Marking criteria
Learners’ work should be marked holistically for each assessment criterion using the levels of response mark schemes. The marks awarded for each assessment criterion are based on a judgement of the overall quality of the response, rather than on awarding marks for specific points and accumulating a total mark by adding points.
Learners are expected to show that some awareness of the context and of different perspectives on the issue has informed their research design. However it is not expected that the amount of knowledge and understanding will be in detail or depth. The level of depth or detail expected can only be that which it is possible to attain from several weeks’ preliminary exploration by reading some previous research, a range of sources and short articles, typically to be found using internet and library searches. Most learners will use and reference between 6-12 sources.
Learners are expected to describe and explain the methods that were used in the research to gather primary and secondary evidence. There are many different methods that could be used. Most learners will use 2-3 methods, one of which is internet and local library research for secondary sources. These might include:
· Social surveys
· Questionnaires
· Observation
· Interviews
· Focus or discussion groups
· Analysis of secondary data and previous research
· Analysis of media material
· Ways of recording and storing data and information e.g. notes, tape, video, databases photographic; numerical
· Documentary or source content analysis
· Other reasonable method
Learners are expected to describe and explain some sources of information and data linked to the methods selected. These might include:
· Samples of people from different countries or social groups
· Samples of people from different organisations or places e.g. schools, work-places, general public in shopping centres
· Internet searches for background material and secondary data
· Library and media searches
· Internet and social media-based surveys or opinion-finding activities e.g. blogs and discussion forums
· Other reasonable source
Learners are expected to describe and explain some potential difficulties and limitations in the research design and process. These might include:
· Access to suitable participants
· Cost
· Time
· Obtaining a suitable sample e.g. size, representativeness, generalising
· Permission to research
· Accuracy of methods e.g. validity and reliability
· Ethical issues e.g. confidentiality, potential harm
· Sources of bias
· Understanding and interpreting different cultures and groups
· Strengths and weaknesses of sources identified using skills of critical thinking
· Other reasonable issue
Marks are awarded against each assessment criterion using the statements within the levels. A mark of zero should be awarded for responses which have no relevant or creditworthy content related to the assessment criteria. A total of 48 marks is available for the research report. The mark scheme and assessment criteria appear in the IPD Test Specifications for Grade 11 and 12 Global Perspectives and Project Work, but are reproduced below for convenience.
| Assessment Criteria | 4 marks | 3 marks | 2 marks | 1 mark |
| Knowledge and understanding of research context | · Very good knowledge and understanding of research context and issues · Uses a wide range of relevant material · Shows good awareness of a range of perspectives | · Good knowledge and understanding of research context and issues · Uses a range of mainly relevant material · Shows good awareness of more than two perspectives | · Basic knowledge and understanding of research context and issues · Uses some relevant material but undeveloped · Some awareness of different perspectives | · Very little knowledge and understanding of research context and issues · Uses very little relevant material – a few tangential points · Very little awareness of different perspectives |
| Knowledge and understanding of research methods and sources of evidence | · Very good knowledge and understanding of research methods and sources of evidence relevant to the research context · Uses a wide range of relevant material · Describes in detail and uses a wide range of methods of research and sources of evidence with depth of understanding | · Good knowledge and understanding of research methods and sources of evidence relevant to the research context · Uses a range of mainly relevant material · Describes a range of methods of research and/or sources of evidence | · Basic knowledge and understanding of research methods and sources of evidence relevant to the research context · Uses some relevant material but undeveloped · Refers to a few methods of research or sources of evidence | · Very little knowledge and understanding of research methods and sources of evidence relevant to the research context · Uses very little relevant material – a few tangential points · Refers to one or two methods of research or sources of evidence |
| Assessment Criteria | 4 marks | 3 marks | 2 marks | 1 mark |
| Research design and selection of evidence | · Very good analysis and interpretation of research design · Material is clearly and frequently related to the issue in the task · Clearly describes a wide range of methods with full explanation | · Good analysis and interpretation of research design · Material is explicitly related to the issue in the task · Describes and uses a range of methods with reasonable explanation | · Basic analysis and interpretation of research design · Material is implicitly related to the issue in the task · Describes and uses a few methods simply with some explanation | · Very little analysis and interpretation of research design · Material is tangential and not clearly related to the issue in the task · Suggests and uses a method but the reasons are not explained |
| Analysis and interpretation of data and evidence; reaching conclusions | · Very good analysis and interpretation of data and evidence · Uses a wide range of relevant sources, typically reference to more than 4 to 5 · Full, clear explanation of how the selected research data relates to the purpose of the research and conclusions · Balanced, fully justified and convincing conclusion that is clearly related to the purpose of the research | · Good analysis and interpretation of data and evidence · Uses a range of mainly relevant sources, typically brief reference to 3 to 4 · Reasonable explanation of how the selected research data relates to the purpose of the research and conclusions · Justified conclusion related to the purpose of the research | · Basic analysis and interpretation of data and evidence · Some use of sources, typically brief reference to 1 to 2 · Some explanation of how the selected research data relates to the purpose of the research and conclusions, but lacks clarity at times · Basic conclusion that is generally related to the purpose of the research | · Very little analysis and interpretation of data and evidence · Limited, if any, use of sources · Unclear, tangential explanation of how the selected research data relates to the purpose of the research and conclusions · Limited conclusion |