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IB ESS IA

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How it Works

The ESS IA is assessed using six criteria totaling 30 marks.

Criterion A: Research question and inquiry (4 marks)
Mark BandWhat it meansEvidence you must show
3–4The report:explains a local or global environmental topic or issue with sufficient background research to support the research question; states a focused research question that addresses the chosen environmental topic or issue.
1–2The report:describes a local or global environmental topic or issue but with errors or omissions showing a limited understanding; states a research question but there is a lack of focus or it is not linked to the chosen environmental topic or issue.
0The report does not reach a standard described by the descriptors below.
Mark BandWhat it meansEvidence you must show
3–4The report:describes an existing or developing strategy that addresses an environmental issue linked to the research question; explains a tension between different perspectives (economic, social, cultural, political or environmental) that results from the strategy
1–2The report:states an existing or developing strategy that addresses an environmental issue linked to the research question; describes a tension between different perspectives (economic, social, cultural, political or environmental) that results from the strategy
0The report does not reach a standard described by the descriptors below.
Mark BandWhat it meansEvidence you must show
3–4The method is adequate but with some ambiguities or omissions.The report describes a repeatable method. The method does allow for the collection of sufficient data to answer the research question.
1–2The method is limited and lacks sufficient detail.The report describes a method that is not repeatable. The method does not allow for sufficient data to be collected to address the research question.
0The report does not reach a standard described by the descriptors below.
Mark BandWhat it meansEvidence you must show
5–6The treatment of data is clear, precise and accurate.The communication of raw and processed data is clear and detailed. The techniques used to process the raw data lead to findings that fully address the research question. The raw data is processed correctly.
3–4The treatment of data is adequate with some inconsistencies.The communication of raw and processed data is clear. The techniques used to process the raw data lead to findings that do not fully address the research question. The raw data is processed with some minor errors.
1–2The treatment of data is limited, showing omissions or inaccuracies.The communication of raw and processed data is not clear. The techniques used to process the raw data lead to findings that do not address the research question. The raw data is processed with major errors.
0The report does not reach a standard described by the descriptors below.
Mark BandWhat it meansEvidence you must show
5–6The analysis and conclusion is clear, precise and accurate.The analysis explains all the patterns and trends within the data that are relevant to the research question, including measures of bias, reliability, validity and uncertainty. The conclusion addresses the research question and is supported by the analysis presented.
3–4The analysis and conclusion is adequate with some inconsistencies.The analysis describes patterns or trends within the data that are relevant to the research question, including (some) measures of bias, reliability, validity and uncertainty. The conclusion addresses the research question and is partially supported by the analysis presented.
1–2The analysis and conclusion is limited, showing omissions or inaccuracies.The analysis identifies patterns or trends within the data that are relevant to the research question. The conclusion either does not address the research question or is not supported by the analysis presented.
0The report does not reach a standard described by the descriptors below.
Mark BandWhat it meansEvidence you must show
5–6The evaluation:evaluates specific methodological limitations or weaknesses that impact the conclusion; evaluates improvements to the method that address limitations or weaknesses; describes unresolved questions that arise from the investigation as they impact the conclusion.
3–4The evaluation:describes methodological limitations or weaknesses that impact the conclusion; describes improvements to the method that address the identified limitations or weaknesses; outlines unresolved questions that arise from the investigation.
1–2The evaluation:states generic methodological limitations or weaknesses that impact the conclusion; states improvements to the method that address the identified limitations or weaknesses; states generic unresolved questions that arise from the investigation.
0The report does not reach a standard described by the descriptors below.

Avoid Common Mistakes in ESS IAs

Identifying patterns or trends in the data without adequately supporting conclusions with relevant analysis or measures of bias and uncertainty.

Failing to establish a clear and focused research question that is directly linked to the environmental issue being investigated.

Using generic statements about methodologies or limitations that do not specifically relate to the investigation, reducing the effectiveness of the evaluation.

Describing methods that are not repeatable or lack sufficient detail, making it difficult for others to replicate the investigation.

Failing to address tensions between different perspectives in the strategy section, leading to a superficial understanding of the complexities involved.

Real Grade 7 ESS Exemplars

Examiner Marking

How do generational groups (Generation Z, Millennials, X, and Baby Boomers) influence the level of environmental education among Peruvians measured by knowledge, attitudes, and practices?

IA
ESS
SL
7
Examiner Marking

How do fumes from varied non-degradable plastics dissolved in water affect the growth rate of Duckweed (Lemna minor) compared to fumes from biodegradable plastics?

IA
ESS
SL
7

Explore AI Grader for other subjects

IA

Math AA

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English A (Lang & Lit) HL Essay

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TOK

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How it Works

The ESS IA is assessed using six criteria totaling 30 marks.

Criterion A: Research question and inquiry (4 marks)
Mark BandWhat it meansEvidence you must show
3–4The report:explains a local or global environmental topic or issue with sufficient background research to support the research question; states a focused research question that addresses the chosen environmental topic or issue.
1–2The report:describes a local or global environmental topic or issue but with errors or omissions showing a limited understanding; states a research question but there is a lack of focus or it is not linked to the chosen environmental topic or issue.
0The report does not reach a standard described by the descriptors below.
Mark BandWhat it meansEvidence you must show
3–4The report:describes an existing or developing strategy that addresses an environmental issue linked to the research question; explains a tension between different perspectives (economic, social, cultural, political or environmental) that results from the strategy
1–2The report:states an existing or developing strategy that addresses an environmental issue linked to the research question; describes a tension between different perspectives (economic, social, cultural, political or environmental) that results from the strategy
0The report does not reach a standard described by the descriptors below.
Mark BandWhat it meansEvidence you must show
3–4The method is adequate but with some ambiguities or omissions.The report describes a repeatable method. The method does allow for the collection of sufficient data to answer the research question.
1–2The method is limited and lacks sufficient detail.The report describes a method that is not repeatable. The method does not allow for sufficient data to be collected to address the research question.
0The report does not reach a standard described by the descriptors below.
Mark BandWhat it meansEvidence you must show
5–6The treatment of data is clear, precise and accurate.The communication of raw and processed data is clear and detailed. The techniques used to process the raw data lead to findings that fully address the research question. The raw data is processed correctly.
3–4The treatment of data is adequate with some inconsistencies.The communication of raw and processed data is clear. The techniques used to process the raw data lead to findings that do not fully address the research question. The raw data is processed with some minor errors.
1–2The treatment of data is limited, showing omissions or inaccuracies.The communication of raw and processed data is not clear. The techniques used to process the raw data lead to findings that do not address the research question. The raw data is processed with major errors.
0The report does not reach a standard described by the descriptors below.
Mark BandWhat it meansEvidence you must show
5–6The analysis and conclusion is clear, precise and accurate.The analysis explains all the patterns and trends within the data that are relevant to the research question, including measures of bias, reliability, validity and uncertainty. The conclusion addresses the research question and is supported by the analysis presented.
3–4The analysis and conclusion is adequate with some inconsistencies.The analysis describes patterns or trends within the data that are relevant to the research question, including (some) measures of bias, reliability, validity and uncertainty. The conclusion addresses the research question and is partially supported by the analysis presented.
1–2The analysis and conclusion is limited, showing omissions or inaccuracies.The analysis identifies patterns or trends within the data that are relevant to the research question. The conclusion either does not address the research question or is not supported by the analysis presented.
0The report does not reach a standard described by the descriptors below.
Mark BandWhat it meansEvidence you must show
5–6The evaluation:evaluates specific methodological limitations or weaknesses that impact the conclusion; evaluates improvements to the method that address limitations or weaknesses; describes unresolved questions that arise from the investigation as they impact the conclusion.
3–4The evaluation:describes methodological limitations or weaknesses that impact the conclusion; describes improvements to the method that address the identified limitations or weaknesses; outlines unresolved questions that arise from the investigation.
1–2The evaluation:states generic methodological limitations or weaknesses that impact the conclusion; states improvements to the method that address the identified limitations or weaknesses; states generic unresolved questions that arise from the investigation.
0The report does not reach a standard described by the descriptors below.

Avoid Common Mistakes in ESS IAs

Identifying patterns or trends in the data without adequately supporting conclusions with relevant analysis or measures of bias and uncertainty.

Failing to establish a clear and focused research question that is directly linked to the environmental issue being investigated.

Using generic statements about methodologies or limitations that do not specifically relate to the investigation, reducing the effectiveness of the evaluation.

Describing methods that are not repeatable or lack sufficient detail, making it difficult for others to replicate the investigation.

Failing to address tensions between different perspectives in the strategy section, leading to a superficial understanding of the complexities involved.

Real Grade 7 ESS Exemplars

Examiner Marking

How do generational groups (Generation Z, Millennials, X, and Baby Boomers) influence the level of environmental education among Peruvians measured by knowledge, attitudes, and practices?

IA
ESS
SL
7
Examiner Marking

How do fumes from varied non-degradable plastics dissolved in water affect the growth rate of Duckweed (Lemna minor) compared to fumes from biodegradable plastics?

IA
ESS
SL
7

Explore AI Grader for other subjects

IA

Math AA

Math AI

English A (Lang & Lit) HL Essay

EE

English A (Lang & Lit)

English A (Lit)

English B

TOK

TOK Exhibitions

TOK Essays

Frequently Asked Questions

The Coursework Grader gives you instant feedback on your IB coursework (IA, EE, or TOK). It is designed as a detailed grader trained with input from real IB examiners.

Choose your coursework type and details (subject, level, and session where relevant), upload your PDF, then submit for grading. Once processing starts, you will see a progress screen while your Coursework Grader report is generated.

Yes. Your file stays private and secure on Clastify. It is not shared or published, and uploading it will not trigger plagiarism checkers.

The Coursework Grader assesses your coursework against official IB criteria for the selected subject and category (IA, EE, or TOK). You receive criterion-by-criterion feedback, a predicted mark, and concrete suggestions for improvement.

The model is trained on examiner-marked IB exemplars and aligned with current assessment criteria. It is a strong draft-stage tool, but a human examiner review remains the best option for a final-grade prediction.

Models must be applied to your data (systems diagrams, footprints, etc.). Name-dropping without application rarely raises Analysis.

Weak discussion of reliability, methodological limits, and realistic improvements—plus fieldwork ethics/safety where relevant.

A focused systems/sustainability research question, measurable variables, clear boundaries, and methods suited to Environmental Systems and Societies concepts.