The Theory of Knowledge (TOK) essay rubric is used by the International Baccalaureate (IB) to assess essays based on five key criteria. The essay is scored out of 10 points, contributing to the overall TOK grade and the TOK Exhibition. Criterion 1: Understanding of Knowledge Questions Does the student present an appropriate and cogent analysis Read More
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The Theory of Knowledge (TOK) essay rubric is used by the International Baccalaureate (IB) to assess essays based on five key criteria. The essay is scored out of 10 points, contributing to the overall TOK grade and the TOK Exhibition.
Does the student present an appropriate and cogent analysis of knowledge questions related to the prescribed title?
| Level | Description |
|---|---|
| Level 5 (9–10) | The essay strongly focuses on well-formulated knowledge questions connected to the prescribed title. Different perspectives are explored, and the analysis is effectively linked to areas of knowledge and/or ways of knowing. |
| Level 4 (7–8) | The essay focuses on relevant knowledge questions and demonstrates a clear understanding. Different perspectives are acknowledged, with some effective links to areas of knowledge and/or ways of knowing. |
| Level 3 (5–6) | Some knowledge questions are addressed, but analysis is somewhat limited. There is some development and linking to areas of knowledge and/or ways of knowing. |
| Level 2 (3–4) | The essay considers knowledge questions but in a largely descriptive manner, with superficial or weak links to areas of knowledge and/or ways of knowing. |
| Level 1 (1–2) | The essay is minimally relevant to the prescribed title and provides only a basic discussion of knowledge questions. Descriptive rather than analytical. |
| Level 0 (0) | The essay does not meet the criteria for Levels 1–5 or does not respond to one of the prescribed titles. |
How well does the student develop and evaluate arguments related to knowledge questions?
| Level | Description |
|---|---|
| Level 5 (9–10) | Arguments are clearly presented, well-supported with real-life examples, and critically evaluated. Counterclaims are extensively explored, and implications are considered. |
| Level 4 (7–8) | Arguments are generally clear and supported by real-life examples. Some counterclaims are considered, and evaluation is present but may not be fully developed. |
| Level 3 (5–6) | Arguments are present, but some may lack depth or clarity. Some supporting examples are provided, but evaluation is limited. |
| Level 2 (3–4) | Arguments are unclear or not fully developed. Limited or weak supporting examples. Counterclaims, if present, are not effectively analyzed. |
| Level 1 (1–2) | Assertions are made but not supported with reasoning or evidence. Little to no evaluation is present. |
| Level 0 (0) | The essay does not meet the criteria for Level 1–5 or does not engage with knowledge questions effectively. |
Evan John