The student has written the portfolio in a register that is appropriate to the format and subject matter. The material has been carefully selected and presented. Sources have been chosen relatively well and have been properly attributed. The word-count requirement has been met.
9–10	The student has written the portfolio in a register that is fully appropriate to the format and subject matter. The material has been well selected and presented. Sources have been chosen inventively and have been properly attributed. The word-count requirement has been met.

EApplication of research and practice (HL only)

Does the student show an ability to integrate and apply his or her research and practice in the development of the independent project?
Is this research and practice relevant to understanding the development of the project?

Achievement level	Descriptor
0	The student has not reached level 1.
1–2	The student shows little or no ability to integrate and apply his or her research and practice in the development of the independent project.
3–4	The student shows a limited ability to integrate and apply his or her research and practice in the development of the independent project.
5–6	The student shows some ability to integrate and apply research and practice in the development of the independent project. This is relevant to understanding the development of the project.
7–8	The student shows a consistent ability to integrate and apply research and practice in the development of the independent project. This is relevant to understanding the development of the project, and is informative of the process.
9–10	The student shows a revealing ability to integrate and apply research and practice in the development of the independent project. This is fundamental to understanding the development of the project, is informative of the process and indicative of commitment and insight.