TOK Journal Rubric 1

Links to TOK Assessment Rubric 1 (understanding knowledge questions)

Hand in date – October 30 th

Description of task -

● Students should write two journal extracts, each numbering 300-400 words.
● These should describe concisely and clearly a real-life situation (RLS) that has interested them, and that is as recent
and as original as possible.
● They should try to use the language of TOK as much as possible, identifying areas of knowledge that are related to
their RLSs.
● They should identify a relevant second-order knowledge question (KQ) from the RLS. Remember, second-order KQs
ask how we know about the world, rather than what we know about the world.
● The KQ should be discussed in terms of a) how it is significant or important in how we gather knowledge; b) how by
viewing it through different perspectives (culture, religion, historical perspective, gender, etc.), we might gain a
different understanding and interpretation.

Level 5 Level 4 Level 3 Level 2 Level 1 Level 0

Excellent Good Satisfactory Basic Elementary Irrelevant
TOK grade 9-10 7-8 5-6 3-4 1-2 0

1. Quality of RLSs RLSs are compelling, original, and RLSs are interesting, and lead The RLSs are OK, and lead on The RLSs are obvious and The RLSs are Failed to reach level 1.
prompt questions about knowledge. on naturally to questions about to questions knowledge with common, and do not lead hypothetical or made-up.
knowledge. some effort. onto any questions.

2. Description of RLSs are described clearly and RLSs are described clearly. RLSs are understandable, but The RLSs are hard to The descriptions are
the RLSs concisely. language may be imprecise or understand, as the vague and unhelpful.
overly brief. descriptions are unclear.

3. Links to TOK Convincing links are made to AOKs Clear links are made to AOKs Links are made to AOKs but Links to AOKs/WOKs are No links are made to
for both RLSs. for both RLSs. in one of the entries, this may unconvincing. AOKs/WOKs.
be unclear.

4. Knowledge The student has asked second-order The student has asked second- The student has asked second- The student has asked first- No questions about
questions knowledge questions about both order knowledge questions order knowledge questions order knowledge questions knowledge are asked.
RLSs that are relevant and clear. about the RLSs that are mostly about the RLSs, but these may about the RLSs.
relevant and clear. not be fully relevant or clear.

5. Significance The significance of the KQs and The significance of the KQs Significance is mentioned, but Mention of significance is There is no mention of
RLSs are explained, in terms of how and RLSs is mentioned, in not in terms of how we gather unclear, and not linked to significance.
we gather knowledge. terms of how we gather knowledge. how we gather knowledge.
knowledge.

6. Perspectives There is a compelling discussion of There is a coherent discussion Perspectives are mentioned. Perspectives are mentioned, No consideration of
how different perspectives can of different perspectives. but very superficially. perspectives is offered.
change the way we understand the
KQs/ RLSs.

Qualities of the Individual Credible Relevant Underdeveloped Ineffective

work Compelling Analytical Adequate Basic Descriptive
Insightful Organised Acceptable Superficial Incoherent
Sophisticated Pertinent Predictable Derivative Formless
Lucid Coherent