Theory of knowledge assessment exemplars

Introduction

Purpose of this document

Assessed student work

Overview

Example 1

Example 2

Example 3

Example 4

Example 5

Example 6

Assessed student work

Example 4

Examiner comments

Grade awarded: C

Criterion A 5

Criterion 8 4

Criterion C 4

Criterion D 5

Total 18

This is a reasonable essay that attempts to anchor ways of knowing to areas of knowledge and is partly successful in doing so. The student, clearly writing in a second language, has a clear thesis and the structure of the essay is easy to follow. Overall the essay lacks depth and detail, and has a superficial account of many areas (for example, lines 36-46, lines 88-89).

Criterion A: Understanding knowledge issues

Mark awarded: 5

By examining the roles of the four ways of knowing in the six areas of knowledge in turn, the essay is consistently relevant. There are some effective links between areas of knowledge and ways of knowing (for example, lines 13-15, lines 17-19, lines 84-85) but some are tenuous or undeveloped (for example, lines 28-29, lines 67-70). As a result, there is some understanding, but not a good understanding, of knowledge issues.

Criterion 8: Knower's perspective

Mark awarded: 4

By attempting to cover all areas of knowledge and ways of knowing, the essay feels rather mechanistic and lacks an original, personal thread. This approach means, in addition, that there is little space in any given part of the essay for the student to demonstrate independent thinking or personal engagement. Some evidence for the latter can be seen in the choice of examples (for example, lines 15-16, lines 32-35, line 43, "partisans of the caliph Ali", and lines 88-90), though these are only partially explored, and the reader is left with too much work to do to fully understand the points they are supposed to make. The latter two of these examples provide some evidence of awareness of different perspectives, though this aspect is not explored.

Criterion C: Quality of analysis of knowledge issues

Mark awarded: 4

The analysis is limited by the extremely broad scope of the essay, and often the conclusions drawn in the various areas are not adequately supported by previous consideration (for example, lines 21-22, lines 75 -77, lines 92-93). So, while there is some coherent argument and justification, the essay only partly explores and partly describes knowledge issues.

Counterclaims are briefly mentioned at points (for example, lines 83-85) but not in detail and the examples are not used as a vehicle for analysis. The 0"0 example (tines 88-90), a potentially fruitful one, is undeveloped; and the example in lines 77-81 is very weak. One might equally argue that reason would say he should be kept alive and emotion would tell us to turn off the machine (for example, to end the

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Theory of knowledge assessment exemplars

drawn out agony of the family). Hypothetical examples such as these are generally not helpful and should be avoided.

The lack of analysis of the central term "truth" is problematic. Had the concept been taken as monolithic and transparent then analysis could have focused on the ways of knowing; however, the claim that "The concept of truth ... differs for different areas of knowledge" (tine 92) and the inconsistent use of speech marks ("truth" or truth) required attention and elaboration which was not forthcoming.

Criterion D: Organization of ideas

Mark awarded: 5

In terms of the conceptual clarity strand of this criterion, the essay structure is clear and satisfactory, with a reasonably clear introduction and conclusion. Concepts are for the most part used clearly, though they are not developed or refined. In particular, the concept of "truth", though discussed, is not developed, despite constant attention. Local difficulties (for example, line 26, lines 67-69), do not undermine the general clarity.

In terms of the referencing strand of this criterion, references are needed at some points, but the essay does not hinge on them and so no major penalty is appropriate (line 32, "For instance, during an experiment ... ", and line 43, "partisans of the Caliph Ali"). Nevertheless, the omission is bad practice and might have pulled down the overall mark for this criterion, had the other strand of this criterion suggested better.

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Are some ways of knowing more likely than others to lead to truth?

Common sense may suggest that certain methods of knowing are more reliable than

others in lead to the truth. Majority may perceive reason as being more precise in achieving

the truth. However; there are four different ways of knowing something according to the basic

Example4

TOK diagram: sense perception, language, reason and emotion. Sense perception and emotion 5

stand out as two of the most personal and therefore subjective headlines. Language and reason

seems more likely to provide us more "reasonable" information which is also more objective

and commonly accepted. Related to this matter, each way of knowing is more adapt and

suitable in a specific area of knowledge. Suitable ways of achieving true knowledge differs

for different areas of knowledge. Even though it may be deduced that more objective ways of 10

knowing as language and reason seem more acceptable in leading to the "truth", in certain

areas of knowledge, sense perception and emotion could be chosen as appropriate methods.

Constructing a common truth by exchanging, modifying and improving ideas plays an

important role in natural sciences in which accuracy and consistency of knowledge is

fundamental. Geographers claim that continents are constantly moving because they are small 15

solid layers on a large pool of magma. However, human senses do not perceive such small

movements; they feel the ground hard and compact, except during earthquakes. The truth is

that the continents in are subjected to constant displacement and sense perception is not a utile

way of understanding this. Scientists suggest that solids are composed of atoms which are in

regular motion; however, these atoms are so small that they are not visible to human eye, so 20

from a three-dimensional perspective, the objects are considered as static. Therefore reason is

the most appropriate way of knowing in natural sciences.

a Theory of knowledge assessment exemplars

Example4

Human sciences are a more complex area of knowledge since they involve every

aspect of the human life. All four ways of knowing play significant roles in human sciences.

Sense; reason, language, and emotion initiates from human, and they all describe the human 25

being. Language is the mirror to the insight of someone, ·and via language, certain researches

could be accomplished. For instance, when a certain population's culture is being examined, it

is possible to obtain information from the people living in that culture. As they narrate their

values and experiences, accurate information may be obtained. Emotions manipulate thoughts

and behavior. Psychology, as an example, is a human science in which emotion has an 30

important place in knowing. Scientific research is being carried through emotions of people in

psychology. For instance, during an experiment of whether heat stimulates aggressiveness in

humans, a group of people is kept in an air-conditioned room, and another group of people is

kept in a hotter room for a certain amount of time. Then the researchers question their level of

anger to compare the results. Emotions both play a significant role in human life and in 35

leading to the truth in human sciences. As another example, in knowing if God exists,

emotion is a better way than language, reason or sense perception to lead us to the truth.

Language may be a way affecting his thoughts however it may not successfully lead him to

the truth. Since exchange of ideas may not lead to a consistency, reason would not be a

successful way for him either. As ancient humans did, a person may perceive an object is a 40

God, however, their emotions towards these objects lead them more than their senses for these

objects in order for them to reach their own truth. Emotion will be the most convenient way

shaping his thoughts and leading him to the truth. Alternatively, partisans of the caliph All

which is one of the branches of Muslims, hit themselves with chains on the remembrance day

of their Prophet Ali's death. They tolerate physical pain by putting themselves in Ali's place 45

and feeling intense emotions towards him. Sense perception is also a crucial way of knowing

since it guides the individual to develop and execute thoughts. If an example is to be given,

3 Theory of knowledge assessment exemplars 2

Example4

sense perception is proven very useful in determining medical problems. In examining how a

person reacts when the doctor hits his knee, a doctor can determine whether he has a problem

with his reflexes or not. Reason also is important as a way of proving validity of a knowledge so

or construct meanings of other areas of knowledge. Therefore, all four ways of knowledge is a

part ofleading to the truth in human sciences.

History, similar to human sciences, involves all ways of knowing; with some of them

standing out more than the others. For example, emotion is a part of the historical truth but is

not a useful tool in reflecting history. In history, the actual course of events is the focus of ss

researches, while the emotions of the history tellers remain secondary in priority. For

example, Herodotus recorded history, in which he included his emotional and spiritual

affections. Modem historians collect the objective information he presents; however, his

subjective comments are usually being ignored. Sense perception, language and reason are

important ways of knowing in history similar to human sciences. People's natTation of their 60

experiences or ancient tales that is passed from generations on to generations help the

historians to acquire true knowledge, during the procedure that both sense perception and

language is being used. Reason, again, facilitates the need of obtaining commonly accepted,

logical validity.

In the arts, an objective truth does not exist. From determining the beauty of art to 65

acknowledging something as a work of art, emotion, language and sense perception play a

much bigger role than reason. Artists reflect their ideas by their art which is a type of

language, and they may express the meaning of their art in words leading the audience to the

true knowledge behind what the audience perceives. Sense perception determines whether an

art piece is original by considering other pieces previously seen. Emotion determines whether 70

an art piece is beautiful. For instance, Dali depicts sutTealist images; the audience combines

a Theory of knowledge assessment exemplars 3

Example4

sense perception and emotion in understanding his art by looking and determining what he

feels looking at those images.

Similar to the arts, personal truths exist in ethics. Different groups have different

beliefs about how human should live his life. In knowing the truth in ethics, reason and 75

emotion are better ways; indeed these two ways of knowing usually contradict each other in

this area of knowledge. For example, in finding the right thing to do when a patient's brain

death has occurred and he had been breathing with the help of a machine; to unplug the

machine or not is a complex ethical question. Whereas reason might say there is no need for

him to live which only means inhaling and exhaling for him, emotion says thathe is a human 80

being and he should not be killed until he dies by himself.

Finally, in mathematics, the best ways of knowing are reason and language.

Mathematics can solely be considered as a language and mathematical language leads people

to mathematical truths. Alternatively, since mathematical truths require logical validity reason

is the main way of knowing mathematical truths. Mathematical truths enrich with new 85

formulas, proofs that require logical validity and that are connected with each other. Whereas

mathematical language reflects specific truths, it even defines definite explanations for

concepts that do not fit into the common truths. For example 0"0 is an indeterminate form

which has more than one possible solutions, but all these possibilities can be explained by

mathematical language.

In conclusion, effective ways of achieving true knowledge differs for different areas of

knowledge. The concept of "truth" also differs for different areas of knowledge; it has

different features in different areas of knowledge. For every area, a certain or a couple of

ways of knowing is preferred in leading to the truth. Therefore, different ways of knowing are

more likely than others to lead to truth in different areas. It is impossible to single out a way

of knowing from the entire picture, since each and every one of them are essential to the

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Example4

conception of truth. Therefore, it is impossi]Jie to claim the existence of a single definite way

of knowing to explain all of the examples given above. All four areas of knowing are essential

in reaching tme knowledge.

a Theory of knowledge assessment exemplars 5

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