What are the Examiners thinking about the ToK Exhibition? May 23 ToK Subject Report

The Theory of Knowledge (ToK) Subject Report is written by examiners after each exam session, it is a reflection on what examiners have seen in the work submitted for the exam session. The report includes details on common mistakes made, and recommendations for avoiding those mistakes in the future. As such the ToK Subject Report is the most definitive document for understanding “what the examiners want”. I strongly recommend close reading of the TOK Subject Report for all ToK teachers. The ToK Subject Reports can be found in the Programme Resource Centre of MyIB.

In this blog post I summarise some of the pertinent and interesting points about the ToK Exhibition arising from the May 23 ToK Subject Report. I published similar post about The ToK Essay a couple of days ago (linked). I have written similar posts about previous ToK Subject Reports in the past (linked & linked). 

The Exhibition 

1. Examiners appreciate:

• Students choosing objects that are “interesting to them, wide-ranging, and unique” (pg 9)

• Three distinct commentaries (one for each object),

• Equal treatment to each object.

2. Choosing objects.

• Objects should have some personal significance to the student.

• Objects of interest, and / or personal significance, tend to lead to more successful explorations of knowledge issues.

• IB recommends that students choose objects before choosing the prompt (Pg 9), they want the student to reflect on how ToK manifests in the world. This requires students to “find ToK arising from objects”. Whilst this is certainly an ideal, in my experience many students find this very difficult. This is one of the reasons that I recommend that students choose a prompt, write 3 distinct knowledge arguments, and then find objects that demonstrate each knowledge argument. This approach also makes it easier for students to “justify the inclusion of each particular object in the Exhibition” which is required to access the higher mark bands.

Please see in depth blog post on the debate about choosing objects linked here.

3. It is generally recommended that the Exhibition is organised around one of the ToK Themes. However, caution is noted to ensure that the theme does not narrow the discussion, nor lead to repetition of the same idea. There is no specific assessment criteria for the use of a theme, it is a recommended teaching approach rather than a requirement.

Particular caution is noted when the themes of Knowledge & Religion, and Knowledge & Technology are used.

4. Introduction and Conclusion sections are neither required nor recommended ( a waste of words).

5. Most popular prompts:

#11: Can new knowledge change established values or beliefs?

#13: How can we know that current knowledge is an improvement upon past knowledge?

#17: Why do we seek knowledge?

#20: What is the relationship between personal experience and knowledge?

#21: What is the relationship between knowledge and culture?

Least popular prompts:

#19: What counts as a good justification for a claim?

#27: Does all knowledge impose ethical obligations on those who know it?

#31: How can we judge when evidence is adequate?

#32. What makes a good explanation?

5. Assessment can be seen in 4 broad areas:

• A: the identification of three objects and their real world context.

• B: The explanation of links between the objects and the prompt.

• C: The Justification for the contribution of each object to the exhibition.

• D: Supporting evidence & references to the prompt.

6. Teacher comments are very important in the moderation process. Teachers should use the key words in the marking criteria, but not cut & paste the marking criteria (pg 11).

7. The focus in The Exhibition should be on knowledge, not the objects. Students should “interrogate the ToK space, not just describe it” (pg 12).

8. The showcasing of the student’s Exhibition should happen AFTER submission of The Commentary. The showcase is not an opportunity for students to get feedback on their work before submission. (pg12)

9. Some tips about structure:

• Each object should receive equal treatment (about 315 words).

• Introductions & Conclusions should be avoided.

• Prompts usually contain key ToK Concepts. Students should reflect on the significance of those concepts in the knowledge issues arising from the objects.

• Prompts are often misinterpreted, or shortened in response.For example Prompt #12: Is bias inevitable in the production of knowledge often results in students focussing on bias, and misses dealing with its inevitability. A long list of similar common mistakes is given on page 13 of the Subject Report, it is well worth checking.

• Links between the object and the prompt need to be explicit and direct. They should be knowledge links, ie explaining how the object demonstrates the knowledge issues raised in the prompt (Pg 14).

• Justification of inclusion of the object should be seen as from the link. The justification is a further elaboration of the connective link, “showing what it is about that specific object that is so interesting in making us think about the prompt.”

• Evidence: Students should not make unsubstantiated claims, they should provide evidence for claims either from external sources, or from their own experience (e.g. from their studies etc).

If you need more help with the ToK Exhibition we have a range of resources to guide you through this assessment (click here), including the e-book EVERY ToK Exhibition Prompt explained (click here).