IB Internal Assessments for History

The Internal Assessment in History is an individual research project of 1500-2000 words on a topic of the student's choice.
It is broken down into discretely assessed sections according to a very clear markscheme provided from the outset.
The students formulate their question in the Summer Term of Year 12. They write the first draft in the 2-month summer holiday as their only History task. They are then provided with individual feedback for every section. At this point too the teacher provides them with a range of carefully selected articles from academic journals that they can make use of. They are given a further 4 weeks of homework time and 2 hours of classroom feedback time to make the necessary amendments.

2013 Studies - State of progress by Saturday 28th September

The following data demonstrates progress made by each student so far since the beginning of the Summer Holidays. All students have things to work on, but some students have clearly made very disappointing use of the detailed feedback I have provided. Most students too could be making much more use of the range of articles I've provided them with in the remaining 10 days before they will be handed in, finally graded and this information used as the basis for Predicted Grades for UCAS applications.

Before handing the study in on Wednesday 9th October, students should not only make thorough use of the personalised marksheet that they have been provided with, but should also make use of the following two support resources:
= Generic Guidance for improving the study in its final phase
= Final checklist, to be completed and handed in with the study on Wednesday 9th October


Draft 1 (handed in Thursday 5th, returned on Wed 11th Sep)
Completed over the 2 month Summer Holidays of Year 12 after question formulated in lessons.
Draft 2 (handed in Wed 18th Sep)
I marked the first draft.
Students were then given another lesson plus a week of homework to make progress.
They were asked specifically to focus on developing Sections A, B and F in accordance with my recommendations.
Each student was also given, by me, a range of additional sources (e.g. articles, weblinks) which they could start to incorporate into their study.

The links below show the progress made: red represents things taken out of Draft 1, and green represents things added into draft 2.
Draft 3 (handed in Wed 25th Sep)
Students were then given yet another lesson plus another week of homework to make progress.
They were asked specifically to focus on developing Sections C and D in accordance with my recommendations.
Each student was also reminded to make use of the sources I provided them with after first draft stage.

The links below show the progress made: red represents things taken out of Draft 1, and green represents things added into draft 2.
Allen, C
Draft 1 - 6/25
Draft 2 - 6/25 [BASICALLY UNCHANGED].
Draft 3 [11/25]
Allen, W
Draft 1 - [UNMARKABLE - WRONG FORMAT]
Draft 2 - 7/25
Draft 3 [BASICALLY UNCHANGED].
Chantreau
Draft 1 - 17/25
Draft 2 - 18/25
Draft 3 - 20/25
Garcia
Draft 1 - 14/25
Draft 2 - 15/25
Draft 3 - 16/25
Hattingh
Draft 1 - 8/25
Draft 2 - 11/25
Draft 3 - 13/25
Lange
Draft 1 - 12/25
Draft 2 - 12/25
Draft 3 - 14/25
Longmore
Draft 1 - 4/25
Draft 2 - 7/25.
[LATE].
Newport
Draft 1 - 9/25 [LATE].
Draft 2 [BASICALLY UNCHANGED].
Draft 3 - 7/25 (weakest bits removed. But not replaced with anything better!)
Orchard
Draft 1 - 13/25
Draft 2 [NO SUBSTANTIAL PROGRESS].
Draft 3 - 16/25 [LATE].
Rutherford
Draft 1 - 10/25
Draft 2 - 11/25
Draft 3 - 14/25 [LATE].










Appendix

Full guidance documents, including markschemes and detailed advice on how to structure each section, can be found here:






A selection of studies from previous years, along with the marksheets that accompanied them, can be found here: