Criterion C

Criterion C: Critical thinking (maximum mark 12)

Strands

This criterion focuses on four main strands (although the IB puts discussion and evaluation together).

1. Research – appropriate to research question & relevant

2. Analysis – clearly focused & effectively supported

3. Discussion – reasoned argument, well structured & coherent

4. Evaluation - contains a reflective conclusion supported by evidence

The assessment is based on the extent to which critical-thinking skills have been used to analyse, discuss and evaluate the research undertaken.

Specific points covered

Specifically the assessment considers:

1. Are the selection and the application of the research presented both relevant and appropriate to the research question?

2 Are the sources/methods used appropriate in terms of how they have been used in the development of the argument presented?

3. Is the analysis of the research effective and focused on the research question?

4. Does the discussion of the research develops a clear and coherent reasoned argument in relation to the research question?

5. Are the arguments presented in the essay critically evaluated?

6. Are there any unlikely or unexpected outcomes which also demonstrate critical thinking?

Level 10-12 descriptor

How the student has addressed each of the specific points above then determines the mark out of twelve to be awarded. The level descriptors are given on pages 104 and 105 of the Extended Essay Guide. To achieve the highest markband of 10-12 the assessor must be satisfied that each of the main strands has been properly and competently addressed:

The research is excellent.

i.e. The research is appropriate to the research question and its application is relevant throughout.

The analysis is excellent.

i.e. The research is clearly focused on the research question and is analysed effectively. Any less relevant research that is
      included does not detract significantly from the quality of the overall analysis.
      Conclusions to individual analysis points are properly supported by the evidence presented.

The discussion and evaluation are excellent.

i.e The research is supported by a focused and effective reasoned argument with a conclusion that reflects the evidence
      presented.
     The reasoned argument that is developed is well-structured and coherent. Any minor inconsistencies present do not hinder
     the strength of the overall argument or or detract from the final or summative conclusion.
     The research has been evaluated critically.

Excellent use of terminology and concepts

i.e. Accurate and consistent use is made of concepts and terminology relevant to both chemistry and the topic which
demonstrate effective knowledge and understanding.

Some common errors made by students

Some common reasons for not attaining Achievement level 12 for Criterion C: Critical thinking include:

Making unsubstantiated and sweeping claims in the discussion.
Deviating from the research question.
Giving straightforward descriptions or narrative accounts rather than an argument.
Giving unnecessary and trivial details which detract from a logical sequence.
Not looking for flaws or weaknesses in their argument.
Not considering different approaches or counter-arguments.
Not questioning the reliability of sources quoted.
Not including the uncertainties associated with all aspects of an experiment.
Not questioning underlying assumptions made in arguments.
Basing conclusions on single (not reproduced) results.
Introducing new material into the final conclusion.
Not presenting evidence in the final conclusion that is consistent with the evidence in the body of the essay.
Omitting quantitative values in the final conclusion.
Not relating the conclusion directly to the research question.
Suggesting facile or unrealistic areas for further investigation.

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