Assessment objectives

The objectives for all group 4 subjects reflect those parts of the aims that will be assessed. Wherever
appropriate, the assessment will draw upon a range of contexts and identify the social, moral and economic
effects of science and technology.

It is the intention of the Diploma Programme computer science course that students achieve the following
objectives.

1. Know and understand:
    a. relevant facts and concepts
    b. appropriate methods and techniques
    c. computer science terminology
    d. methods of presenting information.
2. Apply and use:
    a. relevant facts and concepts
    b. relevant design methods and techniques
    c. terminology to communicate effectively
    d. appropriate communication methods to present information.
3. Construct, analyse, evaluate and formulate:
    a. success criteria, solution specifications including task outlines, designs and test plans
    b. appropriate techniques within a specified solution.
4. Demonstrate the personal skills of cooperation and perseverance as well as appropriate technical skills
for effective problem-solving in developing a specified product.

The following tables show the approximate percentage weighting in a typical examination session for each
of the assessment objectives across each of the components. This may differ from the allocation of time
devoted to each of the assessment objectives in class.

Standard level

Higher level

General

Assessment is an integral part of teaching and learning. The most important aims of assessment in the Diploma Programme are that it should support curricular goals and encourage appropriate student learning. Both external and internal assessment are used in the Diploma Programme. IB examiners mark work produced for external assessment, while work produced for internal assessment is marked by teachers and externally moderated by the IB.

There are two types of assessment identified by the IB.

• Formative assessment informs both teaching and learning. It is concerned with providing accurate and helpful feedback to students and teachers on the kind of learning taking place and the nature of students' strengths and weaknesses in order to help develop students' understanding and capabilities. Formative assessment can also help to improve teaching quality, as it can provide information to monitor progress towards meeting the course aims and objectives.
• Summative assessment gives an over view of previous learning and is concerned with measuring student achievement. The Dipl ma Programme primarily focuses on summative assessment designed to record student achievement at, or towards the end of, the course of study. However, many of the assessment instruments can also be used formatively during the course of teaching and learning, and teachers are encouraged to do this. A comprehensive assessment plan is viewed as being integral with teaching, learning and course organization. For further information, see the IB Programme standards and practices document.

The approach to assessment used by the IB is criterion-related, not norm -referenced. This approach to assessment judges students' work by their per formance in relation to identified levels of attainment, and not in relation to the work of other students. For further information on assessment within the Diploma
Programme please refer to the publication Diploma Programme assessment: Principles and practice.

To support teachers in the planning, delivery and assessment of the Diploma Programme courses a variety of resources can be found on the OCC or purchased from the IB store (http://store.ibo.org). Teacher support materials, subject reports, internal assessment guidance, grade descriptors, as well as resources from other teachers, can be found on the OCC. Specimen and past examination papers as well as markschemes can be purchased from the IB store.

Methods of assessment

The IB uses several methods to assess work produced by students.

Assessment criteria

Assessment criteria are used when the assessment task is open -ended. Each criterion concentrates on
a par ticular skill that students are expec ted to demonstrate. An assessment objec tive describes what
students should be able to do and assessment criteria describe how well they should be able to do it. Using
assessment criteria allows discrimination between different answers and encourages a variety of responses.

Computer science guide


Each criterion comprises a set of hierarchically ordered level descriptors. Each level descriptor is worth one
or more marks. Each criterion is applied independently using a best-fit model. The maximum marks for each
criterion may differ according to the criterion's importance. The marks awarded for each criterion are added
together to give the total mark for the piece of work.

Markbands

Markbands are a comprehensive statement of expected performance against which responses are judged.
They represent a single holistic criterion divided into level descriptors. Each level descriptor corresponds
to a range of marks to dif ferentiate student performance. A best-fit approach is used to ascertain which
particular mark to use from the possible range for each level descriptor.

Markschemes

This generic term is used to describe analy tic mark schemes that are prepared for specif ic examination
papers. Analytic markschemes are prepared for those examination questions that expect a particular kind
of response and/or a given final answer from the students. They give detailed instructions to examiners
on how to break down the total mark for each question for different parts of the response. A markscheme
may include the content expected in the responses to questions or may be a series of marking notes giving
guidance on how to apply criteria.

Calculators: The use of calculators is not permitted in any computer science examination.

Assessment outline—SL

First examinations 2014

Assessment outline—HL

First examinations 2014

Two different methods are used to assess students.

• Detailed markschemes specific to each examination paper
• Markbands
The markbands are published in this guide.

For paper 1, there are markschemes.

For paper 2, there are markschemes.

For paper 3, there are markbands and markschemes.

The markbands are related to the assessment objectives established for the computer science course and
the group 4 grade descriptors. The markschemes are specific to each examination.

External assessment details—SL

Paper 1

Duration: 1 hour 30 minutes
Maximum mark: 70
Weighting: 45%

The purpose of the paper is to assess the student's ability to demonstrate the following objectives in relation
to the syllabus:

• Assessment objective 1—know and understand
• Assessment objective 2—apply and use
• Assessment objective 3—construct, analyse and evaluate
Section A (30 minutes approximately) consists of several compulsory short answer questions testing mainly
objectives 1 and 2. The maximum mark for this section is 25. Some of the questions are common to this
paper and HL paper 1, section A.

Section B (60 minutes approximately) consists of three compulsor y struc tured questions that may be
subdivided. The maximum mark for this section is 45. Some questions may be common to this paper and HL
paper 1, section B.

The number of marks for each part will be given on the paper, and is linked to the command term used. This
will indicate to students the depth of the response required.

Paper 2

Duration: 1 hour
Maximum mark: 45
Weighting: 25%

The purpose of the paper is to assess the student's ability to demonstrate the following objectives in relation
to the option chosen:

• Assessment objective 1—know and understand
• Assessment objective 2—apply and use
• Assessment objective 3—construct, analyse and evaluate
Students are required to answer all the questions for the option chosen. The questions are common to this
paper and HL paper 2, section A.

Students are not expected to construct code in the following options:

• databases
• modelling and simulation
• web science.
Students will be expected to interpret and/or construct code in Java in the OOP option.

External assessment details—HL

Paper 1

Duration: 2 hours 10 minutes
Maximum mark: 100
Weighting: 40%

The purpose of the paper is to assess the student's ability to demonstrate the following objectives in relation
to the syllabus:

• Assessment objective 1—know and understand
• Assessment objective 2—apply and use
• Assessment objective 3—construct, analyse and evaluate
Section A (30 minutes approximately) consists of several compulsory short answer questions testing mainly
objectives 1 and 2. The maximum mark for this section is 25. Some of the questions are common to this
paper and SL paper 1, section A.

Section B (100 minutes approximately) consists of f ive compulsory struc tured questions that may be
subdivided. The maximum mark for this section is 75. Some questions may be common to this paper and SL
paper 1, section B.

The number of marks for each part will be given on the paper, and is linked to the command term used. This
will indicate to students the depth of the response required.

Paper 2

Duration: 1 hour 20 minutes
Maximum mark: 65
Weighting: 20%

The purpose of the paper is to assess the student's ability to demonstrate the following objectives in relation
to the option chosen:

• Assessment objective 1—know and understand
• Assessment objective 2—apply and use
• Assessment objective 3—construct, analyse and evaluate
Section A consists of common questions (to the SL/HL core) for the option chosen. The maximum mark is 45.

Section B consists of questions for the option chosen relating to the HL extension. The maximum mark is 20.

Students are not expected to construct code in the following options:

• databases
• modelling and simulation
• web science.
Students will be expected to interpret and/or construct code in Java in the OOP option.

Paper 3

Duration: 1 hour
Maximum mark: 30
Weighting: 20%

This paper is based on a case study produced annually by the IB and available on the OCC.

A clean copy of the case study must be downloaded by the IB coordinator and issued to the students with
their examination paper.

The purpose of the paper is to assess the student's ability to demonstrate the following objectives in relation
to the syllabus:

• Assessment objective 1—know and understand
• Assessment objective 2—apply and use
• Assessment objective 3—construct, analyse, evaluate and formulate
This paper consists of four structured questions, which assess the whole syllabus in an integrated way.

Students are required to answer all of the questions.

The questions are related to the scenario in the case study. In addition to the case study further stimulus
material may be provided in the examination paper.

Questions 1, 2 and 3 may be subdivided. Question 4 will require the synthesis of information from a range of
sources, including independent research and investigations beyond the case study, to develop an extended
response to a specified issue.

The number of marks for each part will be given on the paper, and is linked to the command term used. This
will indicate to students the depth of the response required.

The case study

The case study is a valuable teaching tool that can be used to integrate all aspects of the syllabus.
This case study will be provided 12 months before the May examination session (18 months before the
November session) so that students can carr y out detailed research prior to the HL paper 3 examination,
which contributes 20% of the final mark.
The computer science case study provides the stimulus material for the investigation of a scenario involving
current developments and/or issues in computer science. The information obtained will prepare students
and form the basis of the requirements for answering the questions in HL paper 3.
The case study is an oppor tunit y to keep the course abreast of current technology by introducing new
technical concepts or issues requiring a more in-depth investigation than that required in the rest of the
course.
Through their investigation of the case study, students should be able to:
• demonstrate an understanding of the computer science concepts fundamental to the system(s) in the
case study (objective 1)
• demonstrate an understanding of how the system(s) in the case study work (objective 1)
• apply material from the course syllabus in the context of the case study (objective 2)
• explain how scenarios specif ied in the case study may be related to other similar local and global
scenarios (objective 3)
• discuss the social impacts and ethical issues relevant to the case study (objective 3)
• explain technical issues relating to the case study (objective 3)
• evaluate information that may be gathered from local and global sources including field trips,
interviews, primary and secondary research, invited guest speakers and online interviews (objective 3)
• evaluate, formulate or justif y strategic solutions based on the synthesis of information from the
case study itself, additional research and new stimulus material provided in the examination paper
(objective 3).

External assessment markbands—HL

All questions except for question 4 on HL paper 3 use indicative content with adaptable markschemes and
markbands. The markband for question 4 on HL paper 3 appears below.
HL paper 3 question 4 markband
There must be evidence of independent research and investigation for students to reach the top level.
Marks Level descriptor
No marks
• No knowledge or understanding of the relevant issues and concepts.
• No use of appropriate terminology.
Basic
1–3 marks
• Minimal knowledge and understanding of the relevant issues or concepts.
• Minimal use of appropriate terminology.
• The answer may be little more than a list.
• No reference is made to the information in the case study or
independent research.
Computer science guide 73
The case study
The case study is a valuable teaching tool that can be used to integrate all aspects of the syllabus.
This case study will be provided 12 months before the May examination session (18 months before the
November session) so that students can carr y out detailed research prior to the HL paper 3 examination,
which contributes 20% of the final mark.
The computer science case study provides the stimulus material for the investigation of a scenario involving
current developments and/or issues in computer science. The information obtained will prepare students
and form the basis of the requirements for answering the questions in HL paper 3.
The case study is an oppor tunit y to keep the course abreast of current technology by introducing new
technical concepts or issues requiring a more in-depth investigation than that required in the rest of the
course.
Through their investigation of the case study, students should be able to:
• demonstrate an understanding of the computer science concepts fundamental to the system(s) in the
case study (objective 1)
• demonstrate an understanding of how the system(s) in the case study work (objective 1)
• apply material from the course syllabus in the context of the case study (objective 2)
• explain how scenarios specif ied in the case study may be related to other similar local and global
scenarios (objective 3)
• discuss the social impacts and ethical issues relevant to the case study (objective 3)
• explain technical issues relating to the case study (objective 3)
• ev aluate information that m ay b e g ath ered f ro m l oc al and glob al s ources in cluding f ie ld trips,
interviews, primary and secondary research, invited guest speakers and online interviews (objective 3)
• evaluate, formulate or justif y strategic solutions based on the synthesis of information from the
case study itself, additional research and new stimulus material provided in the examination paper
(objective 3).

All questions except for question 4 on HL paper 3 use indicative content with adaptable markschemes and
markbands. The markband for question 4 on HL paper 3 appears below.

HL paper 3 question 4 markband

There must be evidence of independent research and investigation for students to reach the top level.

No marks
• No knowledge or understanding of the relevant issues and concepts.
• No use of appropriate terminology.

Basic
1–3 marks
• Minimal knowledge and understanding of the relevant issues or
concepts.
• Minimal use of appropriate terminology.
• The answer may be little more than a list.
• No reference is made to the information in the case study or
independent research.

Adequate 4–6 marks
A descriptive response with limited knowledge and/or understanding
of the relevant issues or concepts.
A limited use of appropriate terminology.
There is limited evidence of analysis.
There is evidence that limited research has been undertaken.

Competent 7–9 marks
A response with knowledge and understanding of the relevant issues
and/or concepts.
A response that uses terminology appropriately in places.
There is some evidence of analysis.
There is evidence that research has been undertaken.

Proficient 10–12 marks
A response with a detailed knowledge and clear understanding of the
relevant issues and/or concepts.
A response that uses terminology appropriately throughout.
There is competent and balanced analysis.
Conclusions are drawn that are linked to the analysis.
There is clear evidence that extensive research has been undertaken.