2. History: A focus on IA
Category 3

3. Purpose of Internal Assessment
Compulsory for both SL and HL
Demonstrate application of skills and knowledge and pursue a topic of personal interest
Should be woven into normal classroom teaching and not be a separate activity conducted after the course has been taught
Historical investigation on a topic of their choice
Topic does not have to be related to the syllabus, encourage students to use their own initiative when selecting a topic
Group work may not be undertaken
Note: teachers will need to decide what purpose the IA will fulfill in their history classroom – syllabus coverage, enhancement of skill development, TOK type questions, historiography development, fulfill local, state or national history requirements, complete “local field study” or a topic of personal choice
- the purpose of the IA can be varied by school and teacher; and it is a wonderful opportunity to let students do the work of a historian
There is no one path that is expected or preferred

4. Time allocation 25% of SL, 20 % of HL final assessment
Recommended a total of approximately 20 hours of teaching time:
To explain the requirements
To work on IA and ask questions
To consult with students individually
To review and monitor progress and check authenticity
Discuss that ideally, a purposeful and planned out process for the IA will be undertaken, including such things as topic selection, development of research question, research, writing, referencing where students have the opportunity to receive descriptive feedback that is timely and relevant to their topic
Part of this workshop will be to plan out such a process for themselves, that supports the IA in terms of research question, skill development such as OPCVL, writing the IA and proper referencing.

5. Guidance and Authenticity
IA must be the student’s own work
Teacher plays an important role in the planning stage and when the student is working on the investigation
Teachers and students must discuss the IA
Students should not be penalized for seeking guidance
Teachers should read and give advice to students on one draft of the work
Provide oral or written advice on how the work should be improved, but should not edit the draft
Resource – Austin’s butterfly on descriptive feedback (ask participants to think about replacing “thinking like a scientist” with “thinking like a historian” for the purpose of the IA)
More on Authenticity during session on Academic Honesty

6. Please note: the same piece of work cannot be submitted to meet the requirements of both the internal assessment and the extended essay

7. The Historical Investigation
Three sections:
Identification and evaluation of sources
Investigation
Reflection
The topic must be historical and therefore cannot be on an event that has happened in the last 10 years
Topic selection is free choice of student, but should be in consultation with teacher, and should ensure that there are sufficient resources available to support the investigation

8. Section 1: Identification and evaluation of sources (6 marks)
Requires students to analyze in detail two of the sources they will use in their investigation
Sources can be either primary or secondary
Students must:
Clearly state the question they have chosen to investigate (worded as a question)
Include a brief explanation of the nature of the two sources they have selected for detailed analysis, including an explanation of their relevance to the investigation
Analyze two sources in detail. With reference to the origins, purpose and content, the student should analyze the value and limitations of the two sources in relation to the investigation
Use subject guide here page 92 to review recent examples of strong questions from student investigations and also looking at the six key concepts for the history course, causation, consequence, continuity, change, significance and perspectives and how these could be good starting points for an investigation
Note the importance of a narrowly focused research question in the extended essay
Comment on word count, importance that the investigation is focused
Use the rubric here to highlight what must be done
A discussion could occur around how to select the two sources for evaluation – the purposes they should serve

9. Section 2: Investigation (15 marks)
Consists of the actual investigation
Must be clearly and effectively organized
It must contain critical analysis that is focused clearly on the question being investigated
Must also include the conclusion that the student draws from their analysis
Students must use a range of evidence to support their argument (primary, secondary or a mixture)
Use the rubric here to highlight what must be done
This is really like a mini essay with a RQ, evidence and analysis that comes to a conclusion

10. Different types of historical investigations:
Historical topic or theme using a variety of written sources or a variety of written and non-written sources
A historical topic based on fieldwork, for example, a museum, archeological site, battlefields, places of worship such as mosques or churches, historic buildings
A local history study
Remind participants that this is really up to the individual school and teacher – should consider the purpose mentionned earlier – what purpose does the IA serve in your classroom? Does one of these approaches better serve your purpose? If so, design your process around the one that will best support what it is you are trying to do in your history classroom

11. Section 3: Reflection (4 marks)
Requires students to reflect on what undertaking their investigation highlighted to them about the methods used by, and the challenges facing, the historian
See subject guide page 93 for examples of discussion questions that may help reflection
Use the rubric here to highlight what must be done
Have participants look at the examples of discussion questions that may help to encourage reflection from the subject guide page 93
Can suggest to participants that this is similar to a TOK exercise where students question their knowledge and how they came to know it

12. Bibliography
Bibliography and clear referencing of all sources must be included with every investigation, but these are not included in the overall word count
While there are no marks allocated for a bibliography or proper referencing, it is expected and required that students undertake a historical investigation that is properly referenced
Supports Academic Honesty and more on this during that session

13. Word Limit Total marks: 25 marks Word Limit is 2, 200 words.
Suggested word allocations:
Section 1: 500 words
Section 2: 1,300 words
Section 3: 400 words
Bibliography: Not applicable

14. Using assessment criteria for IA
Same assessment criteria for SL and HL
Find for each criterion, the descriptor that conveys most accurately the level attained by the student, using the ‘best-fit’ model
Using the higher mark in the range should reflect investigations where students demonstrate the qualities to a great extent; and the reverse is also true
Only whole numbers should be recorded
The highest level descriptors do not imply faultless performance but should be achievable by a student
A student may achieve a high level in one criterion but a lower one in a different criterion
Ensure participants are familiar and comfortable with ‘best fit’ – from the Guide – “A best-fit approach means that compensation should be made when a piece of work matches different aspects of a criterion at different levels. The mark awarded should be one that most fairly reflects the balance of achievement against the criterion. It is not necessary for every single level of the descriptor to be met for that mark to be awarded.”
Remind teachers that it is ok to use the extremes if they are appropriate descriptions of the work being assessed

15. It is strongly encouraged that the assessment criteria be made available to students
Remind participants of the criterion related assessment game done at the beginning of session five (clapping etc.)

16. Criterion A: Identification and evaluation of sources (6 marks)
Level descriptor
The work does not reach a standard described by the descriptors below.
1-2
The question for investigation has been stated. The student has identified and selected appropriate sources, but there is little or no explanation of the relevance of the sources to the investigation.
The response describes, but does not anlayse or evaluate, two of the sources.
3-4
An appropriate question for investigation has been stated. The student has identified and selected appropriate sources, and there is some explanation of the relevance of the sources to the investigation.
There is some analysis and evaluation of two sources, but reference to their value and limitations is limited.

17. Marks
Level descriptor
5-6
An appropriate question for investigation has been clearly stated. The student has identified and selected appropriate and relevant sources, and there is a clear explanation of the relevance of the sources to the investigation.
There is a detailed analysis and evaluation of two sources with explicit discussion of the value and limitations of two of the sources for the investigation, with reference to the origins, purpose and content of the two sources

18. Criterion B: Investigation (15 marks)
Level descriptor
The work does not reach a standard described by the descriptors below.
1-3
The investigation lacks clarity and coherence, and is poorly organized. Where there is a recognizable structure there is minimal focus on the task.
4-6
There is an attempt to organize the investigation but this is only partially successful, and the investigation lacks clarity and coherence.
The investigation contains some limited critical analysis but the response is primarily narrative/descriptive in nature, rather than analytical. Evidence from sources is included but is not integrated into the analysis/argument.

19. Marks Level descriptor 7-9 10-12 13-15
The investigation is generally clear and well organized, but there is some repetition or lack of clarity in places.
The response moves beyond description to include some analysis or critical commentary, but this is not sustained. There is an attempt to integrate evidence from sources with the analysis/argument.
There may be awareness of different perspectives, but these perspectives are not evaluated.
10-12
The investigation is generally clear and well organized, although there may be some repetition or lack of clarity in places.
The investigation contains critical analysis, although this analysis may lack development or clarity. Evidence from a range of sources is used to support the argument.
There is awareness and some evaluation of different perspectives. The investigation argues to a reasoned conclusion.
13-15
The investigation is clear, coherent and effectively organized.
The investigation contains well-developed critical analysis that is focused on the stated question. Evidence from a range of sources is used effectively to support the argument.
There is evaluation of different perspectives. The investigation argues to a reasoned conclusion that is consistent with the evidence and arguments provided.

20. Criterion C: Reflection (4 marks)
Level descriptor
The work does not reach a standard described by the descriptors below.
1-2
The reflection contains some discussion of what the investigation highlighted to the student about the methods used by the historian.
The reflection demonstrates little awareness of the challenges facing the historian and/or the limitations of the methods used by the historian.
The connection between the reflection and the rest of the investigation is implied, but is not explicit.
3-4
The reflection is clearly focused on what the investigation highlighted to the student about the methods used by the historian.
The reflection demonstrates clear awareness of challenges facing the historian and/or limitations of the methods used by the historian.
There is a clear an explicit connection between the reflection and the rest of the investigation.

21. IA Audit Answer the following questions:
How did you approach the IA in past IB history classes?
When did the process take place?
What was the purpose of the IA in your class?
Personal Choice/Student Interest
Syllabus coverage
Meet local/state/national history requirements
Conduct historical research such as local history study, field research, archival research etc.
What did your process look like?
How did students select their topics?
Personal interest/choice
List generated by you
Separate unit of study (ie everyone does questions on Cold War)
This activity goes with session 1: overview of the IA and session 2: topic selection and formulation of effective research questions
Participants should reflect on the questions and jot down their responses briefly, thinking about what they have done in past history classes
Once this is done, the workshop leader will lead a discussion sharing how things have been done in the past
classes; allowing participants to hear how their colleagues have done things and to think critically about the place the IA has in their course of study – understanding their purpose and their process will help them to ensure they are meeting the requirements of the IA
- Finally this will be a bridge to the second session on topic selection and effective research questions as the responses to this IA audit will be the jumping off point for a larger group discussion

22. Design Considerations
Consider the following questions:
What did you previous IA process look like? Is it something that you can modify?
Do you teach HL/SL, over one or two years?
Where does the IA fall in your overall course of study?
What are the school considerations – semester/non semestered school, internal deadlines, CAS, TOK or EE deadlines?
Calendar Considerations– holidays, study or review blocks, national or state requirements such as exams?
When and in which unit do you introduce the skills needed?
When and in which unit do you offer additional opportunities to practise or rehearse those skills?

23. Research Considerations
Consider the following questions:
Do you have access to a librarian who can assist your students with research?
Do you have access to online resources, local or national archives, primary source material secondary sources that are sufficient for your students’ needs?
If yes, what do your students have access to?
Does your librarian offer assistance with teaching the skills of proper referencing?
If yes, when can you access this?