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Internal Assessment

Purpose of internal assessment

Internal assessment is an integral part of the course and is compulsory for both SL and HL students. It enables students to demonstrate the application of their skills and knowledge, and to pursue their personal interests, without the time limitations and other constraints that are associated with written examinations. The internal assessment should, as far as possible, be woven into normal classroom teaching and not be a separate activity conducted after a course has been taught.

The internal assessment requirements at SL and at HL are different. SL students plan, undertake and report a replication of a simple experimental study. HL students also plan, undertake and report a simple experimental study but this may be a replication or a modification of a published study. Additional requirements are made of HL students, for example, they are required to apply an inferential statistical test to the data they gather.

Guidance and authenticity

The report of the simple experimental study submitted for internal assessment must be the student’s own work. However, it is not the intention that students should decide upon a title or topic and be left to work on the internal assessment component without any further support from the teacher. The teacher should play an important role during both the planning stage and the period when the student is working on the internally assessed work. It is the responsibility of the teacher to ensure that students are familiar with:

  • the requirements of the type of work to be internally assessed
  • the psychology course ethical guidelines
  • the assessment criteria; students must understand that the work submitted for assessment must address these criteria effectively.

Teachers and students must discuss the internally assessed work. Students should be encouraged to initiate discussions with the teacher to obtain advice and information, and students must not be penalized for seeking guidance. However, if a student could not have completed the work without substantial support from the teacher, this should be recorded on the appropriate form from the Handbook of procedures for the Diploma Programme.

It is the responsibility of teachers to ensure that all students understand the basic meaning and significance of concepts that relate to academic honesty, especially authenticity and intellectual property. Teachers must ensure that all student work for assessment is prepared according to the requirements and must explain clearly to students that the internally assessed work must be entirely their own.

As part of the learning process, teachers can give advice to students on a first draft of the internally assessed work. This advice should be in terms of the way the work could be improved, but this first draft must not be heavily annotated or edited by the teacher. The next version handed to the teacher after the first draft must be the final one.

All work submitted to the IB for moderation or assessment must be authenticated by a teacher, and must not include any known instances of suspected or confirmed malpractice. Each student must sign the coversheet for internal assessment to confirm that the work is his or her authentic work and constitutes the final version of that work. Once a student has officially submitted the final version of the work to a teacher (or the coordinator) for internal assessment, together with the signed coversheet, it cannot be retracted.

Authenticity may be checked by discussion with the student on the content of the work, and scrutiny of one or more of the following:

  • the student’s initial proposal
  • the first draft of the written work
  • the references cited
  • the style of writing compared with work known to be that of the student
  • the analysis of the work by a web-based plagiarism detection service such as turnitin.com.

The requirement for teachers and students to sign the coversheet for internal assessment applies to the work of all students, not just the sample work that will be submitted to an examiner for the purpose of moderation. If the teacher and student sign a coversheet, but there is a comment to the effect that the work may not be authentic, the student will not be eligible for a mark in that component and no grade will be awarded. For further details refer to the IB publication Academic honesty and the relevant articles in the General regulations: Diploma Programme.

The same piece of work cannot be submitted to meet the requirements of both the internal assessment and the extended essay.

Group work

Group work may be undertaken by groups of up to four students. Each group must collect its own data and this may be pooled with data collected by other groups. More than one group is allowed to research the same aim at SL (see “Internal assessment details—SL”) or the same hypothesis at HL (see “Internal assessment details—HL”), but each student must write up his or her own individual report. It is accepted that considerable similarities will exist in the procedures reported by members of a group working together on a study.

Time allocation

Internal assessment is an integral part of the psychology course, contributing 25% to the final assessment in the SL course and 20% to the final assessment in the HL course. This weighting should be reflected in the time that is allocated to teaching the knowledge, skills and understanding required to undertake the work as well as the total time allocated to carry out the work.

It is recommended that a total of approximately 30 hours (SL) or 40 hours (HL) should be allocated to the work. This should include:

  • time for the teacher to explain to students the requirements of the internal assessment
  • time to consider the psychology course ethical guidelines
  • class time for students to work on the internal assessment component
  • time for consultation between the teacher and each student
  • time to review and monitor progress, and to check authenticity.

Requirements and recommendations

Ethical guidelines for internal assessment

The IB acknowledges that individual cultures have different interpretations of how ethical issues should be resolved in relation to the simple experimental study. Based on feedback from examiners, it is evident that a clear set of guidelines is needed for teachers and students when they are considering possible topics for the simple experimental study.

The following guidelines should be applied to all experimental studies.

  • Any experimental study that creates anxiety, stress, pain or discomfort for participants must not be permitted.
  • Any experimental study that involves unjustified deception, involuntary participation or invasion of privacy, including the inappropriate use of information and communication technology (ICT), email and the internet, must be avoided. There may be rare occasions when such infringements cannot be avoided, in which case the approval of other experienced psychologists should be sought before proceeding. (See the psychology forum on the online curriculum centre (OCC) for further guidance.)
  • All participants must be informed before commencing the experimental study that they have the right to withdraw at any time. Pressure must not be placed on any individual participant to continue with the investigation beyond this point.
  • Each participant must be informed of the aims and objectives of the research and must be shown the results of the research.
  • Young children should not be used as participants. Experimental studies involving children need the written consent of parent(s) or guardian(s). Students must ensure that parents are fully informed about the implications for children who take part in such research. Where an experimental study is conducted with children in a school, the written consent of the teachers concerned must also be obtained.
  • Participants must be debriefed and given the right to withdraw their own personal data and responses. Anonymity for each participant must be guaranteed.
  • Teachers and students must exercise the greatest sensitivity to local and international cultures.
  • Students must avoid conducting research with any adult who is not in a fit state of mind and cannot respond freely and independently.
  • If any participant shows stress and/or pain at any stage of an experimental study, the investigation must finish immediately, and the participant must be allowed to withdraw.
  • Non‑human animals must not be used for experimental study.
  • All data collected must be kept in a confidential and responsible manner and not divulged to any other person.
  • Students must regard it as their duty to monitor the ways in which their peers conduct research, and to encourage public re-evaluation of any research that contravenes these guidelines.

Experimental studies that are conducted online, using ICT methods, are subject to the same guidelines. Any data collected online must be deleted once the research is complete. Such data must not be used for any purpose other than the conduct of the experimental study.

Students found to have carried out unethical work will be awarded no marks for the internal assessment component.

Introduction to experimental research methodology

Knowledge and understanding of quantitative methods and statistical analysis of data is assessed through the reporting of one simple experimental study. In this context students should be able to:

  • explain what is meant by the experimental method
  • explain the use of quantitative research methods.
The experimental method

For the IB Diploma Programme psychology course the experimental method is defined as requiring:

  • the manipulation of one independent variable while other variables are kept constant
  • the measurement of the effect of the independent variable on one dependent variable.

Quasi‑experimental studies examine the effect of a naturally occurring or pre‑existing independent variable (for example, age, gender, ethnicity) not an independent variable that is manipulated by the researcher. Therefore, in quasi‑experimental studies the participants cannot be randomly allocated to conditions but are assigned to conditions on the basis of the pre‑existing independent variable.

In correlational studies a relationship is sought between two variables, but neither of these variables is manipulated by the researcher. Consequently cause and effect cannot be inferred from the findings of correlational studies.

The use of quantitative research methods

Psychologists use quantitative methods to investigate areas of study where it is possible to test hypotheses under rigorous conditions. Experiments can take place in the laboratory or in the field. The aim is to be able to establish a cause and effect relationship through the use of descriptive as well as inferential statistics, allowing the researcher to determine the significance of the results.

Experimental research learning outcomes

Experimental design
  • Define the aim of a study.
  • State a research and null hypothesis of a study (HL only).
  • State the independent and dependent variable in an experiment.
  • State operational definitions of variables.
  • Describe potential confounding variables.
  • Explain the controls needed for an experiment (for example, maturation, contamination, placebo effect).
  • Explain effects of participant and researcher expectations and bias (including demand characteristics, expectancy effect, observer bias, Hawthorne effect).
  • Explain the use of single- and double‑blind techniques.
  • Discuss the strengths and limitations of experimental designs (for example, independent samples, repeated measures, matched pairs, single participant).
Sampling procedures
  • Discuss sampling techniques appropriate to quantitative research (for example, random, opportunity, systematic, stratified).
  • Discuss how participants are allocated to experimental and control groups (for example, matched pairs, random allocation).
  • Explain the concept of representative sampling.
Evaluation of research
  • Discuss the concepts of internal and external validity.
  • Discuss conditions that increase a study’s reliability.
  • Apply descriptive statistics to analyse data (for example, mean, median, mode, range, standard deviation).
  • Distinguish between levels of measurement (including nominal, ordinal, interval, ratio).
  • Apply appropriate graphing techniques to represent data (for example, bar chart, histogram, line graph, frequency polygon).
  • Apply an appropriately chosen statistical test (for example, Wilcoxon matched‑pairs signed‑ranks test, Mann–Whitney U test, sign test, chi‑squared test) in order to determine the level of significance of data (HL only).

Using assessment criteria for internal assessment

For internal assessment, a number of assessment criteria have been identified. Each assessment criterion has level descriptors describing specific levels of achievement together with an appropriate range of marks. The level descriptors concentrate on positive achievement, although for the lower levels failure to achieve may be included in the description.

Teachers must judge the internally assessed work at SL and at HL against the criteria using the level descriptors.

  • Different assessment criteria are provided for SL and HL.
  • The aim is to find, for each criterion, the descriptor that conveys most accurately the level attained by the student, using the best-fit model. 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 aspect of a level descriptor to be met for that mark to be awarded.
  • When assessing a student’s work, teachers should read the level descriptors for each criterion until they reach a descriptor that most appropriately describes the level of the work being assessed. If a piece of work seems to fall between two descriptors, both descriptors should be read again and the one that more appropriately describes the student’s work should be chosen.
  • Where there are two or more marks available within a level, teachers should award the upper marks if the student’s work demonstrates the qualities described to a great extent. Teachers should award the lower marks if the student’s work demonstrates the qualities described to a lesser extent.
  • Only whole numbers should be recorded; partial marks, such as fractions and decimals, are not acceptable.
  • Teachers should not think in terms of a pass or fail boundary, but should concentrate on identifying the appropriate descriptor for each assessment criterion.
  • The highest level descriptors do not imply faultless performance but should be achievable by a student. Teachers should not hesitate to use the extremes if they are appropriate descriptions of the work being assessed.
  • A student who attains a high level of achievement in relation to one criterion will not necessarily attain high levels of achievement in relation to the other criteria. Similarly, a student who attains a low level of achievement for one criterion will not necessarily attain low achievement levels for the other criteria. Teachers should not assume that the overall assessment of the students will produce any particular distribution of marks.
  • It is recommended that the assessment criteria be made available to students.

Internal assessment details—SL

Simple experimental study

Duration: 30 recommended teaching hours

Weighting: 25%

Introduction

The simple experimental study forms an important part of psychological training. It enables students to demonstrate the application of their skills and knowledge of psychology. The purpose of the internal assessment is for students to experience the research process by practising sound research methodology.

The psychology course defines a simple experimental study as requiring the manipulation of one independent variable and the measurement of one dependent variable, while other variables are kept constant. Consequently, correlational studies, quasi-experiments and natural experiments (that is, any research undertaken without control over the independent variable and without a controlled sampling procedure) are not acceptable for the simple experimental study.

Variables that are based upon pre-existing characteristics of the participants are not suitable for the internal assessment. Variables that are not acceptable independent variables include, but are not limited to:

  • gender (for example, comparing the results of female and male participants)
  • age (for example, comparing the performance of 10-year-old participants and 18-year-old participants)
  • native language (for example, comparing native French speakers and native Mandarin speakers)
  • culture (for example, comparing the results of Afro-Caribbean participants and Swedish participants)
  • education level (for example, comparing the performance of students in grade 5 and grade 11)
  • socio-economic status (for example, poor participants and rich participants)
  • handedness (for example, left-handed and right-handed participants).

While these variables might be of interest to students, they cannot be manipulated within the framework of the internal assessment. If such a variable is defined as the independent variable, the project has not met the requirements and will not earn marks.

It should be noted that some of these variables may be used if they are not pre-existing characteristics of the participants and can be manipulated. One example would be gender. If students are interested in studying the effect of gender on behaviour expectations they could show two groups of participants a photograph of a baby in unisex clothing. One group of participants is told that the baby is a boy and the other group is told that the baby is a girl. Both groups are asked to describe the baby in the photograph. The descriptions given by the two groups can then be compared. In this example the student has manipulated the perceived gender of the baby and this would be suitable for the internal assessment.

Studies submitted for internal assessment that do not meet the requirements for experimental work will be awarded no marks.

SL students are required to do a simple experiment by undertaking a replication of a published experimental study. Characteristics of the SL simple experimental study are as follows.

  • Limited in scope
  • Involves the manipulation of only one independent variable
  • Involves the measurement of only one dependent variable
  • Requires the use and interpretation of descriptive statistics
  • Does not require the use of inferential statistics

Many published research studies are quite complex in nature. For the purposes of the internal assessment, the scope of the original study may be deliberately limited in order to fulfill the requirements.

As the purpose of the internal assessment is to introduce students to simple experimental research, it is very important for students to keep their experimental studies within a reasonable, limited scope. Students should manipulate only one independent variable with two conditions and should report on only one dependent variable, as outlined in their experimental hypothesis.

KEEP IT SIMPLE

  • Manipulate one independent variable (two conditions)

  • Measure one dependent variable

Choice of topic

Students should choose their own topic, but this must be with the teacher’s guidance. For various reasons not all topics are suitable for students at this level. Topics that raise ethical concerns or are socially sensitive in nature should not be approved by the teacher. However, the topic should be one that seems interesting and worthwhile to the student.

Students must adhere to the psychology course ethical guidelines when undertaking any study. They must show tact and sensitivity, respect confidentiality and acknowledge all sources used.

As part of the topic selection and planning process students should go through the process of identifying, refining and defining their topic. It would be helpful for students to define the topic, aim, hypothesis and variables of their study.

The following are some examples of topics and approaches that have proved successful in the past. These should serve only as examples of how to define a topic, aim, independent variable, dependent variable and research hypothesis. Teachers and students are free to choose their own topics and are not limited to those listed here.

Topic

Primacy effect in attribution of performance—replication of “Patterns of performance and ability attribution: An unexpected primacy effect”, Edward E Jones et al (1968)

Aim

To investigate a primacy effect in performance and ability attribution

Independent variable

Order in which correct and incorrect answers are given by confederate (condition 1: confederate answers correctly at the start of a list of questions; condition 2: confederate answers correctly at the end of a list of questions)

Dependent variable

Participants’ rating of confederate’s intelligence

Research hypothesis

Assessments of intelligence are greater when a confederate answers correctly at the start of a list of questions than when a confederate answers correctly at the end of a list of questions.

Topic

Chameleon effect—“The Chameleon Effect as Social Glue: Evidence for the Evolutionary Significance of Nonconscious Mimicry”, Chartrand and Bargh (1999)

Aim

To investigate the occurrence of a chameleon effect in an interview situation

Independent variable

Presence/absence of foot-tapping and face-rubbing mannerisms in interviewer (condition 1: interviewer exhibits foot-tapping and face-rubbing mannerisms; condition 2: interviewer does not exhibit foot-tapping and face-rubbing mannerisms)

Dependent variable

Frequency of foot-tapping and face-rubbing mannerisms in participants/interviewees

Research hypothesis

The frequency of participants’/interviewees’ foot-tapping and face-rubbing mannerisms will be greater when with an interviewer who taps their foot and rubs their face than with an interviewer who does not demonstrate these behaviours.

Topic

Central traits in impression formation—“Forming impressions of personality”, Asch (1946)

Aim

To investigate effects of particular adjectives on impression formation

Independent variable

Adjectives used in a description of a fictional person (condition 1: “warm” included in standardized description of fictional person; condition 2: “cold” included in standardized description of fictional person)

Dependent variable

Likeability ratings given by participants

Research hypothesis

Ratings of likeability are greater when “warm” is included in a list of adjectives pertaining to a fictional person than when “cold” is included.

Topic

Familiarity and liking—“Attitudinal Effects of Mere Exposure”, Zajonc (1968)

Aim

To investigate the effect of familiarity on liking

Independent variable

Familiarity (condition 1: previous exposure to XXX; condition 2: no previous exposure to XXX)

Dependent variable

Liking ratings

Research hypothesis

Ratings of likeability are greater for familiar XXX than unfamiliar.

Topic

Social facilitation—“The dynamogenic factors in pace-making and competition”, Triplett (1898)

Aim

To investigate the effect of co-actors on competitive performance of a task

Independent variable

The presence/absence of co-actors (condition 1: co-actors present; condition 2: co-actors absent)

Dependent variable

Time taken to reel in fishing line through a 4 m course

Research hypothesis

The time taken to reel in fishing line through a 4 m course is reduced by the presence of co-actors.

Topic

Odour sensation and memory—“The effects of olfactory stimulation on short-term memory”, Deethardt (2007); “Odour sensation and memory”, Trygg (1991)

Aim

To investigate the effect of olfactory stimulation on short-term memory of new information

Independent variable

Association of odours with listed words (condition 1: a different odour associated with each word on a list presented for memorization; condition 2: word list presented for memorization without associated odours)

Dependent variable

Rate of recall of words from word list

Research hypothesis

Rate of recall of a word list is greater when words are associated with odours at memorization.

Topic

Availability bias—“Judgment under uncertainty: heuristics and biases”, Kahneman and Tversky (1974)

Aim

To investigate availability bias in judgments about lists of names

Independent variable

Familiarity of listed names (condition 1: list of 19 “famous” males; condition 2: list of 20 “non-famous” females)

Dependent variable

Response to question: “Which list was longer?” after trying to recall names on both lists

Research hypothesis

Participants judge a list of “famous” people longer than a slightly longer list of “non-famous” people.

This list is not exhaustive and many other examples of suitable experiments that could be replicated are available in psychology textbooks.

Examples of experiments that are ethically unacceptable for SL or HL internal assessment include, but are not limited to:

  • conformity studies
  • obedience studies
  • animal research
  • placebo experiments
  • experiments involving ingestion (for example, food, drink, smoking, drugs)
  • experiments involving deprivation (for example, sleep, food)
  • experiments involving young children (teachers should observe local laws and guidelines in relation to the involvement of children in psychological research).

Students found to have carried out ethically unacceptable experiments will be awarded no marks for the internal assessment.

The use of pre-developed resources

The purpose of the internal assessment task is for students to gain experience planning, designing, conducting and reporting on an experimental study. While students are encouraged to adapt previously used materials for their own research, they should still have some hand in development, implementation and interpretation. There are now many commercial, free or public-domain tools available for use in research. The use of software, simulations or assessment packages must be carefully monitored. If the use of such resources does not allow the student to experience planning, designing, conducting or reporting their own study, then they should not be used.

The report

The work will be internally assessed by the teacher and externally moderated by the IB.

Every SL student must produce a written report using the following format.

Title page

  • Title

  • Student name and number

  • Subject and level

  • Date, month and year of submission

  • Number of words

Abstract

  • Statement of aim

  • Summary of methods

  • Summary of results

  • Conclusion

Introduction

  • Aim of the study

  • Identification and explanation of study being replicated

Method

(sub-section headings are in bold)

  • Design: type and justification of experimental design, controls, ethical considerations including informed consent, identification of independent and dependent variables

  • Participants: characteristics of sample, sampling technique, allocation of participants to conditions

  • Materials: list of materials used, reference to copies in appendices

  • Procedures: described in sufficient detail to allow full replication

Results

  • Statement of the measure(s) of central tendency, as appropriate

  • Statement of the measure(s) of dispersion, as appropriate

  • Justification of choice of descriptive statistic

  • Appropriate use of fully explained graphs and tables (may be computer generated)

Discussion

  • Interpretation of descriptive statistics

  • Comparison of findings to the study being replicated

  • Identification of limitations of the student’s research

  • Suggestions for modification to address limitations of the student’s research

  • Conclusion

References

  • Works cited within the report listed in a standard format

Appendices

  • Raw data tables and calculations

  • Supplementary information

  • One copy of instrument(s) used

  • Copy of standardized instructions and debriefing notes

  • Copy of blank, informed consent form (participant and/or parent)

Words

1,000–1,500*

Marks

20

*The word count does not include supplementary information such as abstract, title page, references, section headings, parenthetical citations, graphs, charts and appendices.

Internal assessment criteria—SL

Simple experimental study

The SL experimental study is assessed against seven criteria that are related to the objectives for the psychology course and the sections of the report.

Criterion A

Introduction

2 marks

Criterion B

Method: Design

2 marks

Criterion C

Method: Participants

2 marks

Criterion D

Method: Procedure

2 marks

Criterion E

Results

4 marks

Criterion F

Discussion

6 marks

Criterion G

Presentation

2 marks

Total

20 marks

AIntroduction
Marks Level descriptor

0

There is no relevant introduction. The study replicated is not identified. The aim of the student’s study is not stated.

1

The study replicated is identified but not explained. The aim of the student’s study is not clearly stated.

2

The study replicated is clearly identified and relevant details of the study are explained. The aim of the student’s study is clearly stated.

BMethod: Design
Marks Level descriptor

0

The independent variable and dependent variable are not accurately identified. No appropriate experimental design is identified. There is no evidence of appropriate application of ethical guidelines, for example, there is no evidence that informed consent was obtained from participants or their parents.

1

The independent variable and dependent variable are accurately identified but are not operationalized. The experimental design is appropriate to the aim of the research but its selection is not appropriately justified. There is clear indication and documentation of how ethical guidelines were followed.

2

The independent variable and dependent variable are accurately identified and operationalized. The experimental design is appropriate to the aim and its use is appropriately justified. There is clear indication and documentation of how ethical guidelines were followed.

CMethod: Participants
Marks Level descriptor

0

No relevant characteristics of the participants are identified. No relevant sampling technique is identified or the sampling method is incorrectly identified.

1

Some characteristics of the participants are identified but not all are relevant. Some relevant participant characteristics have been omitted. The sample is selected using an appropriate method but the use of this method is not explained.

2

Relevant characteristics of the participants are identified. The sample is selected using an appropriate method and the use of this method is explained.

DMethod: Procedure
Marks Level descriptor

0

No relevant procedural information is included. The information provided does not allow replication. There are no details of how the ethical guidelines were applied.

1

The procedural information is relevant but not clearly described, so that the study is not easily replicable. Details of how the ethical guidelines were applied are included. Necessary materials have not been included and referenced in the appendices.

2

The procedural information is relevant and clearly described, so that the study is easily replicable. Details of how the ethical guidelines were applied are included. Necessary materials have been included and referenced in the appendices.

EResults
Marks Level descriptor

0

There are no results or the results are irrelevant to the stated aim of the student’s experimental study. Descriptive statistics have not been applied to the data. There is no graphing of data.

1–2

Results are stated and accurate and reflect the aim of the research. Descriptive statistics (one measure of central tendency and one measure of dispersion) are applied to the data, but their use is not explained. The graph of results is not accurate, is unclear or is not sufficiently related to the aim of the study. Results are not presented in both words and tabular form.

3–4

Results are clearly stated and accurate and reflect the aim of the research. Appropriate descriptive statistics (one measure of central tendency and one measure of dispersion) are applied to the data and their use is explained.The graph of results is accurate, clear and directly relevant to the aim of the study. Results are presented in both words and tabular form.

FDiscussion
Marks Level descriptor

0

There is no discussion or it is irrelevant to the aim of the research.

1–2

Discussion of the results is very superficial. The findings of the student’s experimental study are not compared to those of the study being replicated. Limitations of the design and procedure are not accurately identified. No modifications are suggested and there is no conclusion.

3–4

Discussion of the results is not well developed. The findings of the student’s experimental study are discussed with reference to the study being replicated. Some relevant limitations of the design and procedure have been identified, but a rigorous analysis of method is not achieved. Some modifications are suggested. The conclusion is appropriate.

5–6

Discussion of results is well developed (for example, differences in the results of calculations of central tendency and/or dispersion are explained). The findings of the student’s experimental study are discussed with reference to the study being replicated. Limitations of the design and procedure are highly relevant and have been rigorously analysed. Modifications are suggested and ideas for further research are mentioned. The conclusion is appropriate.

GPresentation
Marks Level descriptor

0

The report is not within the word limit of 1,000–1,500 words. Required sections of the report are missing, for example, no abstract is included. No references are provided. Appendices are missing or incomplete.

1

The report is within the word limit of 1,000–1,500 words. The report is complete but not in the required format. The reference for the study being replicated is cited but it is not presented using a standard method of listing references. Appendices are not labelled appropriately and/or are not referenced in the body of the report. The abstract is poorly written and does not include a summary overview of the student’s experimental study, including the results.

2

The report is within the word limit of 1,000–1,500 words. The report is complete and in the required format. The reference for the study being replicated is cited using a standard method of listing references. Appendices are labelled appropriately and are referenced in the body of the report. The abstract is clearly written and includes a summary overview of the student’s experimental study, including the results.