<p>TOK ESSAY ASSESSMENT INSTRUMENT</p><p>Does the student present an appropriate and cogent analysis of knowledge questions in discussing the title?</p><p>Aspect</p><p>Level 5</p><p>Level 4</p><p>Level 3</p><p>Level 2</p><p>Level 1</p><p>Irrelevant</p><p>Excellent</p><p>Very Good</p><p>Satisfactory</p><p>Basic</p><p>Elementary</p><p>0</p><p>9-10</p><p>7-8</p><p>5-6</p><p>3-4</p><p>1-2 Understanding</p><p>There is a</p><p>There is a focus</p><p>There is a</p><p>Some</p><p>The essay</p><p>The essay</p><p>Knowledge sustained on knowledge focus on some knowledge has only does not</p><p>Questions focus on questions knowledge questions very limited reach a</p><p> knowledge connected to the questions that are standard</p><p> relevance to</p><p> questions prescribed connected to connected to</p><p> described</p><p> the connected to title—developed the prescribed the prescribed</p><p> by levels 1–</p><p> prescribed</p><p> the prescribed with title—with title are</p><p>5 or is not a title—</p><p> title and are acknowledgment some considered,</p><p> response to</p><p> well chosen— of different development but the essay relevant one of the</p><p> developed perspectives and linking to is largely points are prescribed with and linked to areas of descriptive, descriptive. titles on the</p><p> investigation of areas of knowledge with</p><p> list for the</p><p> different knowledge and/or ways superficial or</p><p> current</p><p> perspectives and/or ways of of knowing. limited links session.</p><p> and linked knowing.</p><p> to areas of</p><p> effectively to</p><p> knowledge</p><p> areas of</p><p> and/or ways knowledge</p><p> of knowing.</p><p> and/or ways</p><p> of knowing. Quality of</p><p>Arguments</p><p>Arguments are</p><p>Some</p><p>Arguments</p><p>Assertions</p><p> analysis of are clear, clear, supported arguments are offered are offered</p><p> knowledge supported by by real-life are clear and but are but are not questions real-life examples and supported by unclear and/or supported.</p><p> examples and are evaluated; examples; not supported</p><p> are effectively some some by effective</p><p> evaluated; counterclaims counterclaims examples. counterclaims are identified are identified.</p><p> are extensively and explored.</p><p> explored; implications</p><p> are drawn. Cogent</p><p>Pertinent</p><p>Typical</p><p>Underdeveloped</p><p>Ineffective</p><p>Accomplished</p><p>Relevant</p><p>Acceptable</p><p>Basic</p><p>Descriptive</p><p>Discerning</p><p>Thoughtful</p><p>Mainstream</p><p>Superficial</p><p>Incoherent Individual</p><p>Analytical</p><p>Adequate</p><p>Derivative</p><p>Formless</p><p>Lucid</p><p>Organized</p><p>Competent</p><p>Rudimentary</p><p>Insightful</p><p>Credible</p><p>Limited</p><p>Compelling Coherent</p>