Decoding IB Command Terms: From Assessment Objective to Classroom Activity
Group Discussion
Worth 10 marks. Post your contribution; fellow learners review it — if no peer review arrives within 2 hours, an AI assessor grades it instead.
Discussion question · 10 marks
Select a challenging IB Physics experiment, such as determining the refractive index or investigating the photoelectric effect. Design a three-part assessment task for this experiment, where each part targets a different command term (e.g., describe, explain, evaluate). How would you differentiate this task for a student who is currently working at the lower end of the achievement spectrum versus one who is consistently meeting the highest criteria? Discuss the specific scaffolds or sentence starters you would employ and defend how your approach ensures alignment with IB moderation standards while promoting genuine inquiry-based learning.
What a full-mark response shows
- Demonstrates deep, nuanced understanding of the cognitive progression between different command terms (e.g., describe vs explain vs evaluate).
- Uses specific, practical classroom examples to illustrate how these terms are taught through scaffolding and differentiation.
- Provides clear evidence of how pedagogical choices align with IBO assessment objectives and moderation standards.
- Showcases a learner-centred approach, emphasizing feedback, student agency, and clear progression paths in assessment.