HL
Business & Management HL internal assessment criteria
The HL business and management research project is assessed against five criteria that are related to the objectives for the business and management course. Criterion A refers to the research proposal and action plan, while criteria B–E are used to assess the written report.
When the work to be assessed has been read, the descriptors for each criterion should be studied until a descriptor is reached that most appropriately describes the achievement level. 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 chosen.
Criterion A |
Research proposal and action plan |
Criterion B |
Use of theoretical concepts, sources and data (written report) |
Criterion C |
Analysis and evaluation (written report) |
Criterion D |
Conclusions and recommendations (written report) |
Criterion E |
Value to management (written report) |
AResearch proposal and action plan
Criterion A should be used to assess the research proposal and action plan only.
Achievement level |
Descriptor |
0 |
There is no research proposal or action plan. |
1 |
There is a research proposal and action plan. However, elements of the research proposal or action plan are inappropriate. |
2 |
The research proposal and action plan are generally appropriate, but they are not clear and focused. |
3 |
The research proposal and action plan are appropriate, clear and focused. There is some identification of the theoretical framework and methodology to be employed. |
4 |
The research proposal and action plan are appropriate, clear and focused. There is clear identification and explanation of the theoretical framework and methodology to be employed. |
BUse of theoretical concepts, sources and data (written report)
Achievement level |
Descriptor |
0 |
There is no use of theoretical concepts, sources or data. |
1 |
There is a very limited understanding of relevant theoretical concepts, and these concepts have been misused. The sources and data are irrelevant or insufficient. |
2 |
There is a limited understanding of relevant theoretical concepts, but these have not been applied effectively. The sources and data are generally relevant, but insufficient. |
3 |
There is an understanding of relevant theoretical concepts and evidence of some of them being applied effectively. The sources and data are relevant and sufficient. |
4 |
There is an understanding of relevant theoretical concepts and evidence of them being applied effectively. The sources and data are relevant and sufficient. There is some evidence of the sources and data being used effectively and related to the theoretical framework. |
5 |
There is an in-depth understanding of relevant theoretical concepts and consistent evidence of them being applied effectively. The sources and data are relevant and sufficient. There is consistent evidence of the sources and data being used effectively and integrated with the theoretical framework. |
CAnalysis and evaluation (written report)
Achievement level |
Descriptor |
0 |
There is no discussion, analysis or evaluation. |
1 |
Findings are very limited and the discussion is superficial. The report lacks order and coherence. |
2 |
Findings are limited and the discussion tends to be superficial. There is an attempt to sequence ideas and references. |
3 |
There is some analysis of the findings but the discussion may be unnecessarily descriptive. There is some integration of ideas and issues in a logical order. |
4 |
The analysis of the findings is appropriate. There is some integration of ideas and issues in a coherent order. |
5 |
The analysis of the findings is appropriate and there is an attempt at evaluation. There is sound integration of ideas and issues in a coherent order. |
6 |
The analysis and evaluation of the findings are appropriate. There is sound integration of ideas and issues in a coherent order, and some evidence of critical thinking. |
7 |
The analysis and evaluation of the findings are appropriate. There is sound integration of ideas and issues in a coherent order, and consistent evidence of critical, reflective thinking. |
DConclusions and recommendations (written report)
Achievement level |
Descriptor |
0 |
There are no conclusions or recommendations. |
1 |
There are conclusions or recommendations, but they are inconsistent with the evidence presented. |
2 |
There are conclusions or recommendations. Some are consistent with the research question, but may not be supported by evidence presented in the main body of the report. |
3 |
There are conclusions and recommendations. These are consistent with the evidence presented in the main body of the report and with the research question, but are not fully developed. |
4 |
There are conclusions and recommendations. These are consistent with the evidence presented in the main body of the report and with the research question, and are well developed. |
5 |
There are conclusions and recommendations. These are consistent with the evidence presented in the main body of the report and with the research question, and are well developed. Future action to address limitations of the research is proposed. |
EValue to management (written report)
Achievement level |
Descriptor |
0 |
The report is of no practical value to management. |
1 |
The report exceeds 2,000 words, or is of limited practical value to management. |
2 |
The report has some practical value to management. There are significant omissions in the presentation of the report. Bibliography and referencing are inappropriate. |
3 |
The report is of practical value to management. There are minor omissions in the presentation of the report. Bibliography and referencing are appropriate. |
4 |
The report is of practical value to management. The report is well presented, forward-looking and follows the required written report format*. Bibliography and referencing are appropriate. |
* See “Required format for written report” in the section “HL research project”.
Business & Management SL internal assessment criteria
The SL business and management written commentary is assessed against six criteria that are related to the objectives for the business and management course.
When the work to be assessed has been read, the descriptors for each criterion should be studied until a descriptor is reached that most appropriately describes the achievement level. 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 chosen.
Criterion A |
Supporting documents |
Criterion B |
Choice and application of business tools, techniques and theory |
Criterion C |
Use, analysis and synthesis of data |
Criterion D |
Conclusions |
Criterion E |
Evaluation and critical thinking |
Criterion F |
Presentation |
ASupporting documents
If fewer than three supporting documents are presented, a maximum of three marks can be awarded.
Achievement level |
Descriptor |
0 |
There are no documents presented in support of the commentary. |
1 |
The supporting documents are irrelevant. |
2 |
The supporting documents are generally relevant but some lack depth. |
3 |
The supporting documents are relevant and sufficient in depth. |
4 |
The supporting documents are relevant, sufficient in depth and provide a range of ideas and views. |
BChoice and application of business tools, techniques and theory
Achievement level |
Descriptor |
0 |
There is no use of business tools, techniques or theory. |
1 |
There is a limited selection of business tools, techniques and theory. |
2 |
There is a limited selection of business tools, techniques and theory, and these are superficially applied. |
3 |
There is appropriate selection of business tools, techniques and theory, but these are superficially applied. |
4 |
There is appropriate selection of business tools, techniques and theory, and these are suitably applied. |
5 |
There is appropriate selection of business tools, techniques and theory, and these are competently applied. |
6 |
There is a broad and appropriate selection of business tools, techniques and theory, and these are skillfully applied. |
CUse, analysis and synthesis of data
Achievement level |
Descriptor |
0 |
There is no use of data from the supporting documents. |
1 |
There is inappropriate selection of data from the supporting documents. |
2 |
There is appropriate selection of data from the supporting documents. |
3 |
There is appropriate selection of data from the supporting documents with superficial analysis. |
4 |
There is appropriate selection of data from the supporting documents with appropriate analysis. |
5 |
There is appropriate selection of data from the supporting documents with appropriate analysis. There is some integration of ideas. |
6 |
There is appropriate selection of data from the supporting documents with appropriate and detailed analysis. There is coherent integration of ideas. |
DConclusions
Achievement level |
Descriptor |
0 |
There are no conclusions. |
1 |
Conclusions are inconsistent with the evidence presented. |
2 |
Some of the conclusions are consistent with the evidence presented. |
3 |
The conclusions are consistent with the evidence presented and answer the commentary question. |
EEvaluation and critical thinking
Achievement level |
Descriptor |
0 |
There is no evidence of evaluation. |
1 |
There is limited evidence of evaluation. |
2 |
There is evidence of evaluation, but not all judgments are substantiated. |
3 |
There is evidence of evaluation, and judgments are substantiated. Critical and reflective thinking occurs in the commentary. |
FPresentation
Achievement level |
Descriptor |
0 |
The commentary exceeds 1,500 words. |
1 |
The commentary is disorganized and lacks structure. Sources are not appropriately referenced. |
2 |
The commentary is sufficiently organized and structured with some use of appropriate business terminology. Sources are appropriately referenced. |
3 |
The commentary is well organized and structured, with consistent use of appropriate business terminology. Sources are appropriately referenced and an appropriate bibliography is provided. |