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d5mathlsur02051e - SUBJECT REPORTS MAY 2002 MATHEMATICS...

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SUBJECT REPORTS – MAY 2002 Group 5 Mathematics HL 1 © IBO 2002 MATHEMATICS HIGHER LEVEL Introduction This subject report is written by the principal examiners. Each of the authors provides general comments on performance, taking into account the comments of the assistant examiners and the team leaders. This report is the only means of communication between the senior examiners and the classroom teachers and therefore should be read by all teachers of mathematics HL. The grade award team studied the responses in the G2 forms, the assistant examiners’ reports and the grade descriptors (a description of the criteria to be satisfied for each of the individual grade levels) before determining the grade boundaries. Overall grade boundaries Grade : 1 2 3 4 5 6 7 Mark range : 0-16 17-30 31-42 43-54 55-64 65-76 77-100 Internal assessment – the portfolio Component grade boundaries Grade : 1 2 3 4 5 6 7 Mark range : 0-4 5-6 7-9 10-12 13-14 15-17 18-20 The May 2002 examination session is the third year for portfolio work. The experience of the previous years has resulted in fewer problems, but unfortunately there are still many issues such as: 1. assigning portfolio items correctly 2. applying the assessment criteria correctly 3. correctly completing the necessary forms to go with sample work 4. ensuring that the student’s work is authentic It should also be noted that while these problems do exist there are many schools that have embraced portfolio work and are producing excellent items. 1. Some Mathematics HL candidates are being penalized in schools that would appear to have combined Mathematical Methods and Mathematics HL classes. It is a mistake for teachers to allow students who will be taking the Mathematics HL examination to have included in their portfolios, items that do not meet the requirements of the HL program. The most common example of this was the use of items from the Mathematical Methods SL Teacher Support Material (TSM) documents. Items not to the level of the Mathematics HL program are being moderated down. Teachers should not take items from the TSM and assess them in criteria that were not included in the original item. For example, it was not intended that the portfolio item on population growth would be assessed against criteria E (conjectures). It is also not possible to take a TSM item and reclassify it as a different type.
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