Frequently asked questions

General

Are students allowed to submit group work for internal assessment?

No.

Are students allowed to do work in groups?

No.

Can the students in an ITGS class work on different parts of a larger IT development. For example, where a number of students are working on different sections of a school website?

No.

How much assistance and guidance should I give the students?

It is important that the project is the student’s own work, although some assistance and guidance is allowed. Most of this advice will be related to the choice of the client, proposed solution and resources used. When the first, and only, draft is submitted, this should not be heavily annotated or edited by the teacher.

Is it necessary for the students to have all the skills required for the development of a project, especially the product, before they start?

No. The student may have a fundamental understanding of the software and project management techniques required to complete the project at the start. However, they will acquire additional skills during this activity so that by the time of its submission they have developed the required skills.

What if the student does not know the software they need or want to use?

The student will either need to learn to use the software or adjust their IT solution or project idea. It is important for the students to ensure they have the necessary training in using hardware and software to fulfill criteria B, C, D and E. It is also strongly advised that criteria A, B, C and D should be approved before the student begins to make the product.

Can the same student reuse an extended essay title and topic for internal assessment?

No, this is not allowed, and in any case the extended essay is significantly different from the project.

What is the difference between the project and the product?

The project is the complete internally assessed work of the student and consists of three components.

• The cover page: the means of accessing the other two components of the project

• The product: the IT solution developed by the student for the client

• Documentation: the supporting documents

What is a product?

A product refers to the end result of a solution (desktop-published document, animation, database, multimedia presentation, website or other agreed solution) that is used to address the problem that the student has identified. The product is a single item created using a range of applications that can be tested by the moderator from the required media.

Can the student make several products to satisfy the requirements for the product?

No. Only one product must be submitted, although students may integrate more than one software type within the solution. Examples may be a desktop-published document that uses underlying data from a spreadsheet or a website using multimedia components.

Does the product have to address a real problem?

Yes. The solution must be real, current and able to be implemented.

Do product ideas have to be related to school?

No. Clients can come from schools, businesses or other sources. It must be a real problem.

When choosing an idea for a product, is it sufficient that the solution benefits only the client?

Yes.

Does the student have to examine more than one possible solution?

No. It is not necessary to identify more than one possible solution in detail if the rationale for the proposed solution can be clearly justified.

Can the student use a questionnaire as the only source of information in the initial consultation (investigation) from the client?

No. A questionnaire is a static, non-interactive method of obtaining feedback and does not allow for the development of a discussion between the client and the student, thus not being a realistic scenario in the development of an IT solution. However, a questionnaire may be included as part of the initial consultation with the client.

When is the best time to start working on the project?

There is no date prescribed, but it is recommended that students have the necessary software, file and folder management skills to successfully complete the project. It is also advisable that the project is completed up to criterion D by the end the first year of study to allow the product to be completed independently in consultation with the client.

How much class time should be allowed for work on the project?

The guide suggests 30 class hours of the recommended 150 hours at SL and 240 hours at HL. Class time is necessary to provide adequate opportunity for the teacher to monitor a student’s progress and to ensure that all of the work is the student’s own. It is expected that students will spend time outside of class to complete the project.

Does the project require programming skills?

No, programming skills are not required.

Is a single web page enough?

No. A single web page does not constitute an appropriate product. Students using web-based solutions need to develop a website with multiple pages and active links that are clearly seen to address the outlined problem.

The student will not have met one of the required elements in criterion G, as the content within the product is insufficient to reliably evaluate its effectiveness.

The student will also lose marks under the following criteria.

• Criterion D because the designs will have significant omissions; for example, overall structure will be simplistic, there is likely to be a limited range of resources and techniques, and the test plan may also be limited or non-existent.

• Criterion E because the product is simple and the maximum mark for this type of product is 4.

Other marks might be lost under other criteria and these will be evident at submission.

Is a poster or brochure enough for the product?

A single poster is not sufficient. However, a series of posters using complex techniques and professional-looking design can be linked to a web page that allows access to each poster, for example, by the use of thumbnails, thus creating a single product.

A simple brochure is not sufficient. The product should be a substantial solution that clearly uses IT to address a problem.

If using the information on the OCC referring to product complexity leads the teacher to believe that the product is a trivial solution, an alternative problem or product needs to be considered.

Can a student use templates to produce a website?

No, if the primary product is a website and the template that is used completely determines its structure and layout.

Yes, if the primary product is a website, and the student has some control over the structure and layout. In this situation, it is expected that three advanced techniques would be used to develop a complex product.

Completing the project

Is a penalty imposed when a student does not follow the recommendation on the length of the project?

Yes. The maximum word limit for the project is 2,000 words. Once a student reaches this word limit no further work will be marked.

If forms, tables, bullet points or footnotes are used for extended text (for example, for explanation, analysis and evaluation), in an attempt to exclude it from the word count, this text will be included in the word count.

Is any data and information in appendices assessed?

No. There must not be any appendices included in the project.

Is a bibliography required?

No. However, if websites or other source material are used these should be cited in criterion E as part of the product development. See the section on “Internal assessment criteria” in the guide.

Do I need to cite sources within the product?

Yes. Any content included in the product that does not originate from the client or student needs to be cited within it. However, these citations may also appear in criterion E as part of the product development. See the section on “Internal assessment criteria” in the guide.

Must the student use the forms provided for the project?

Yes. If the student fails to use a template they will be awarded zero marks for the relevant section.

What happens if there are discrepancies between the work submitted for criteria B, C, D and E?

Moderators will examine the project and establish the appropriate outcome for the student if the teacher has incorrectly awarded marks for some criteria. If the project is different from that produced by the rest of the class it would be considered “atypical”. If the project is representative of the rest of the class it should be moderated as normal.

See the example below, where a student produces a project schedule (criterion C) and designs a product (criterion D) that is different from the solution identified (criterion B), and the product developed (criterion E) and evaluated (criterion F).

Criterion	Marks awarded by teacher	Marks awarded by moderator	Comments
B	4	4	Total of marks for criteria B, E and F is 14. Total of marks for criteria C and D is 7. Marks awarded for criteria B, E and F are used and those for criteria C and D are discarded.
C	3	0
D	4	0
E	7	7
F	3	3

What happens if the links from the cover page to the documentation and the product do not work?

Moderators can open and assess the documentation files, and the product where appropriate, providing that they are named as required and in the correct location. However, the student may be penalized under criterion G, as the project will lack functionality.

What happens if the links from the cover page to the documentation and the product do not work and the moderator cannot locate the documentation files after a reasonable amount of searching?

Moderators make a reasonable attempt to locate the documentation files. However, should the documentation files not be located after this period of searching it will be assumed that they do not exist and it is likely the project will score zero marks.

What happens if major parts of the product do not work?

Where one particular feature does not function as required, the student will not have met one of the required elements in criterion G. One mark will be lost.

In another scenario, a student states that the lightbox function was used and counted it as one of the advanced techniques enabling it to be considered as a complex product. However, when the product was tested by the moderator it did not work as intended. This may result in the product being downgraded to a simple solution, with the student losing 4 marks in criterion E. This is particularly important where a student is claiming the use of three advanced techniques.

Marks might also be lost in other criteria.

What happens if minor parts of the product do not work?

The student will not have met one of the required elements in criterion G. One mark will be lost.

What happens if not all of the product can be assessed using the required method of submission?

Some products may consist of components that cannot be assessed in the required method of submission. In this case this component must be presented separately to allow it to be assessed. Below are a couple of possible examples.

• A website linked to an online database will require the database to be submitted in addition to the web pages so that its content or functionality can be tested. A link to the online product, which must exactly match the information submitted, must also be made available on the cover page.

• A website based on a template such as those in Wikispaces will require the website to be exported using the export function and saved in the “product” folder. Information on the cover page will direct the moderator to this content. A link to the website, which must exactly match the information submitted, must also be made available on the cover page.

In both cases the student must not amend the website before the end of the particular examination session (15 September for the May session and 15 March for the November session).

What happens if there is no evidence of how the product was developed?

Zero marks are awarded in criterion E and possibly other criteria depending on the teacher’s comments.

Submitting the project

What do I do if I suspect that a student’s work is not his or her own?

When authenticity is in doubt, the teacher should first discuss this with the student. In addition, one or more of the following actions may be helpful.

• Compare the style of writing in the project with work known to be that of the student.

• Interview the student in the presence of a third party.

• Use one of the many websites set up to detect plagiarism.

If you have reasonable evidence that this is the case, make the student rewrite the project. If time does not permit this, then do not sign Form 3/CS and submit the reasons for your suspicion.

Should I include comments on Form 3/IA or Form 3/CS?

Yes, when appropriate. It is helpful to the external moderator.

Should the teacher make comments on the student’s documentation?

Yes. Teachers are encouraged to add their comments. It is of great value to the moderator to see how teachers have arrived at a student’s mark.

How are the marks submitted?

The internal assessment (IA) marks should be submitted to IB Cardiff electronically using the IA/PG marksheet, which can be accessed through consultation with the Diploma Programme coordinator. A selection of sample scripts to be sent to the external moderator will be generated electronically by IB Cardiff, and communicated to the teacher by the Diploma Programme coordinator.

What must I submit with the selected samples?

• Form 3/CS: A coversheet for each of the selected samples

• Form 3/IA: A summary sheet of the sample sent for external moderation

What is the IB moderator going to see?

The moderator will see the three required parts of the project on the required media plus any comments from the teacher on a separate document explaining the awarding of marks.

Should I make a copy of the students’ internal assessment pieces?

Yes. Back-up copies are useful as a contingency measure or for future reference. The teacher must submit the original pieces only.

Do I receive any feedback on the internal assessment undertaken by the school?

Yes. The moderator will write a report on the internal assessment submitted by each school. This will provide comments on the suitability and quality of the work. It will also give recommendations to the school for future internal assessment and address any problems that may have arisen. It is important that teachers follow the recommendations made in previous reports. It is also useful for teachers to read the subject report for ITGS. This gives an overview of student performance in the internal assessment component undertaken by all schools.

Is every student required to sign Form 3/CS?

Yes. Every student must authenticate his or her work by signing the following declaration: “I confirm that this work is my own work and is the final version. I have acknowledged each use of the words or ideas of another person, whether written or oral.” Once the sheet has been signed, the declaration cannot be retracted if plagiarism is suspected. If the teacher adds a comment on the sheet that the work may not be authentic, the student will not get a grade. Ultimately, it is the responsibility of the student to ensure that the work is authentic.

Using the assessment criteria

What happens if no client is identified?

No marks will be awarded for criterion A.

What happens if no problem is identified?

No marks will be awarded for criterion A.

What methods can be used to obtain information from the client in criteria A and E?

A written record of an interview either as a summary or transcript, a sound file, a video or an exchange of emails that may be supported by a questionnaire.

What happens if only one solution is identified in criterion B?

This is not a problem. In some cases, such as databases or wikis, there is only one logical solution. In this case the student must base the justification of this choice of software on the features that make it the only realistic choice.

Should the past, present or future tense be used in the project schedule for criterion C?

This is not a problem. The project schedule submitted is the final edited document. The key requirement is that there is clearly progression. Typically the first two columns (date, action proposed) are completed as part of a plan, the last four columns are completed as the student discusses the project with the ITGS teacher. The completion of the project schedule is an ongoing process.

Should the test plan in criterion D include every individual test?

It is not necessary to show evidence of every individual test that will be carried out in the development of the product; rather, an example of each specific type of test. These may include an internal hyperlink, email link, button click, sound clip, calculations in a derived field, loading of a form, printing of a report, correct insertion of text, to show evidence that it has been considered.

The functionality will be tested by the moderator. This will ensure that there is consistency between the testing regime in criterion D and the product submitted and will involve the testing of all the different parts of the product that need to be tested. For example, on a website all the hyperlinks will be tested, or in a database a query that specifies a particular criterion to be satisfied will be run and checked against a similar query that does not have any criteria specified to ensure the appropriate information is generated.

What happens if no specific performance criteria are stated in criterion B yet specific performance criteria are stated and evaluated in criterion F?

The student is not penalized in criterion F, but will be penalized in criterion B as they will not have fulfilled the requirement of developing specific performance criteria.

What happens if there are specific performance criteria identified in criterion F in addition to those already identified in criterion B, with all being evaluated?

This is acceptable and demonstrates the development of the product as an organic process.

What happens if there is a different set of specific performance criteria identified and evaluated in criterion F from those identified in criterion B?

The student is penalized in criterion F.