The IB Maths IA is assessed based on five criteria, each with specific descriptors, which add up to a total of 20 marks. The criteria are as follows:

Criterion A: Presentation (4 marks) - This criterion assesses the organization and coherence of the exploration. A coherent and well-organized exploration should have a clear structure, including an introduction, body, and conclusion. Relevant graphs, tables, and diagrams should be appropriately placed within the exploration, and there should be no irrelevant or unnecessary repetitive calculations, graphs, or descriptions.

Criterion B: Mathematical Communication (4 marks) - This criterion evaluates how well the student uses mathematical language, notation, symbols, and terminology. It also assesses their ability to define key terms and variables, and to use multiple forms of mathematical representation, such as formulae, diagrams, tables, charts, graphs, and models, where appropriate. Deductive methods and proofs should be used logically when required.

Criterion C: Personal Engagement (3 marks) - This criterion measures the extent to which the student engages with the topic by exploring the mathematics and making it their own. Personal engagement may be demonstrated through independent and creative thinking, presenting mathematical ideas in their own way, exploring the topic from different perspectives, making and testing predictions, and other instances of authentic personal engagement.

Criterion D: Reflection (3 marks) - The reflection criterion assesses how the student reviews, analyzes, and evaluates the exploration. Reflection should go beyond simply describing results and should include linking to the aims of the exploration, commenting on what the student has learned, considering limitations, comparing different mathematical approaches, and engaging in critical reflection that is crucial, deciding, or deeply insightful.

Criterion E: Use of Mathematics - SL (6 marks) / HL (6 marks) - This criterion assesses the extent to which students use relevant mathematics in the exploration, and it is divided into two separate descriptors for SL and HL students.

## For SL students:

- Level 1: Some relevant mathematics is used, with limited understanding demonstrated.

- Level 2: Some relevant mathematics is used, and the exploration is partially correct, with some knowledge and understanding demonstrated.

- Level 3: Relevant mathematics commensurate with the level of the course is used, and the exploration is correct, with some knowledge and understanding demonstrated.

- Level 4: Relevant mathematics commensurate with the level of the course is used, and the exploration is correct, with good knowledge and understanding demonstrated.

- Level 5: Relevant mathematics commensurate with the level of the course is used, and the exploration is correct and demonstrates sophistication or rigor, with thorough knowledge and understanding demonstrated.

- Level 6: Relevant mathematics commensurate with the level of the course is used, and the exploration is precise and demonstrates sophistication and rigor, with thorough knowledge and understanding demonstrated.

## For HL students:

- Level 1: Some relevant mathematics is used, with limited understanding demonstrated.

- Level 2: Some relevant mathematics is used, and the exploration is partially correct, with some knowledge and understanding demonstrated.

- Level 3: Relevant mathematics commensurate with the level of the course is used, and the exploration is correct, with some knowledge and understanding demonstrated.

- Level 4: Relevant mathematics commensurate with the level of the course is used, and the exploration is correct, with good knowledge and understanding demonstrated.

- Level 5: Relevant mathematics commensurate with the level of the course is used, and the exploration is correct and demonstrates sophistication or rigor, with thorough knowledge and understanding demonstrated.

- Level 6: Relevant mathematics commensurate with the level of the course is used, and the exploration is precise and demonstrates sophistication and rigor, with thorough knowledge and understanding demonstrated.

Overall, the maximum possible final mark for the exploration is 20, and students must meet the criteria to achieve a grade for their mathematics course.