Continuing on from my previous post on Criteria A of the IB MYP Individuals and Societies rubric, here I want explore Criteria B: Investigating.
What is Criterion B: Investigating?
Criterion B assesses students’ ability to effectively conduct research by formulating clear research questions, planning their approach, collecting relevant information, and reflecting on their investigative process. The maximum achievement level for Criterion B is 8, and it is divided into four key strands:
Formulating a clear and focused research question and justifying its relevance.
Formulating and following an action plan to investigate a research question.
Using research methods to collect and record appropriate, varied, and relevant information.
Evaluating the process and results of the investigation.
To understand how Criterion B works, let’s look at each strand in detail, along with the different achievement levels students can reach.
1. Formulating a Clear and Focused Research Question
What it means: A good research question sets the foundation for any investigation. It needs to be specific, focused, and relevant to the topic. Students must explain why their question is important.
Achievement descriptors:
o At the lowest levels (1–2), students may only formulate a question that is clear or focused, with limited description of its relevance.
o At mid-levels (3–4), the question is both clear and focused, with detailed relevance.
o Higher levels (5–6) require students to not only create a clear and focused question but also explain its relevance in depth.
o At the top levels (7–8), students justify their research question, showing its significance in a broader context or its importance to their investigation.
Example: A low-level research question might be, “What is climate change?” A higher-level question would be, “How does climate change impact agricultural production in Sub-Saharan Africa, and why is this relevant to food security?” The latter is clear, focused, and its relevance is justifiable.
2. Formulating and Following an Action Plan
What it means: An action plan is a step-by-step approach to answering the research question. It includes identifying sources, deciding on methods, and setting timelines. Students must follow their plan effectively.
Achievement descriptors:
o At lower levels (1–2), students may create a limited plan or fail to follow it.
o At mid-levels (3–4), their plan is partial but somewhat followed.
o At higher levels (5–6), students create a substantial plan and follow it closely.
o At the top levels (7–8), students formulate and effectively implement a comprehensive action plan.
Example: A strong action plan for investigating the effects of urbanization might include:
1. Identifying key concepts to research (e.g., population growth, housing).
2. Selecting appropriate sources (e.g., articles, statistics).
3. Setting deadlines for data collection and analysis.
4. Planning a way to present findings (e.g., report, presentation).
3. Using Research Methods to Collect and Record Information
What it means: Students need to gather information that is accurate, varied, and directly relevant to their research question. They should also organize this information systematically.
Achievement descriptors:
o At lower levels (1–2), students collect limited information, which may not fully align with their question.
o At mid-levels (3–4), they use methods to collect mostly relevant information.
o At higher levels (5–6), students collect appropriate and relevant information using research methods.
o At the top levels (7–8), they gather appropriate, varied, and thoroughly relevant data.
Example: For an investigation on the Industrial Revolution, a high-achieving student might use primary sources (e.g., factory worker diaries), secondary sources (e.g., history textbooks), and statistical data (e.g., population growth figures) to provide a comprehensive view.
4. Evaluating the Process and Results of the Investigation
What it means: Reflection is critical in any research process. Students must analyze the strengths and weaknesses of their investigation, assess the validity of their sources, and suggest improvements for future research.
Achievement descriptors:
o At lower levels (1–2), students provide limited evaluation of their process and results.
o At mid-levels (3–4), they evaluate some aspects of their work.
o At higher levels (5–6), students evaluate the process and results in detail.
o At the top levels (7–8), they thoroughly evaluate both the process and results, offering insightful improvements.
Example: A high-level reflection might include recognizing that certain sources were biased and suggesting more diverse sources for future research. They might also acknowledge time management issues and propose a revised timeline.
Why is Criterion B Important?
Criterion B equips students with essential skills for academic and real-world problem-solving. By learning to ask the right questions, plan effectively, gather reliable information, and reflect on their work, students develop as independent and critical thinkers. These are skills they will carry into higher education and beyond.
Tips for Criterion B
1. Start with a strong research question: Take time to refine your question until it is specific and significant.
2. Plan thoroughly: Break your investigation into clear steps and set realistic deadlines.
3. Use diverse sources: Aim for a mix of primary and secondary sources, and ensure they are credible.
4. Reflect critically: Be honest about what worked and what didn’t, and think about how you can improve next time.
By mastering Criterion B, students don’t just succeed in Individuals and Societies—they become better researchers and learners in all areas of life. For teachers, guiding students through this process is an opportunity to encourage curiosity and critical inquiry.
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