Assessment criteria - Paul Jacksonpauljackson51.weebly.com/uploads/6/0/1/6/60160785/ee... · 2019-09-23 · Assessment criteria Assessment criteria are used when the assessment task

Assessment criteria

Assessment criteria are used when the assessment task is open-ended. Each criterion concentrates on

a particular skill that students are expected to demonstrate. An assessment objective describes what

students should be able to do, and assessment criteria describe how well they should be able to do it.

Using assessment criteria allows discrimination between different answers and encourages a variety of

responses. Each criterion comprises a set of hierarchically ordered level descriptors. Each level descriptor

is worth one or more marks. Each criterion is applied independently using a best-fit model. The maximum

marks for each criterion may differ according to the criterion's importance. The marks awarded for each

criterion are added together to give the total mark for the piece of work.

ln, orru l ~o,.:.l P-4CUI.IIoteJ~tC'" BacCJiaur~at lnt~mat1onal

8.1ch llc:tro\lO lnlttn.lctOI\.ll

Criterion A: Focus and method

This criterion focuses on the topic, the research question and the methodology. It assesses the

explanation of the focus of the research (th is includes the topic and the research question), how the

research will be undertaken, and how the focus is maintained throughout the essay.

lnhW\J I!O'loill B.&cc;al~uHt~1•

Bacc411aureat ln~rnat1onal 8.:&ch llcr.lto lnt~rn.lc•on.tl

Level

0

1-2

3-4

5-6

Descriptor of strands and indicators

The work does not reach a standard outlined by the descriptors below.

The topic is communicated unclearly and incompletely.

• Ident ification and exp lanation of the topic is limited; the purpose and focus of

the research is unclear, or does not lend itself to a systematic investigation in the

subject for which it is regi~te red.

The research question is stated but not clearly expressed or too broad.

The research question is too broad in scope to be treated effectively with in the

word limit and requirements of the task, or does not lend itself to a systemat ic

investigation in the subject fo r which it is reg istered.

• The intent of the research question is understood but has not been clearly

expressed and/or the discussion of the essay is not focused on the researc h

question.

Methodology of the research is limited.

The source(s) and/or method(s) to be used are limited in range given the topic

and research question.

• There is limited evidence that their selection was informed.

The topic is communicated.

Identification and explanation of the research topic is communicated; the

purpose and focus of the research is adequately clear, but only partially

appropriate.

The research question is clearly stated but only partially foc used.

• The research question is clear but the discussion in the essay is only partially

focused and connected t o the resea rch question.

Methodology of the research is mostly complete.

• Source(s) and/or method(s) to be used are generally relevant and appropriate

given the topic and resea rch question.

There is some evidence that their selection(s) was informed.

If the topic or research question is deemed inappropriate for the subject in which the essay is registered no more than fou r marks can be awarded for this criterion.

The topic is communicated accurately and effectively.

• Identification and explanation of the research topic is effectively communicated;

the purpose and focus of the research is clear and appropriate.

The research question is clearly stated and focused.

The research question is clear and add resses an issue of research that is

appropriately connected to the discussion in the essay.

Methodology of the research is complete.

lnttun.u.o~l S..C'C.l!JIJrUtl'

~ccalaurht International 8;\C:-h tltr3to lnt~rn.:.cion~l

2

Level

3


An appropriate range of relevant source(s) and/or method(s) have been applied

in relation to the topic and research question.

There is evidence of effective and informed selection of sources and/or

methods.

lnttff\.UI()r'UI B.lc.n!..ui•,Ue 8accJiaurtat lmem~taonal ~ch ller~to Mttrnat~l

Criterion B: Knowledge and understanding

This criterion assesses the extent to which the research relates to the subject area/discipline used to

explore the research question, or in the case of the world studies extended essay, the issue addressed

and the two disciplinary perspectives applied, and additionally the way in which this knowledge and

understanding is demonstrated through the use of appropriate terminology and concepts.

Level

0

1-2

3-4

S-6



Knowledge and understanding is limited.

The selection of sou rce material has limited relevance and is only partially

appropriate to the research question.

• Knowledge of the topic/discipline(s)/issue is anecdotal, unstructured and mostly

descriptive with sources not effectively being used.

Use of terminology and concepts is unclear and limited.

Subject-specific terminology and/or concepts are either missing or inaccurate,

demonstrating limited knowledge and understanding.

Knowledge and understanding is good.

The selection of source material is mostly relevant and appropriate to the

research question.

Knowledge of the topic/discipline(s)/issue is clear; there is an understanding of

the sources used but their application is only partially effective.

Use of terminology and concepts is adequate.

The use of subject-specific terminology and concepts is mostly accurate,

demonstrating an appropriate level of knowledge and understanding.

If the topic or research question is deemed inappropriate for the subject in which the essay is registered no more than four marks can be awarded for this criterion.

Knowledge and understanding is excellent.

The selection of source materials is clearly relevant and appropriate to the

research question.

Knowledge of the topic/discipline(s)/ issue is clear and coherent and sources are

used effectively and with understanding.

Use of terminology and concepts is good.

• The use of subject-specific terminology and concepts is accurate and consistent,

demonst rating effective knowledge and understanding.

lnh:ri'YitO'lJil B.ac.c..11i.aur•.at• 6acc.alaureat lntemattoo:al 8.\Ch !lcr.ltO lnlt"rnl(IOt\i(

Criterion C: Critical thinking

This criterion assesses the extent to which critical-thinking skills have been used to analyse and evaluate

the research undertaken.

lntotn-'110"1.ll &c.cOII I.lure~t•

8acca:laur~at lnte:mattonat 8.1Ch l lcr.:.to lnterr\.l(ton.l1

Level

0

1-3

4-6

7-9



The research is limited.

The research presented is limited and its application is not clearly re levant to the

RQ.

Analysis is limited.

There is limited analysis.

Where there are conclusions to individual points of analysis these are limited

and not consistent with the evidence.

Discussion/evaluation is limited.

• An argument is outlined but th is is limited, incomplete, descriptive or narrative

in nature.

The construction of an argument is unclear and/or incoherent in structure

hindering understanding.

• Where there is a final conclusion, it is limited and not consistent with the

arguments/evidence presented.

• There is an attempt to evaluate the research, but this is superficial.

If the topic or research question is deemed inappropriate for the subject in which the essay is registered no more than three marks can be awarded for this criterion.

The research is adequate.

Some research presented is appropriate and its application is partially relevant

to the Research question.

Analysis is adequate.

There is analysis but this is only partially relevant to the research question; the

inclusion of irrelevant research detracts from the quality of the argument.

Any conclusions to individual points of analysis are only partially suppo rted by

the evidence.

Discussion/evaluation is adequate.

• An argument explains the research but the reasoning contains inconsistencies.

• The argument may lack clarity and coherence but this does not significantly

hinder understanding.

Where there is a final or summative conclusion, this is only partially consistent

with the arguments/evidence presented.

• The research has been evaluated but not critically.

The research is good.

The majority of the research is appropriate and its application is clearly relevant

to the research question.

Analysis is good.

lnt••rut+Of\.tl ~c:o:.aw 1ute

Bir:calaurtlt lntermtlon!l 8.1ch ll~r~to lnlerN(t(}INI1

2

Level

10- 12

3

-----------------~


• The research is analysed in a way that is clearly relevant to the research

question; the inclusion of less relevant research rarely detracts from the quality

of the overall analysis.

• Conclusions to individual points of analysis are supported by the evidence but

there are some minor inconsistencies.

Discussion/evaluation is good.

An effective reasoned argument is developed from the research, with a

conclusion supported by the evidence presented.

This reasoned argument is clearly structured and coherent and supported by a

final or summative conclusion; minor inconsistencies may hinder the strength of

the overall argument.

The research has been evaluated, and this is partially crit ical.

The research is excellent.

The research is appropriate to the research question and its application is

consistently relevant.

Analysis is excellent.

The research is analysed effectively and clearly focused on the research

question; the inclusion of less relevant research does not significantly detract

from the qual ity of the overall analysis.

Conclusions to individual points of analysis are effectively supported by the

evidence.

Discussion/ evaluation is excellent.

An effective and focused rea soned argument is developed from the research

with a conclusion reflective of the evidence presented.

This reasoned argument is well structured and coherent; any minor

inconsistencies do not hinder the strength of the overall argument or the final

or summative conclusion.

The research has been crit ically evaluated.

lnt<-ft\.11 10.,.11 S...cc;al.aurc:.lhr Bacalaureat lntematton~l B.uh ll('t .i!O lntt-rn.uton3.1

Criterion D: Presentation

This criterion assesses the extent to which the presentation follows the standard format expected for

academic writing and the extent to which this aids effective communication.

Level

0

1-2

3-4


The work does not reach a. standard outlined by the descriptors below.

Presentation is acceptable.

• The structure of the essay is generally appropriate in terms of the expected

conventions for the topic, argument and subject in which the essay is registered.

Some layout considerations may be missing or applied incorrectly.

Weaknesses in the structure and/or layout do not significantly impact the

reading, understanding or evaluation of the extended essay.

Presentation is good.

• The structure of the essay clearly is appropriate in terms of the expected

conventions for the topic, the argument and subject in which the essay is

reg istered.

• Layout considerations are present and applied correctly.

The structure and layout support the read ing, understanding and evaluation of

the extended essay.

lnlct•ul o.,..tl S...<.,t.t .u.w• .. t•

8acc.JiaurtiJt lntef"Nttona 8.lc-h llcor.lto lnlt'rn:&Cttl~'l.ll

Criterion E: Engagement

This criterion assesses the student's engagement with their research focus and the research process.

It will be applied by the examiner at the end of the assessment of the essay, and is based solely on the

candidate's reflections as detailed on the RPPF, with the supervisory comments and extended essay itself

as context.

Level

0

1-2

3-4

5-6


The work does not reach a standard outlined by the descriptors or a RPPF has not been submitted.

Engagement is limited.

• Reflections on decision-making and planning are mostly descriptive.

• These reflections communicate a limited degree of personal engagement with

the research focus and/or research process.

Engagement is good.

• Reflections on decision-making and planning are analytical and include

reference to conceptual understanding and skill development.

• These reflections communicate a moderate degree of personal engagement

with the research focus and process of research, demonstrating some

intellectual initiative.

Engagement is excellent.

Reflections on decision-making and planning are evaluative and include

reference to the student's capacity to consider actions and ideas in response to

challenges experienced in the research process.

These reflections communicate a high degree of intellectual and personal

engagement with the research focus and process of research, demonstrating

authenticity, intellectual initiative and/or creative approach in the student voice.

lntcUIUIIO"'o~l S...cc a l .aureo~te'

8acolaurut lnte:rnattonal B.lch llrro~~to lntrtn.lc•onl1

Best-fit approach and markbands Assessment criteria must be used in conjunction w ith the relevant specific-subject interpretations as these

interpretations articulate how the generic assessment criteria are understood and applied to each subject.

Levels of performance are described using multiple indicators per level. In many cases the indicators occur

together throughout the essay, but not always. Also, not all indicators are always present. This means

that a student can demonstrate performances that fit into different levels. To accommodate this, the IB

assessment models use markbands and advise examiners and teachers to use a best-fit approach in

deciding the appropriate mark for a particular criterion. From various assessment trials we know that

introducing markbands and using the best-fit model is not always self-evident, and guidance is needed

to help with their application. While the extended essay is an externally assessed component of the DP,

supervisors are required to submit a predicated grade and understanding the way in which the criteria

are applied by examiners w ill assist with the guidance given to students. The following explains how

markbands are used by examiners. The aim is to find the descriptor that conveys most accurately the level

attained by the student's work, using the best-fit approach. A best-fit approach means that compensation

wi ll be made when a piece of work matches different aspects of a markband at different levels. The mark

awarded will be one that most fairly reflects the balance of achievement against the markband. It is not

necessary for every indicator of a level descriptor to be met for that mark to be rewarded. (For example,

if student work matches two of the three requirements w ithin a markband but one is seriously lacking,

the student should be awarded for the strands that have been met well, but the mark awarded should be

at the lower end of the markband to compensate for what is lacking in one strand.lf the level of student

work spans multiple markbands, compensation depends on the performance in the higher order skills of

evaluation (A03), discussion (A03) and analysis (A02) (see the example below). The assessment objective

levels for a given subject can be found at the back of that subject's DP subject guide.

Criterion C: Critical thinking

Research Excellent (1 0- 12) Research

Analysis Good (7-9) Analysis

Discussion/evaluation Adequate (4-6) Discussion/ evaluation

Mark awarded 8/9 (The 7-9 markband Mark awarded is appropriate because communication of research is a lower order ski ll compared to analysis and evaluation.)

Good (7-9)

Good (7- 9)

Adequate (4-6)

7 (The bottom end of the 7-9 markband is appropria te since the achievement level is lower for the higher order ski ll of discussion/ evaluation.)

When assessing a student's work, in light of the IB approach to positive marking, examiners will read the

level descriptors from the highest markband down until they reach a descriptor that most appropriately

describes the level of the work being assessed.

lt'I1Co'Hut ,o..,;al Blcc.;a l ;au,e<~t•

8accalaureat lnremat1ona..l B.1rh ller.liO lnt~tn.lCtorul

• If a piece of work seems to fall between two descriptors, both descriptors will be read again and the

one that more appropriately describes the student's work will be chosen. In relation to criterion C,

examiners will bear in mind the higher order skills being assessed.

There are a number of marks available within a level; examiners will award the upper marks if the

student's work demonstrates the qualities described to a greater extent. Examiners will award the lower

marks if the student's w ork demonstrates the qual ities described to a lesser extent.

The highest level descriptors do not imply faultless performance and should be achievable by a student.

Examiners will not hesitate to use the extremes if they are appropriate descriptions of the work being

assessed.

lnte,NI1on.ll8~<c.a11ute.ltea

eacc•laurl!.lt lntemlt~l Bolch Ll~r~to lnlt>tnUION.I

2

Unpacking the criteria The following is intended to help you understand each criterion in terms of what should be included in

the extended essay to achieve the highest level.

Each criterion is organized at three levels of information. Firstly, the markband, which relates to the

mark range available; secondly, the strand, which relates to what is being assessed; and, thirdly, the

indicators, which are the demonstration of the strands within a markband. For example:

lnt~rn,\1101.11 S..cc:~l .autl'.at •

Bacc1laureat lntef'llltlonal a.)ch IIN:atn lnt~tnactonJ,I

Markband 1-2

Criterion

A: Focus and method

lnt••Ntt~IB.acc.ll,auro,ue

8~cc.alllun!a.r lnterna11ona.l 8.1ch lltor>ato lnt~rn;t(lt?na.l

(Strand) The topic is communicated unclearly and incompletely. (Indicators of the strand)

Identification and explanation of the topic is limited; the purpose and

focus of the research is unclear, or does not lend itself to a systematic

investigation in the subject for which it is registered.

(Strand) The rese.a rch question is stated but not clearly expressed or too broad. (Indicators of the strand)

• The research question is too broad in scope to be treated effectively

within the word limit and requirements of the task, or does not

lend itself to a systematic investigation in the subject for which it is

registered.

• The intent of the research question is understood but has not been

clea rly expressed and/or the discussion of the essay is not focused on

the research question.

(Strand) Methodology of the research is limited. (Indicators of the strand)

The source(s) and/or method(s) to be used are limited in range given

the topic and research question.

There is limited evidence that their selection was informed.

Unpacking the criterion

This criterion focuses on the topic, the research question and the methodology. It assesses the explanation of the focus of the research (this includes the topic and the research question), how the research w ill be undertaken, and how the focus is maintained throughout the essay.

1. The topic chosen is identified and explained to readers in terms of

contextualizing and j ustifying its worthiness.

• How well does the research paper identify and communicate

the chosen topic?

2. The purpose and focus of the research to be addressed is within

the scope of a 4,000-word extended essay, is out lined in the

introduction and specified as a research question.

• Is the research question appropriate given the scope of the

task? For example, is the topic sufficiently focused to be

adequately addressed within the requirements of the task?

• Is the research question clearly stated, focused and based on/

situated against background knowledge and understanding of

the chosen subject/topic area?

Is the focus of the research question maintained throughout the

essay?

2

B: Knowledge and understanding

C: Critical thinking

3

3. The research is planned and appropriate methods of data

collection (methodology) are chosen and identified in order to

address the research question.

Is there evidence of effective and informed source/method

selection with regard to the choice of appropriate sources and/

or method(~) used to gather information, including narrowing

of scope the range of sources/ methods, in order to address the

research question within the constraints of the word limit?

4. Sources/methods are considered relevant/appropriate or

sufficient in so far as the academic standards for the discipline are

concerned. For example, for an economics essay, it would not be

sufficient to only use textbooks but rather include reports and data.

There is no consideration of the research question as such.

This criterion assesses the extent to which the research relates to the su bject area/discipline used to explore the research question, or in the case of the world studies extended essay, the issue addressed and the two disciplinary perspectives applied, and additionally the way in which this knowledge and understanding is demonstrated through the use of appropriate terminology and concepts.

1. The research question being investigated is put into the context of

the subject/discipline/issue.

Demonstration of the appropriate and relevant selection and

application of the sources is identified.

2. Knowledge and understanding of the topic chosen and the

research question posed is demonstrated with appropriate subject

specific terminology.

The use of subject-specific terminology and/or concepts is an

indicator of knowledge and understanding of the discipline(s)/

issue discussed.

3. Sources/methods are assessed here in terms of their

appropriateness to the research question,

This criterion assesses the extent to which critical th inking skills have been used to analyse and evaluate the research undertaken.

1. The selection and application of the research presented is relevant

and appropriate to the research question.

2. The appropriateness of sources/methods in terms of how they

have been used in the development of the argument presented.

3. The analysis of the research is effective and focused on the

research question.

4. The discussion of the research develops a clear and coherent

reasoned argument in relation to the research question.

ln l<tt"-'IIO""olt 8-&c.c~l.aur•Jt• 8acc.slaur~at lnt'e'rnattOI'\a{ &.lch IIN.liO lntrrNriONI

D: Presentation

E: Engagement

"nltrNhO"--ll a..,(.l•oll.ftf'•t•

Bacc1\aureu lnt~rN,Ional Bl<h lltr.lto II'IINNCIOI'l.ll

5. There is a critical evaluation of the arguments presented in the

essay.

6. Unlikely or unexpected outcomes can also demonstrate critica l

th inking.

This criterion assesses the extent to which the presentation follows the standard format ~xpected for academic writing and the extent t o which this aids effective communication.

1. Structure: the structure of the essay is compatible with the

expected conventions of a research paper in the subject for

which the essay has been submitted. (Examiners, supervisors and

students are advised to check the guidance given in the Extended

essay guide fo r the relevant subject.)

2. Layout: title page, table of contents, page numbers, section

headings (where appropriate), effective inclusion of illustrative

materials (tables, graphs, illustrations, appropriately labelled) and

q uotations, bibliography and referencing.

• The referencing system should be correctly and consistently

applied and should contain the minimum information as

detailed in the Extended essay guide.*

• The extended essay has not exceeded the maximum word

limit.**

*If referencing does not meet th is m inimum standard work should be considered as a case of possible academic misconduct. * 10 lf the essay exceeds 4,000 words, examiners should not read or assess beyond the maximum 4,000-word limit. Students who exceed the word limit will compromise t he assessment of their extended essay across all criteria. For example, in criterion B, any knowledge and understanding demonstrated beyond the 4,000-word limit will be treated as if it were not present; in criterion C, any analysis, discussion or evaluat ion made beyond the 4,000-word limit wi ll be treated as if the point had not been made. Given the holist ic nature of the assessment criteria, students who write in excess of the word limit wi ll self-penalize across all criteria.

This criterion assesses the student's engagement with their research focus and the research process. It wi ll be applied by the examiner at the end of the assessment of the essay, after considering the student's Reflections on planning and progress form.

1. Engagement with the process: the student has engaged in

discussions with their supervisor in the planning and progress

of their research; the student is able to reflect on and refine

the research process, and react to insights gained through the

exploration of their research question; the student is able to

evaluate decisions made throughout the research pro·cess and

suggest improvements for their own working practices.

2. Engagement with their research focus: an insight into the

student's thinking, intellectual ini tiative and creative approach

4

5

th rough reflections on the thought and research process; the

extent to which the student voice is p resent rather than that of the

supervisor a nd academics; is the student's engagement reflected?

lnt•u\.li !O"t.ll B.ac.ul~ure.ate

8acQ{aur~at lntematK>t'lal Q..lch llrr-'IO lntt'rn.lfl()O.ll

Assessment grade descriptors for the extended essay Effective May 2018

Grade descriptors

The extended essay is externally assessed, and as such, supervisors are not expected to mark the essays

or arrive at a number to t ranslate into a grade. PrediCted grades for all subjects should be based on the

qualitative grade descriptors for the subject in question. These descriptors are what will be used by

sen ior examiners to set the boundaries for the extended essay in May 2018, and so schools are advised to

use them in the same way.

lntort\.lll0"1J:I B.aculavrt.H .. 6acc<Jiaureat lntemattCIOat 8.uh IIN-'tO lntt>tn.lCI()(\.It

Grade A

Demonstrates effective research skills resulting in a well-focused and appropriate research question that can be explored within the scope of the chosen topic; effective engagement with relevant research areas, methods and sources; excellent knowledge and understanding of the topic in the wider context of the relevant discipline; the effective application of source material and correct use of subject-specific terminology and/or concepts further supporting this; consistent and relevant conclusions that are proficiently analysed; sustained reasoned argumentation supported effectively by evidence; critically evaluated research; excellent presentation of the essay, whereby coherence and consistency further supports the reading of the essay; and present and correctly applied structural and layout elements. Engagement with the process is conceptual and personal, key decisionmaking during the research process is documented, and personal reflections are evidenced, including those that are forward-thinking.

Grade B

Demonstrates appropriate research skills resulting in a research question that can be explored w ithin the scope of the chosen topic; reasonably effective engagement with relevant research areas, methods and sources; good knowledge and understanding of the topic in the wider context of the relevant discipline; a reasonably effective application of source material and use of subject-specific terminology and/or concepts; consistent conclusions that are accurately analysed; reasoned argumentation often supported by evidence; research that at times evidences critical evaluation; and a clear presentation of all structural and layout elements, which further supports the reading of the essay. Engagement with the process is generally evidenced by the reflections and key decision-making during the research process is documented.

Grade C

Demonstrates evidence of research undertaken, which has led to a research question that is not necessarily expressed in a way that can be explored within the scope of the chosen topic; partially effective engagement with mostly appropriate research areas, methods and sources-however, there are some discrepancies in those processes, although these do not interfere with the planning and approach; some knowledge and understanding of the topic in the wider context of the discipline, which is mostly relevant; the attempted application of source material and appropriate terminology and/or concepts; an attempted synthesis of research results with partially relevant analysis; conclusions partly supported by the evidence; discussion that is descript ive rather than analytical; attempted evaluation; satisfactory presentation of the essay, with weaknesses that do not hinder the reading of the essay; and some structural and layout elements that are missing or are incorrectly applied. Engagement with the process is evidenced but shows mostly factual information, with personal reflection mostly limited to procedural issues.

GradeD

Demonstrates a lack of research, resulting in unsatisfactory focus and a research question that is not answerable within the scope of the chosen topic; at times engagement with appropriate research, methods and sources, but discrepancies in those processes that occasionally interfere with the planning and approach; some relevant knowledge and understanding of the topic in the wider context ofthe discipline, which are at times irrelevant; the attempted application of source material, but with inaccuracies in the use of, or underuse of, terminology and/or concepts; irrelevant analysis and inconsistent conclusions as a result of a descriptive discussion; a lack of

lnletNl•Of'.d B,a<.c;.al~ut~lti &acc.al.:turut lnterNt'tOnal 8J.ch liN.lto lnlt"rN(IQtu)

2

evaluation; presentation of the essay that at times is illogical and hinders the reading; and structura l and layout elements that are missing. Engagement with the process is evidenced but is superficial, with personal reflections that are solely narrative and concerned with procedural elements.

Grade E (failing condition)

Demonstrates an unclear nature of the essay; a generally unsystematic approach and resulting unfocused resea rch question; limited engagement with limited research and sources; generally limited and only partially accurate knowledge and understanding of the topic in the wider context of the relevant discipline; ineffective connections in the appl ication of source material and inaccuracies in the terminology and/or concepts used; a summarizing of results of research with inconsistent analysis; an attempted outline of an argument, but one that is generally descriptive in nature; and a layout that generally lacks or incorrectly applies several layout and structural elements. Engagement with the process is limited, with limited factual or decisionmaking information and no personal reflection on the process.

3 lnhtttUI io-'~1 S..c.c.~ 1 .aor•~tl'

Bacc.tiaureat lntefllitl~l &.lch llf't.alo lnt~rn.tCrONI

Assessment criteria - Paul Jacksonpauljackson51.weebly.com/uploads/6/0/1/6/60160785/ee... · 2019-09-23 · Assessment criteria Assessment criteria are used when the assessment task

Documents