STAGE ONE: Extended Inquiry Focus
5.3C Managing pollution and waste:
Pollution and waste monitoring
Pollution and waste prevention
Pollution and waste reduction
The World Economic Forum (WEF) Report from 2019, a New Circular Vision for Electronics
REPORT DETAILS:
Publication Information:
Released: January 2019
Venue: World Economic Forum Annual Meeting, Davos, Switzerland
Platform: Platform for Accelerating the Circular Economy (PACE)
Published in collaboration with: UN E-waste Coalition
KEY ORGANIZATIONS INVOLVED:
Lead Organizations:
World Economic Forum (WEF)
World Business Council for Sustainable Development (WBCSD)
Platform for Accelerating the Circular Economy (PACE)
UN Environment Programme
UN E-waste Coalition Members:
International Labour Organization (ILO)
International Telecommunication Union (ITU)
United Nations Environment Programme (UNEP)
United Nations Industrial Development Organization (UNIDO)
United Nations Institute for Training and Research (UNITAR)
United Nations University (UNU)
Secretariats of Basel and Stockholm Conventions
KEY PEOPLE & CONTRIBUTORS:
WEF Leadership:
Klaus Schwab (Founder and Executive Chairman, WEF)
Dominic Waughray (Managing Director, WEF)
Antonia Gawel (Head of Circular Economy Initiative, WEF)
Report Authors and Contributors:
David B. McGinty (Global Director, PACE)
Ruediger Kuehr (Director, UNU-SCYCLE)
Guy Ryder (Director-General, ILO)
Houlin Zhao (Secretary-General, ITU)
Industry Partners:
Representatives from:
Philips
Dell Technologies
Microsoft
Cisco Systems
HP Inc.
DEVELOPMENT PROCESS:
Research Phase (2018):
Data collection from UN organizations
Industry consultations
Academic input
Stakeholder workshops
Consultation Period:
Multiple stakeholder meetings
Expert reviews
Industry feedback sessions
Public sector input
Launch Event:
World Economic Forum Annual Meeting
Davos-Klosters, Switzerland
January 2019
Key Concepts & Technologies:
Internet of Things (IoT) in Environmental Monitoring
Smart sensors for real-time pollution detection
Air quality monitoring networks
Water contamination detection systems
Connected waste bins with fill-level monitoring
Big Data Analytics in Waste Management
Predictive analytics for waste collection routes
Pattern recognition for pollution hotspots
Machine learning for waste sorting optimization
Environmental impact modelling
Blockchain in Waste Tracking
Supply chain transparency
Digital waste tracking systems
Smart contracts for waste management
Carbon credit verification
Key Organizations & Examples:
IBM Environmental Intelligence Suite
Uses AI to predict air quality and weather patterns
Helps businesses make environmentally conscious decisions
Real-life example: Deployed in Beijing for smog prediction
Waste Management (Company)
Smart waste bins with sensors
Automated route optimization
Digital recycling tracking
UN Environment Programme (UNEP)
World Environment Situation Room
Digital environmental monitoring platforms
Global real-time data collection
Google Environmental Insights Explorer
Maps carbon emissions in cities
Tracks air quality using Street View cars
Partners with local governments worldwide
Complexities & Challenges:
Technical Challenges
Sensor accuracy and reliability
Data integration across different systems
Infrastructure requirements
Cybersecurity concerns
Social Issues
Digital divide affecting implementation
Privacy concerns with monitoring systems
Cost of technology adoption
Public acceptance and education
Regulatory Challenges
Cross-border data sharing
Standardisation of monitoring systems
Compliance verification
International cooperation
Key Thinkers & Innovators:
Kate Raworth
Core Theory:
Economy must operate within two boundaries:
Social foundation (basic human needs)
Environmental ceiling (planetary boundaries)
The "safe operating space" is the doughnut-shaped area between these boundaries
Digital Technology Applications:
Smart City Implementation:
Amsterdam's City Doughnut
Digital monitoring of resource flows
IoT sensors tracking waste movements
Real-time environmental impact dashboards
Citizen apps for circular economy participation
Real-life Example: Amsterdam Digital City Portal
Uses AI to match unused resources with potential users
Digital platform for sharing economy initiatives
Real-time tracking of city's resource consumption
Connected to municipal e-waste collection systems
Andrew McAfee
Core Theory:
Technological progress enables dematerialization
Digital technology can help decouple economic growth from resource consumption
Four horsemen of the optimist:
Technological progress
Capitalism
Public awareness
Responsive government
Digital Technology Applications:
Cloud Computing:
Server virtualization reducing hardware needs
Shared computing resources
Digital optimization of resource use
Real-life Example: Microsoft's Cloud Efficiency Program
Reduced server waste by 80%
AI-driven optimization of data center resources
Digital tracking of hardware lifecycle
Automated recycling and repurposing systems
Ellen MacArthur
Core Theory:
Design out waste and pollution
Keep products and materials in use
Regenerate natural systems
Focus on "butterfly diagram" of technical and biological cycles
Digital Technology Applications:
Product Passport Systems:
Digital tracking of components
Blockchain-based material verification
IoT-enabled product monitoring
AI-powered predictive maintenance
Real-life Example: Cisco's Circular Economy Program
Digital product passport for networking equipment
AI-powered remanufacturing decisions
Automated testing and refurbishment
Cloud-based tracking of circular metrics
Real-Life Examples:
Singapore's Smart Nation Initiative
Smart sensors throughout the city
Automated waste collection systems
Real-time environmental monitoring
Amsterdam's Smart City Program
Digital waste tracking
IoT-based recycling systems
Citizen engagement apps
Seoul's Smart Waste Management
RFID-tagged bins
Pay-as-you-throw systems
Real-time collection monitoring
Key Organizations Leading Innovation:
Private Sector
Microsoft's AI for Earth
Rubicon Global (smart waste management)
TerraCycle (digital recycling programs)
Government Bodies
European Environment Agency (digital monitoring)
EPA's ECHO (Environmental Compliance History Online)
China's National Environmental Monitoring Center
Research Institutions
MIT Senseable City Lab
Ellen MacArthur Foundation
World Resources Institute
Key Elements from the “Digital Society Pre-released statement: Sustainable development For use in November 2024:
The scale of the Problem
50 million tonnes of e-waste annually
Worth USD 62.5 billion
Only 20% recycled, 80% to landfills
5% annual growth rate since 2014
Two Main Interventions
Recycling of e-waste (component recovery)
Reconditioning devices (second-hand market/donations to LEDCs)
Key Stakeholders
Donors and recipients
Hardware manufacturers
Recycling companies
Not-for-profit reconditioners
SCALE OF THE PROBLEM:
Annual Production
2019: 53.6 million tonnes (Global E-waste Monitor 2020)
2021: 57.4 million tonnes (estimated)
Value of raw materials in e-waste: $57 billion USD annually
Only 17.4% documented as properly collected and recycled
Growth Patterns
Annual growth rate: 2 million tonnes (approximately 3-4%)
Fastest growing domestic waste stream globally
Projected to reach 74.7 million tonnes by 2030
Growing 3x faster than world's population
Contributing Factors
Shorter Device Lifecycles
Smartphones: Average use duration decreased from 2.5 to 1.8 years (2016-2022)
Laptops: Average lifecycle reduced from 4 to 3 years (2017-2022)
Increasing Device Ownership
Global smartphone users: 6.8 billion (2023)
Personal computers in use: 2.3 billion (2023)
IoT devices: 15.14 billion connected devices (2023)
Geographic Distribution Analysis
Highest Per Capita Producers (2019-2021)
Norway
28.5 kg per person
Total production: 150,000 tonnes
Collection rate: 76%
United Kingdom
23.9 kg per person
Total production: 1.6 million tonnes
Collection rate: 42%
United States
21 kg per person
Total production: 6.9 million tonnes
Collection rate: 15%
Largest Total Producers
China
Annual production: 10.1 million tonnes
Per capita: 7.2 kg
Collection rate: 30%
Hosts 25% of global e-waste recycling facilities
United States
Annual production: 6.9 million tonnes
Exports approximately 4 million tonnes
Only 15% recycled domestically
Economic value lost: $7.1 billion annually
India
Annual production: 3.2 million tonnes
Growing at 21% annually
Formal recycling: < 2%
Informal sector handles 95% of e-waste
Regional Analysis
Europe
Total production: 12.1 million tonnes
Highest collection rate globally: 42.5%
Most advanced e-waste legislation
Export restrictions through WEEE Directive
Asia
Produces 24.9 million tonnes
Fastest growing region
Houses 80% of global e-waste processing
Significant informal sector involvement
Africa
Produces 2.9 million tonnes
Lowest collection rate: < 1%
Receives 34% of global e-waste exports
Limited recycling infrastructure
KEY PROBLEMS:
Environmental Impact
Toxic Materials Release
Lead from CRT screens
Mercury from flat screens
Cadmium from circuit boards
Flame retardants from plastic casings
Health Hazards
Direct exposure risks:
Respiratory problems
Skin disorders
Eye irritation
Cancer risks from long-term exposure
This particularly affects informal recyclers in developing nations
Resource Waste
Valuable materials lost:
Gold in circuit boards
Rare earth elements
Copper wiring
Aluminum components
Estimated value: $62.5 billion annually in lost resources
REAL-LIFE EXAMPLES:
Agbogbloshie, Ghana
World's largest e-waste dump
Receives thousands of tonnes annually
Local workers (including children) burn cables for copper
Severe health and environmental impacts
Guiyu, China
Once world's largest e-waste site
River contamination from acid washing of components
High lead levels in local children's blood
Recent government intervention for regulated recycling
Delhi, India
Informal e-waste sector employs thousands
Unsafe recycling practices in residential areas
Groundwater contamination
Growing health concerns among workers
KEY CONCERNS:
Planned Obsolescence
Devices designed with limited lifespan
Software updates making hardware obsolete
Difficult-to-repair designs
Example: iPhone battery controversy
Digital Divide Impact
Dumping of obsolete technology in developing nations
Unsafe recycling practices in poor communities
Limited access to proper recycling facilities
Example: Nigerian computer village markets
Data Security
Improper disposal leading to data breaches
Confidential information on discarded devices
Identity theft risks
Example: Morgan Stanley's improper server disposal incident
Supply Chain Issues
Complex global movement of e-waste
Illegal trafficking
Limited transparency
Example: European e-waste found in African dumps
EMERGING CONCERNS:
New Technology Waves
5G driving device replacement
IoT increasing number of connected devices
Cloud computing hardware demands
AI/ML hardware requirements
Consumer Behavior
Multiple device ownership
Rapid upgrade cycles
Fashion-driven technology purchases
Limited repair culture
Regulatory Challenges
Cross-border movement of e-waste
Different standards between countries
Limited enforcement capability
Example: Basel Convention compliance issues
SYSTEMIC ISSUES:
Economic Model
Linear economy approach
Limited manufacturer responsibility
Cost externalization
Profit-driven obsolescence
Infrastructure Gaps
Limited recycling facilities
Poor collection systems
Inadequate processing technology
Example: Rural areas lacking e-waste facilities
Knowledge Gap
Limited consumer awareness
Poor understanding of proper disposal
Lack of repair skills
Example: Right to Repair movement challenges
STAGE TWO: Explore and investigate challenges
Students explore sources and investigate their extended inquiry focus by considering some of the following questions.
What is the relationship between digital systems and this challenge?
What is the nature and scope of this challenge in digital society?
What course concepts, content and contexts will be most helpful to consider with this challenge?
How does this challenge manifest itself at local and global levels?
Who are the specific people and communities affected by this challenge?
What are some impacts and implications related to this challenge?
#1 RELATIONSHIP BETWEEN DIGITAL SYSTEMS AND THIS CHALLENGE:
Key Points:
Digital systems are both cause and potential solution
Rapid technological advancement drives obsolescence
Digital tracking enables better waste management
IoT and AI can optimize recycling processes
Research Areas:
Planned obsolescence in technology industry
Impact of software updates on hardware lifecycle
Digital solutions in waste tracking
Smart recycling technologies
Real Examples:
Apple's iOS updates affecting older iPhone performance
Dell's digital asset tracking system
Samsung's AI-powered recycling robots
#2 NATURE AND SCOPE IN DIGITAL SOCIETY:
Key Points:
Global supply chain issue
Crosses economic and social boundaries
Affects both producers and consumers
Digital divide implications
Research Areas:
Digital consumption patterns
E-waste flows between countries
Impact of digital transformation on waste generation
Role of social media in consumer behavior
Real Examples:
5G rollout accelerating device replacement
Cloud computing's impact on server waste
Gaming console upgrade cycles
#3 RELEVANT COURSE CONCEPTS, CONTENT & CONTEXTS:
Potential Concepts:
2.1 Change
2.4 Power
2.6 Systems
2.7 Values & Ethics
Potential Content:
3.1 Data
3.3 Computers
3.6 Artificial Intelligence
Potential Contexts:
4.2 Economic
4.3 Environmental 4.6 Political
#4 LOCAL VS GLOBAL MANIFESTATION:
Key Points:
Local collection vs global processing
Different regulations by region
Varying technological capabilities
Economic disparities in handling
Research Areas:
Municipal e-waste programs
International waste trafficking
Regional recycling capabilities
Cross-border regulations
Real Examples:
New York's e-waste collection program
Agbogbloshie dump in Ghana
EU's WEEE directive implementation
#5 AFFECTED PEOPLE AND COMMUNITIES:
Key Points:
Recycling workers in developing nations
Communities near e-waste dumps
Technology consumers
Manufacturing workers
Research Areas:
Health impacts on recycling communities
Economic opportunities in formal recycling
Consumer awareness and behaviour
Environmental justice issues
Real Examples:
Guiyu, China recycling community
Indian informal recycling sector
Silicon Valley cleanup initiatives
#6 IMPACTS AND IMPLICATIONS:
Environmental:
Toxic material leaching
Groundwater contamination
Air pollution from burning
Resource depletion
Health:
Exposure to hazardous materials
Respiratory issues
Long-term health effects
Occupational hazards
Economic:
Lost resource value
Recycling industry potential
Innovation opportunities
Job creation/loss
Social:
Digital divide expansion
Community displacement
Health inequities
Educational impacts
SUGGESTED RESEARCH PATHWAYS:
Technical Track:
Digital tracking technologies
Recycling innovations
Green design principles
Smart waste management
Social Track:
Community impact studies
Consumer behavior research
Educational initiatives
Policy effectiveness
Economic Track:
Circular economy models
Market dynamics
Investment opportunities
Cost-benefit analyses
Environmental Track:
Toxicity studies
Resource recovery rates
Environmental impact assessments
Remediation techniques
REAL-LIFE CASE STUDIES TO EXPLORE:
Corporate Initiatives:
Apple's Daisy recycling robot
HP's closed-loop recycling program
Dell's take-back scheme
Government Programs:
Japan's Home Appliance Recycling Law
EU's Right to Repair legislation
California's e-waste recycling fee
NGO Projects:
Basel Action Network's e-waste tracking
World Loop's e-waste solutions
Clean Electronics Production Network
Technology Solutions:
Blockchain in supply chain tracking
AI in waste sorting
IoT in collection optimization
STAGE THREE: Identify interventions
As part of the HL extension framework, students must identify at least one intervention for each prescribed area for inquiry. Interventions studied in the HL extension must involve digital systems, but they do not need to always refer to discrete devices, services, apps or platforms. A policy or rule change, for example, may also be considered as an intervention that involves digital systems. Intervention categories may overlap and inform one another, but each identified intervention must lend itself to a sustained investigation involving specific people and/or communities. Interventions may fall into one or more of the categories:
Mitigates ~ The intervention mitigates or reduces negative aspects relevant to a challenge.
Intercedes ~ The intervention intercedes to change a process and/or trend contributing to negative aspects relevant to the challenge.
Enhances ~ The intervention enhances positive or effective aspects relevant to a challenge.
Resolves ~ The intervention resolves negative aspects relevant to a challenge.
Pre-Release Nov 2024 Sustainable Development Internevtions:
Intervention 1: Recycling of e-waste
Recycling companies coordinate the collection of e-waste and recover valuable components that can be reused.
Intervention 2: Reconditioning of electronic devices
Not-for-profit organizations collect and recondition obsolete hardware to sell on the second-hand market or donate to organizations in less economically developed countries (LEDCs).
Interventions (not from the pre-release)
MITIGATES (Reduces Negative Impacts)
Apple's Daisy Robot System (2018-Present)
Type: Automated Recycling Technology
Impact: Disassembles 200 phones per hour
Recovers: 15 different material types
Digital Elements: AI-powered recognition, robotic precision
Citation: Apple Environmental Progress Report 2022
Dell's Digital Tracking System (2019-Present)
Implementation: Blockchain-based tracking
Coverage: 100% of supply chain
Recovery: 2.1 billion pounds of used electronics
Digital Elements: IoT sensors, blockchain verification
Citation: Dell FY22 ESG Report
INTERCEDES (Changes Processes)
Microsoft's Circular Centers (2020-Present)
Focus: Server and datacenter equipment
Process: AI-driven reuse decisions
Impact: 83% reuse rate of cloud computing hardware
Digital Elements: Machine learning, digital inventory
Citation: Microsoft Sustainability Report 2021
Fairphone's Modular Design (2013-Present)
Approach: User-repairable smartphones
Features: Digital repair guides, online spare parts
Impact: 5+ years device lifespan
Digital Elements: AR repair assistance, online community
Citation: Fairphone Impact Report 2021
ENHANCES (Improves Positive Aspects)
Basel Action Network's e-Track System
Function: GPS tracking of e-waste
Coverage: Global monitoring
Impact: Exposed illegal trafficking routes
Digital Elements: GPS, digital mapping, real-time monitoring
Citation: BAN Annual Report 2021
HP's Digital Supply Chain
Implementation: AI-powered recycling optimization
Scale: Global operation
Impact: 1.7 million pounds of ocean-bound plastic recycled
Digital Elements: Digital twin technology, predictive analytics
Citation: HP Sustainable Impact Report 2022
RESOLVES (Addresses Root Causes)
European Union Digital Product Passport (2021-Present)
Scope: All electronic products sold in EU
Function: Digital tracking of components and materials
Impact: Complete lifecycle transparency
Digital Elements: QR codes, blockchain verification
Citation: EU Circular Economy Action Plan 2.0
Samsung's Galaxy Upcycling Program
Purpose: Repurpose old smartphones
Applications: IoT devices, medical devices
Impact: Extended life of 200,000+ devices
Digital Elements: Software updates, IoT integration
Citation: Samsung Sustainability Report 2022
EMERGING INTERVENTIONS
Digital Waste Marketplaces Examples:
BackMarket (France)
RePlated (US)
Circular Electronics Partnership Platform
Digital Elements: AI pricing, quality verification, blockchain tracking
AR/VR Environmental Education Applications:
Waste impact visualization
Recycling process education
Component identification
Digital Elements: AR overlays, VR environments, interactive learning
Smart Collection Systems Features:
IoT-enabled bins
Route optimization
Real-time monitoring
Digital Elements: Sensors, AI routing, digital payments
STAGE FOUR: Evaluate interventions and recommend steps for future action
As part of the HL extension framework, students must evaluate at least one intervention for prescribed area for inquiry and consider recommended steps for future action.
Equity:
Does the intervention equitably address the needs, claims and interests of specific people and/or communities affected by the challenge?
This may involve, for example, considerations of fairness, inclusion and reciprocity.
What are the recommended steps to address inequities?
How could the intervention be made more equitable for more people?
Acceptability:
Do specific affected people and/or communities view the intervention as acceptable?
This may involve, for example, considerations of accountability and transparency for people and communities.
What are the recommended steps to address the acceptability of the intervention for the affected people and/or communities in question?
How could the intervention be made more accountable and transparent?
Cost:
What are the financial, social, cultural and environmental costs associated with the intervention?
Do these costs outweigh the benefits of the intervention?
What are the recommended steps to address costs to ensure a better balance with the benefits of the intervention?
Feasibility:
Is the intervention technically, socially and politically feasible?
What are some of the current or emerging barriers to implementing the intervention?
What are the recommended steps to address some of these barriers?
Innovation:
Is the intervention innovative in its approach or has this approach been unsuccessfully attempted before?
What type of innovation is the intervention? For instance, an incremental, sustaining and/or disruptive innovation?
What are the recommended steps to adapt or refine the intervention to avoid risks, failures or limitations?
Ethics:
Is the intervention ethically sound?
How and who determines the ethical status of the intervention?
What are the recommended steps to ensure that the intervention is developed and/or used in an ethical manner?
By the end of the course, students must be able to identify, analyse and evaluate an intervention for each challenge topic. Students must also be able to recommend steps for future action in response to an unseen intervention.
Asssessment Criteria: Paper 3: Cultivating a challenge mindset
Paper 3 invites HL students to cultivate a challenge mindset by responding to a proposed digital intervention to a global challenge relevant within digital society.
A pre-release statement describing the real-world nature of a selected challenge (250–400 words) will be released four months prior to the examination.
Students are recommended to spend about 10–15 hours on extended inquiries based on the pre-release statement.
In the examination, students evaluate a specific intervention using a rigorous policy-informed framework and make recommendations for future action.
Paper 3 Markscheme for Question 3 (HL)
In addition to paper-specific analytic markschemes used for all questions, marks for question 3 are also allocated using markbands. While level descriptors are written in the form of individual bullet points, markbands are applied holistically using a best fit approach.
0
The work does not reach a standard described by the descriptors below.
1–2
The response shows a limited understanding of the demands of the question.
Response is of limited relevance. The response is descriptive and consists mostly of unsupported generalizations.
The response has limited organization.
3–4
The response shows some understanding of the demands of the question.
The response is primarily descriptive with some evaluation demonstrated but this is not sustained or fully supported.
The response is partially organized.
5–6
The response shows adequate understanding of the demands of the question.
Response demonstrates adequate evaluation that is relevant and supported.
The response is adequately organized.
7–8
The response is focused and shows an in-depth understanding of the demands of the question.
Response demonstrates sustained evaluation that is relevant and well-supported throughout.
The response is well-structured and effectively organized.
Paper 3 Markscheme for Question 4 (HL)
Marks for Question 4 are allocated using markbands. While level descriptors are written in the form of individual bullet points, markbands are applied holistically using a best-fit approach.
0
The work does not reach a standard described by the descriptors below
1-3
The response shows a limited understanding of the demands of the question
The response consists mostly of unsupported generalizations with limited relevant knowledge
No recommendations are presented or those that are presented have only limited support
The response has limited organization
4-6
The response shows some understanding of the demands of the question
The response demonstrates some knowledge, but this is not always relevant or accurate and may not be used appropriately or effectively
Recommendations are presented with some support although this is not sustained and only partially effective
The response is partially organized
7-9
The response shows adequate understanding of the demands of the question
Response is adequately supported with relevant and accurate knowledge
Recommendations are presented and effectively supported
The response is adequately organized
10-12
The response is focused and shows an in-depth understanding of the demands of the question
Response is well-supported throughout with relevant and accurate knowledge
Recommendations are presented and well-supported with a clear consideration of possible trade-offs and implications
The response is well-structured and effectively organized
IB Digital Society Grade Boundaries
Grade 7
Demonstrates: conceptual awareness, insight, and knowledge and understanding which are evident in the skills of critical thinking; a high level of ability to provide answers which are fully developed, structured in a logical and coherent manner and illustrated with appropriate examples; a precise use of terminology which is specific to the subject; familiarity with the literature of the subject; the ability to analyse and evaluate evidence and to synthesize knowledge and concepts; awareness of alternative points of view and subjective and ideological biases, and the ability to come to reasonable, albeit tentative, conclusions; consistent evidence of critical reflective thinking; a high level of proficiency in analysing and evaluating data or problem solving.
Grade 6
Demonstrates: detailed knowledge and understanding; answers which are coherent, logically structured and well developed; consistent use of appropriate terminology; an ability to analyse, evaluate and synthesize knowledge and concepts; knowledge of relevant research, theories and issues, and awareness of different perspectives and contexts from which these have been developed; consistent evidence of critical thinking; an ability to analyse and evaluate data or to solve problems competently.
Grade 5
Demonstrates: a sound knowledge and understanding of the subject using subject-specific terminology; answers which are logically structured and coherent but not fully developed; an ability to provide competent answers with some attempt to integrate knowledge and concepts; a tendency to be more descriptive than evaluative (although some ability is demonstrated to present and develop contrasting points of view); some evidence of critical thinking; an ability to analyse and evaluate data or to solve problems.
Grade 4
Demonstrates: a secure knowledge and understanding of the subject going beyond the mere citing of isolated, fragmentary, irrelevant or “common sense” points; some ability to structure answers but with insufficient clarity and possibly some repetition; an ability to express knowledge and understanding in terminology specific to the subject; some understanding of the way facts or ideas may be related and embodied in principles and concepts; some ability to develop ideas and substantiate assertions; use of knowledge and understanding which is more descriptive than analytical; some ability to compensate for gaps in knowledge and understanding through rudimentary application or evaluation of that knowledge; an ability to interpret data or to solve problems and some ability to engage in analysis and evaluation.
Grade 3
Demonstrates: some knowledge and understanding of the subject; a basic sense of structure that is not sustained throughout the answers; a basic use of terminology appropriate to the subject; some ability to establish links between facts or ideas; some ability to comprehend data or to solve problems.
Grade 2
Demonstrates: a limited knowledge and understanding of the subject; some sense of structure in the answers; a limited use of terminology appropriate to the subject; a limited ability to establish links between facts or ideas; a basic ability to comprehend data or to solve problems.
Grade 1
Demonstrates: very limited knowledge and understanding of the subject; almost no organizational structure in the answers; inappropriate or inadequate use of terminology; a limited ability to comprehend data or to solve problems.
Comments