Module 2 — Internal Assessment & Moderation Standards

1. What is the primary purpose of conducting internal moderation in the IB DP?

2. When giving feedback on an IA draft, which action violates IB academic integrity?

3. What is the most effective way to address marking discrepancies between teachers?

4. Which tool should be the primary guide during an internal moderation meeting?

5. How does creating a student-friendly rubric help the moderation process?

6. What should be the focus of feedback regarding fieldwork methodology?

7. Why should you document your moderation sessions in your portfolio?

8. What is the role of an examiner report during moderation?

9. What does a level descriptor in the IA rubric define?

10. If a student’s work is significantly different from what is expected, what should a teacher do first?

1. You are moderating a colleague's marking. You notice they consistently give high marks for methodology even when the student fails to explain their sampling technique. What do you do?

2. A student asks you, 'Is my hypothesis good enough to get a 6?' How do you respond?

3. You are designing a two-week scheme of work. Where is the best place to integrate moderation practice?

4. Two teachers mark the same script. Teacher A gives it 15/20; Teacher B gives it 18/20. What is the best next step?

5. You find that your students struggle to meet the 'analysis' criteria. What should you change in your teaching?

6. A parent complains that the internal assessment marks are too low. How do you defend the process?

7. What should you include in your portfolio to show 'classroom readiness' regarding moderation?

8. A student presents a fieldwork plan that is overly complex and likely to fail. How do you respond?

9. Your department is divided on how to interpret a new syllabus change. What should you do?

10. How do you ensure your 10-mark essay training is effective?