Introduction
About this publication
This teacher support material was prepared with the assistance of the senior moderating team. It should be read in conjunction with the Diploma Programme Psychology guide (published in February 2009 for first examinations in 2011).
The purpose of this teacher support material is to:
· complement the “Internal assessment” section of the Diploma Programme Psychology guide and encourage teachers to be fully informed of the requirements and the guidance provided in the guide
· provide teachers with examples of the kinds of work that can be undertaken for the internal assessment
· provide teachers with further guidance on how to approach the work and on how to assist students with writing and presenting their reports
· show the application of the assessment criteria to samples of written reports for internal assessment, with comments explaining why the student work received the marks awarded
· provide further guidance on selecting suitable topics for experimentation, and to provide extra materials that can be given to students to assist them with writing and presenting the written report.
The publication outlines the requirements for standard level (SL) and higher level (HL) internal assessment, together with the assessment criteria. The samples of internal assessment work provided are actual student work and are presented in their original styles, which may include spelling, grammatical and any other
errors.
In addition to the samples of work there are further notes for guidance. These include:
· guidance on how to undertake and present work for assessment
· suggested topics for experimentation
· report checklists
· frequently asked questions
· sample forms.
Nature and purpose of the internal assessment
The internal assessment component, as well as developing essential psychological research skills, forms an important part of the assessment of the psychology course. It is imperative, therefore, that teachers provide not only appropriate guidance to students but also a copy of the internal assessment details and the assessment criteria. These can be found in the Psychology guide.
Internal assessment is an integral part of the course of study and is compulsory for both SL and HL students. However, the overall weighting of the internal assessment component is different at each level. For SL, the overall weighting is 25% and for HL, the overall weighting is 20%.
The internal assessment component requires practical experimental research to investigate a research aim and/or hypothesis, and a written report to analyse the data.
The written report for internal assessment must be different from the extended essay. The written report is about the collection and analysis of data obtained, whereas the extended essay is about presenting a logical and coherent argument that is supported by the analysis of valid data.
Simple experimental study
Summary of the process
Teachers are responsible for giving guidance to students about the process of developing, conducting and reporting their simple experimental study. The steps outlined below suggest a possible approach that will enable students to meet the requirements of the experimental study. Teachers are not bound by these suggestions and should adapt them to meet the needs of their students.
However, the process outlined below includes steps that meet all requirements, follows the advice given in the Psychology guide and helps to develop students’ understanding of research methodology.
1. Introduction to research methodology*
2. Analysis of research studies in the core and options
3. Introduction to data collection through demonstrations
4. Introduction to internal assessment requirements, ethical guidelines and assessment criteria*
5. Topic selection, research proposal and teacher approval*
6. Writing annotated references
7. Arranging a review board
8. Drafting peer-reviewed introduction and method section outlines
9. Data collection and analysis*
10. Submission of the first draft and teacher consultation*
11. Submission of the final report*
The steps marked with an asterisk are a required part of the internal assessment.
The process in detail
1. Introduction to research methodology*
Before starting work on the experimental study, students must be familiar with the quantitative research methods described in the Psychology guide. Thorough understanding of these methods lays the foundation for conducting the experimental study.
These methods may be introduced to students in a variety of ways: some teachers choose to design a research methods unit early in the course, while others integrate research methods into each unit of study (that is, into each level of analysis and option). In both of these ways the methods are introduced early in
the course and then reinforced throughout each unit.
2. Analysis of research studies in the core and options
Encouraging students to identify the aims, hypotheses, variables, methods, design, results and conclusions of published research related to the core and options of the psychology course will help them understand research methodology and deepen their understanding of experimental studies. This gives students an opportunity to evaluate the research methodology that will help their understanding when the time comes to evaluate their own experimental study.
3. Introduction to data collection through demonstrations
Teachers can familiarize students with data collection processes through demonstrations. For example, while teaching the cognitive level of analysis, teachers can organize a mini study based on Miller’s study of short-term memory capacity. This type of activity provides an opportunity for students to practise collecting data and analysing results. It is recommended that these types of activity be integrated into units of study that are completed before students start their experimental study. Such activities are not an additional unit, but
demonstrations embedded in the course.
4. Introduction to internal assessment requirements, ethical guidelines and assessment criteria*
All students must be given a copy of the sections from the Psychology guide
that relate to the internal assessment requirements and the criteria. These
should be discussed with students so that they have a full understanding of
what is expected of them and how they will be assessed.
5. Topic selection, research proposal and teacher approval*
Students are free to choose the topic or title of their simple experimental study, but
they must be encouraged to initiate discussions with the teacher to obtain
advice and information that will enable them to undertake an appropriate study.
Some teachers prefer to provide students with a range of suitable topics and
allow students to choose one of interest. These are topics for which students
will have ready access to primary source materials. Finding resources can be challenging,
so this method may prove beneficial for students in some schools.
Standard level students must conduct a partial replication of a simple experimental
study. Referring to previously published work gives students a strong base from
which to start their research, yet allows them freedom to modify the aim of
their research to suit their situation. The purpose of the internal assessment
is to allow students the opportunity to demonstrate their knowledge of research
methods. Their work does not need to be original research.
Higher level students are also allowed to replicate an experimental study, but will do
so after further discussion with the teacher and by using inferential
statistics.
Teachers should encourage students to develop a research proposal. After doing
preliminary research on their topic, students produce a research proposal that
the teacher can review. The primary purpose of reviewing the research proposal
is for the teacher to approve or suggest modifications to the experimental
study based on the ethical guidelines published in the Psychology guide.
It is the teacher’s responsibility to ensure that every study conducted for
internal assessment adheres to these guidelines. A proposal form for students
to complete can be found in the “Appendices”.
Only when teachers have agreed that the proposed studies meet these ethical
guidelines should the students continue with their study. Teachers can use the
proposal form to check and sign student research proposals before data is
collected.
6. Writing annotated references
Encouraging students to write annotated references in their assignment enables them to
formalize their ideas on the studies that will be cited in the final paper.
Annotations could include a brief summary of the aims, methods, results,
conclusions and evaluative comments on methodology. Additionally, students
should briefly discuss how the study cited helps to justify the aim and
hypothesis of their own study. Citations should be in a standard, recognized
format, such as that of the American Psychological Association (APA) or the
British Psychological Society (BPS).
7. Arranging a review board
A review board composed of the student’s peers could be formed to review the
methodology proposed by the student and to consider whether the ethical
guidelines have been met. As in academic psychology, researchers are often
required to present their proposed study to a group of peers for evaluative
commentary and approval before the study is carried out. This process could be
mirrored by Diploma Programme psychology students. Although the proposed study
has already been approved by the teacher, students benefit from discussing
their studies with peers and getting feedback on ethical and methodological
issues. This discussion will allow them to improve the quality of their
experimental study and their understanding of research methodology.
8. Drafting peer-reviewed introduction and method section outlines
Prior to carrying out data collection, students should have a clear understanding of
how previous research justifies their study, as well as the methodology that
they will use. Drafting an outline of these two sections of the final paper
will allow students to demonstrate this understanding before they collect data.
Once again, these sections could be reviewed by peers or self-assessed using
the internal assessment criteria.
9. Data collection and analysis*
Students should develop their materials and collect data in line with what has been
agreed with the teacher. Students should be encouraged to be organized
throughout the data-collection process and keep copies of all data sheets and
materials used. This will avoid problems later on when data is analysed.
10. Submission of the first draft and teacher consultation*
Students are permitted to submit one draft of their study for teacher
review. This is part of the learning process and allows the teacher and the
student to discuss how to improve the draft. It is recommended that the student
and teacher have a face-to-face meeting during this stage. Teachers can suggest
how to improve the report and can make comments on the draft but the first
draft must not be heavily annotated or edited by the teacher. Teachers should
base this consultation on the internal assessment requirements, ethical guidelines
and assessment criteria.
11. Submission of the final report*
The final version of the report of the experimental study must be assessed using
the assessment criteria. Teachers should make written comments on the papers. A
sample of these reports will be sent for external moderation. The purpose of
moderation is to ensure that the teacher is applying the assessment criteria
appropriately: it is therefore helpful to the moderator if the teacher’s
comments and annotations are on the report so that they can more accurately see
the reasoning behind each mark.
The steps marked with an asterisk are a required part of the internal assessment.
Requirements and recommendations
Psychologists use quantitative methods to investigate areas of study where it is possible to
test hypotheses under rigorous conditions. Experiments can take place in the
laboratory or in the field. The aim is to be able to establish a cause and
effect relationship through the use of descriptive (SL and HL) and inferential
(HL) statistics, allowing the researcher to determine the significance of the
results.
The simple experimental study forms an important part of psychological training. It
enables students to demonstrate the application of their skills and knowledge
of psychology. The purpose of the internal assessment is for students to
experience the research process by practising sound research methodology.
The psychology course defines a simple experimental study as requiring the
manipulation of one independent variable and the measurement of
one dependent variable, while other variables are kept
constant. Consequently, correlational studies, quasi-experiments and natural
experiments (that is, any research undertaken without control over the
independent variable and without a controlled sampling procedure) are not
acceptable for the simple experimental study.
Variables that are based upon pre-existing characteristics of the participants are not
suitable for the internal assessment. Variables that are not
acceptable independent variables include, but are not limited to:
· gender (for example, comparing the results of female and male participants)
· age (for example, comparing the performance of 10-year-old participants and 18-year-old participants)
· native language (for example, comparing native French speakers and native Mandarin speakers)
· culture (for example, comparing the results of Afro-Caribbean participants and Swedish participants)
· education level (for example, comparing the performance of students in grade 5 and grade 11)
· socio-economic status (for example, poor participants and rich participants)
· handedness (for example, left-handed and right-handed participants).
While these variables might be of interest to students, they cannot be manipulated
within the framework of the internal assessment. If such a variable is defined
as the independent variable, the project has not met the requirements and will
not earn marks.
Studies submitted for internal assessment that do not meet the requirements for experimental work will be awarded no marks.
Distinction between SL and HL assessment
SL students are required to do a simple experiment by undertaking a replication of
a published experimental study. Characteristics of the SL simple experimental
study are as follows.
· Limited in scope
· Involves the manipulation of only one independent variable
· Involves the measurement of only one dependent variable
· Requires the use and interpretation of descriptive statistics
· Does not require the use of inferential statistics
HL students are required to do a simple experiment by undertaking a replication or
modification of a published experimental study. Characteristics of the HL
simple experimental study are as follows.
· Limited in scope
· Simplified replication or modification in line with the aim of the student’s research
· Involves the manipulation of only one independent variable
· Involves the measurement of only one dependent variable
· Requires the use and interpretation of descriptive statistics
· Requires the use and interpretation of inferential statistics
Many published research studies are quite complex in nature. For the purposes of the internal assessment, the scope of the original study may be deliberately limited in order to fulfill the requirements.
As the purpose of the internal assessment is to introduce students to simple experimental research, it is very important for students to keep their experimental studies within a reasonable, limited scope. Students should
manipulate only one independent variable with two conditions and should report on only one dependent variable, as outlined in their experimental hypothesis.
KEEP IT SIMPLE
· Manipulate one independent variable (two conditions)
· Measure one dependent variable
Group work
Group work may be undertaken by groups of up to four students. Each group must
collect its own data and this may be pooled with data collected by other
groups. More than one group is allowed to research the same aim at SL or the
same hypotheses at HL (see the “Internal assessment” section in the Psychology
guide) but each student must write up his or her own individual report. It
is accepted that considerable similarities will exist in the procedures
reported by members of a group working together on a study.
Choice of topic
Students should choose their own topic, but this must be with the teacher’s guidance.
For various reasons not all topics are suitable for students at this stage in
their education. Topics that raise ethical concerns or are socially sensitive
in nature should not be approved by the teacher.
Students must adhere to the psychology course ethical guidelines when undertaking any
study. They must show tact and sensitivity, respect confidentiality and
acknowledge all sources used.
Students found to have carried out ethically unacceptable experiments will be awarded no
marks for the internal assessment.
As part of the topic selection and planning process students should go through the
process of identifying, refining and defining their topic. It would be helpful
for students to define the topic, aim, hypothesis and variables of their study.
Examples of topics
The following are some examples of topics and approaches that have proved
successful in the past. These should serve only as examples of how to define a
topic, aim, independent variable, dependent variable and research hypothesis.
Teachers and students are free to choose their own topics and are not
limited to those listed here.
|
Topic |
Chameleon effect—“The Chameleon Effect as Social Glue: Evidence |
|
Aim |
To investigate the occurrence of a chameleon effect in an |
|
Independent |
Presence/absence of foot-tapping and face-rubbing mannerisms in |
|
Dependent |
Frequency of foot-tapping and face-rubbing mannerisms in |
|
Research |
The frequency of participants’/interviewees’ foot-tapping and |
|
Topic |
Social facilitation—“The dynamogenic factors in pace-making and |
|
Aim |
To investigate the effect of co-actors on competitive |
|
Independent |
The presence/absence of co-actors (condition 1: co-actors |
|
Dependent |
Time taken to reel in fishing line through a 4 m course |
|
Research |
The time taken to reel in fishing line through a 4 m course |
Many
other examples of suitable experiments that could be replicated are available
in psychology textbooks.
Examples
of experiments that are ethically unacceptable for SL or HL
internal assessment include, but are not limited to:
· conformity studies
· obedience studies
· animal research
· placebo experiments
· experiments involving ingestion (for example, food, drink, smoking, drugs)
· experiments involving deprivation (for example, sleep, food)
· experiments involving young children (teachers should observe local laws and guidelines in relation to the involvement of children in psychological research).
The use of pre-developed resources
The purpose of the internal assessment task is for students to gain experience in
planning, designing, conducting and reporting on an experimental study. While
students are encouraged to adapt previously used materials for their own
research, they should still have some hand in development, implementation and
interpretation. There are now many commercial, free or public-domain tools
available for use in research. The use of software, simulations or assessment
packages must be carefully monitored. If the use of such resources does not
allow the student to experience planning, designing, conducting or reporting
their own study, then they should not be used.
Report
Getting started
Starting the simple experimental study can be difficult for students and needs to be
presented as a structured exercise. During this process students should be
encouraged to fill in a proposal form for submission to their teacher. A
proposal form can be found in the “Appendices”.
Choosing a topic
Students should be given time to consider their choice of topic. Teachers may wish to
guide students away from certain difficult topics, and unethical research, but
ultimately the choice of topic should lie with the student. Students should be
given access to a variety of resources—relevant sections of the Psychology
guide, textbooks and the internet—in order to choose their topic and
specific research effectively.
When choosing a topic, the following points should be considered.
· What topics is the student interested in?
· What topics does the student find difficult/easy to understand? Students who choose “difficult” topics might struggle in formulating and writing up their experiment.
· Is the topic suitable for a simple experiment? Avoid using topics or research that are difficult to set up practically, are time consuming, or have multiple variables and conditions.
· Are the resources available to carry out an experiment in this topic area? Avoid using topic areas requiring specialist or complicated equipment/apparatus or tasks.
· Can the student conduct the experiment in the time allocated for the internal assessment?
· Where will the students conduct the experiment?
· Who will the participants be?
· How easy will it be to recruit participants for the experiment?
Finding background research
Once the student has conducted suitable background research, they should then find a topic on which they wish to carry out their experiment. Students are required to find a suitable piece of research to replicate or modify. Students should aim to find at least three pieces of empirical research/theories to put into
the introduction section of their report.
Formulating aims and hypotheses
Students should now be at a stage where they have chosen a topic area and have started
to consider the purpose of their research. At this stage, students need to
start to make their aims (SL) more specific or formulate their hypotheses (HL)
ensuring that they have fully operationalized their independent and dependent
variables (SL and HL).
Draft methodology
Before collecting any data, students need to have planned how they will carry out
their experiment by drafting a method section. Guidance for what should be
included in the method section can be found later in this section.
Developing the materials
Before data collection commences, students will need to produce the materials needed
to carry out their experiment. This includes standardized instructions, consent
forms, data collection sheets, debriefing instructions, and any materials
specific to their experiment, for example, word lists, pictures, and video
clips.
It
is good practice for students to note design decisions when developing these
materials, and to record where they sourced their information in the design
process for later reference in their method section.
Pilot study
Students
should be encouraged to carry out a small-scale pilot study to test their
procedure and materials before they start data collection for their experiment.
Details of the pilot study, and any modifications made after the pilot study,
should be included in the method section of their report.
Once
students have completed these stages, they are ready to carry out their
experiment in full. At this stage, the proposal form should have been signed by
the teacher and the student’s experiment approved.
Ideally,
the report should look like a journal article. Students should be familiar with
such articles. The total length of the report should be 1,000–1,500 words
for SL and 1,500–2,000 words for HL, excluding supplementary information
such as abstract, title page, references, section headings, parenthetical
citations, graphs, and appendices.
The
following paragraphs indicate the information students should include under
each heading of the report.
Title page
The
hypothesis will determine how the title is constructed. For example, if the
operationalized research hypothesis is “The mean number of words correctly
recalled by a group using a list with category headings will be greater than
the mean number of words correctly recalled by a group not using category
headings”, then an appropriate title could be “An experiment to investigate the
effect of category headings on the recall of a list of words”. A title such as
“An experiment on memory” is not specific and is, therefore, insufficient.
The
title page must include:
·
title
o
the method used (experiment)
o
the topic under investigation (for example, recall)
o
the variables (for example, category headings and their impact on
word recall)
·
student name and number
·
subject and level (SL or HL)
·
date, month and year of submission
·
number of words.
Abstract
The
abstract gives the reader a chance to find out the bare essentials of the
experiment without going any further. The style should be brief, but should not
use note form. The abstract should include the following.
·
A one-sentence summary, giving the topic(s) to be studied
This may include the aim or hypotheses and the area studied.
·
A description of the participants and setting for the experiment
·
A description of the experiment conducted by the student,
including the design, independent and dependent variables, and a basic outline
of the procedure
·
A statement of the findings related to the aim (SL) including a
mention of the statistics used, the significance levels (HL), and one sentence
summing up the outcome (SL and HL)
·
A short summary of the conclusion
The
abstract should be no longer than 200 words. The word count for the
abstract should be included on the abstract page.
Introduction
The
purpose of the introduction is to introduce the theoretical framework and the background
research and/or theories that should lead to the aim (SL) or hypotheses (HL).
The
introduction should follow the order below.
·
A general introduction to the psychological subject area under
investigation
·
A summary of the key theories and research studies
The introduction must include proper references, for example,
(Zajonc 1965). Students at SL must cite one reference, and at least three are
recommended for HL.
·
A rationale and justification for the study
·
The aim (SL and HL) and hypotheses (HL only)
See below for further information about the aim and hypotheses.
The
details of a piece of research should not be spelled out unless it is one the
student is replicating.
Aim
The
aim of the study is a clear statement about what is being investigated and what
is expected.
Hypotheses (HL)
Research hypothesis—H1
The
research hypothesis must be a clear, concise prediction of what is expected to
be demonstrated in the experiment. This must be operationalized: it must be
evident how the variables will be quantified, and may be either one- or
two-tailed (directional or non-directional).
Null hypothesis—H0
The
null hypothesis states that no significant difference is expected to be found
between the groups on the measure of the dependent variable, and that any
difference found is due to chance.
Method
This
is typically divided into several sub-sections.
Design
A
description of design decisions should be included, for example:
·
experimental and control conditions
·
the type of experimental design chosen by the student and
justification for their choice (independent groups, repeated measures, or
matched pairs)
·
identification of variables (independent and dependent variables),
operationally defined
·
ethical considerations and reference to documentation (informed
consent, debriefing) in the appendices.
Participants
Details
of the participants involved in the research should be included, for example:
·
the researchers involved in conducting the research
·
the target population, described in terms such as age, sex,
education, or reference to any other relevant variables
·
the sampling method and justification of why it was used
·
the size of the sample (a participant sample of 20 is
recommended), and how the participants were selected and assigned to
experimental conditions.
Materials
A
clear outline of materials or apparatus should be used. The exact details and
examples should be placed in the appendices.
Procedure
This
sub-section should include a statement of where the research was undertaken,
the instructions given to participants, details of debriefing, and any other
relevant details that would be necessary for replication of the experiment.
Further
evidence should be included regarding design decisions, such as
counterbalancing, random allocation of participants to groups, single- or
double-blind, control of extraneous variables, standardized procedures and
steps taken to avoid any possible bias in sampling or in the experimental
procedures.
Details
of informed consent, briefing and debriefing of participants should also be
included.
Results
The
results should include the following.
·
Statement of the measure(s) of central tendency, as appropriate
·
Statement of the measure(s) of dispersion, as appropriate
·
Justification of choice of descriptive statistic
·
Appropriate use of fully explained graphs and tables (may be
computer generated)
The
student should give a narrative presentation of the results related to the aim
and hypotheses of the experiment.
All
raw data should be included in an appendix. It should be presented in a
readable form with all headings clearly explained.
Personal
details, such as the names of participants, should not be included. Such
information should be regarded as confidential.
All
the actual answer sheets need not be included; one example in the report will
suffice. Students should keep the answer sheets.
Descriptive statistics (SL and HL)
Appropriate
numerical statistics should be included, for example, measure(s) of central tendency
(mean, median, mode) and measure(s) of dispersion (range, standard deviation).
Appropriate
graphical statistics illustrating summary data should be provided, for example,
tables, bar charts, histograms and pie charts.
Special
care should be taken to ensure that all graphs and tables have clear titles,
all graphical axes are clearly labelled, and all graphs are drawn on graph
paper if hand drawn.
Raw
data should not be included in the results section, but can be placed in the
appendices.
Graphs
detailing individual scores should not be included.
Inferential statistics (HL)
Inferential
statistics enable us to draw conclusions about the likelihood of the hypotheses
being retained. The following details should be included.
·
A statement of the test(s) used and the level of measurement of
the data (nominal, ordinal, interval, ratio)
·
Justification of the choice of statistical test, with reference to
the design and the nature of the actual data collected
·
A statement of the observed and critical values of the test,
degrees of freedom, significance level and whether the test was one- or
two-tailed
·
A statement of the conclusion in terms of the experimental
hypothesis
·
A statement as to whether the experimental or null hypothesis was
accepted
Presentation
of the experimental calculations should be provided in an appendix. If a
computer or calculator program have been used a printout should be presented.
Choosing the right statistical test
|
Type of design |
Type of data/level of |
||
|
Nominal |
Ordinal |
Interval/ratio |
|
|
Independent |
Chi-squared |
Mann–Whitney U test |
Unrelated t-test |
|
Repeated |
Sign test |
Wilcoxon |
Related t-test |
|
Matched |
Sign test |
Wilcoxon |
Related t-test |
In
order to use a t-test, data must meet the requirements of a t-test.
·
The level of measurement should be at least interval.
·
The data samples should have been drawn from a normally
distributed population.
·
The samples should have similar variances.
Discussion
There
are four divisions.
1. Explanation of findings
The
word “explain” means to give a detailed account including reasons or causes.
Explanation may include reference to descriptive statistics. Students should
have stated the results of their experiment in statistical terms in the results
section of their report.
2. Relationship to background research
This
is the student’s opportunity to explain their results in relation to their
initial aim and hypotheses, as well as to their background research.
No
new research should be included here, but duplication of material from the
introduction should be avoided.
3. Limitations, modifications and suggestions
for further research
Even
a well-designed study will have flaws. The design and procedure should be
considered and suitable modifications should be suggested. Limitations include,
but are not restricted to:
·
experimental flaws and problems that may have affected the
results, such as lack of sampling controls and problems with the procedure
·
materials
·
design.
Modifications
need to be clearly stated and could include other ways of investigating the
aim.
Students
should refer to any ideas they may have for further or follow-up research.
4. Conclusion
Students
should finish with a concluding statement of their findings (SL) and a brief,
focused summing-up of findings relating back to the aim and hypotheses (HL).
References
This
section should be a list of all the material the students have referred to. If
the student does not have the original source material, all the necessary
details can be found in the references section at the back of the book that
referred to the source.
All
references stated in the introduction and discussion sections of the student’s
report should be included in the references section.
References
should follow a recognized format and be consistent throughout.
The
recommended style for a textbook reference is:
Flanagan,
C (1997) An introduction to Psychology. London, UK. Thomas & Co.
(That
is, in the order: surname, initial (date) title. Place of publication.
Publisher.)
References
for textbooks written by multiple authors should be presented as follows:
Crane,
J & Hannibal, J (2009) IB Diploma Programme: Psychology Course
Companion. Oxford, UK. OUP.
(That
is, in the order: surname, initial & surname, initial (date) title. Place
of publication. Publisher.)
Please
note that page references should be included.
Websites
must be fully referenced with “http://www.” followed by the address so
they can be located.
Any
statistical packages used must also be included in the references section.
Appendices
In
this section, students must include blank copies of any supplementary
information, a list of the materials used, such as standardized instructions,
debriefing notes and a blank copy of an informed consent statement. This
section provides all the materials necessary to allow the experiment to be
replicated. Tables of raw data and calculations must be included. However, it
is not necessary to include all participant responses: one blank copy or a
sample is sufficient.
Materials
should be clearly labelled and organized.
A
checklist for each section can be found in the “Appendices”.
It
is recommended that these checklists are distributed to students to track their
progress.
Knowledge of quantitative methods
Knowledge
and understanding of quantitative methods and statistical analysis of data are
assessed through the reporting of one simple experimental study. In this
context students should be able to do the following.
·
Explain the use of experimental designs and controls.
o
Independent and dependent variables—operationally defined
o
Confounding variables
o
Experimental and control groups
o
Research bias and expectancy (researcher and participant effects)
o
Demand characteristics
o
Single- and double-blind techniques
·
Explain the use of different types of experimental design.
o
Independent measures/samples/subjects design (between-subjects
design)
o
Matched-pairs design
o
Repeated measures design (within-subjects design)
·
Explain the use of different sampling procedures.
o
Random selection of participants and random allocation to groups
o
Random and representative sampling
o
Stratified and systematic sampling procedures
o
Opportunity or convenience sampling
·
Evaluate research.
o
Reliability and validity (internal and external)
o
Replication
·
Use descriptive statistics (both SL and HL).
o
Measures of central tendency: mean, mode, median
o
Measures of dispersion: range, standard deviation and variance (HL
only)
o
Levels of measurement (HL only): nominal, ordinal, interval, ratio
o
Normal distribution of data (HL only): standard scores, frequency,
skewed distributions
·
Use inferential statistics (HL only).
o
Operational definitions of variables
o
Hypothesis testing: research and null hypotheses
o
Statistical significance: probability and levels of confidence
o
The appropriate choice of statistical tests and limitations upon
their use
o
Wilcoxon matched-pairs signed-ranks test
o
Mann–Whitney U test
o
Sign test, chi-squared test
o
T-test
·
Use graphical techniques.
o
Bar chart
o
Histogram
o
Line graph
Ethical guidelines
The
IB acknowledges that individual cultures have different interpretations of how
ethical issues should be resolved in relation to the simple experimental study.
Based on feedback from examiners, it is evident that a clear set of guidelines
is needed for teachers and students when they are considering possible topics
for the simple experimental study.
The
following guidelines must be applied to all experimental studies.
·
Any experimental study that creates anxiety, stress, pain or
discomfort for participants must not be permitted.
·
Any experimental study that involves unjustified deception,
involuntary participation or invasion of privacy, including the inappropriate
use of information and communication technology (ICT), email and the internet,
must be avoided. There may be rare occasions when such infringements cannot be
avoided, in which case the approval of other experienced psychologists should
be sought before proceeding. (See the psychology forum on the online curriculum
centre (OCC) for further guidance.)
·
Consent must be gained from participants through the use of a
consent form.
·
All participants must be informed before commencing the
experimental study that they have the right to withdraw at any time. Pressure
must not be placed on any individual participant to continue
with the investigation beyond this point.
·
Each participant must be informed of the aims and objectives of
the research and must be shown the results of the research.
·
Young children must not be used as participants. Experimental
studies involving children need the written consent of parent(s) or
guardian(s). Students must ensure that parents are fully informed about the
implications for children who take part in such research. Where an experimental
study is conducted with children in a school, the written consent of the
teachers concerned must also be obtained.
·
Participants must be debriefed and given the right to withdraw
their own personal data and responses. Anonymity for each participant must be
guaranteed.
·
Teachers and students must exercise the greatest sensitivity to
local and international cultures.
·
Students must avoid conducting research with any adult who is not
in a fit state of mind and cannot respond freely and independently.
·
If any participant shows stress and/or pain at any stage of an experimental
study, the investigation must finish immediately, and the participant must be
allowed to withdraw.
·
Non-human animals must not be used for experimental study.
·
All data collected must be kept in a confidential and responsible
manner and not divulged to any other person.
·
Students must regard it as their duty to monitor the ways in which
their peers conduct research, and to encourage public re-evaluation of any
research that contravenes these guidelines.
Experimental
studies that are conducted online, using ICT methods, are subject to the same
guidelines. Any data collected online must be deleted once the research is
complete. Such data must not be used for any purpose other than the conduct of
the experimental study.
Students found to have carried
out unethical work will be awarded no marks for the internal assessment
component.
Participant informed consent
Informed
consent is an integral and required part of the internal assessment process.
All students must ensure all participants who are 16 years or older sign
an informed consent statement. For experiments with participants under the age
of 16, parental consent must be obtained.
Students
must include one blank copy of their informed consent statement as an appendix.
A sample consent form that could be modified by students can be found in the
“Appendices” section.
Internal assessment criteria
Internal assessment criteria—SL
The
SL experimental study is assessed against seven criteria that are related to
the objectives for the psychology course and the sections of the report.
|
Criterion A |
Introduction |
2 marks |
|
Criterion B |
Method: Design |
2 marks |
|
Criterion C |
Method: Participants |
2 marks |
|
Criterion D |
Method: Procedure |
2 marks |
|
Criterion E |
Results |
4 marks |
|
Criterion F |
Discussion |
6 marks |
|
Criterion G |
Presentation |
2 marks |
|
Total |
20 marks |
A Introduction
|
Marks |
Level descriptor |
|
0 |
There is no relevant introduction. The study replicated is not |
|
1 |
The study replicated is identified but not explained. The aim of |
|
2 |
The study replicated is clearly identified and relevant details |
B Method: Design
|
Marks |
Level descriptor |
|
0 |
The independent variable and dependent variable are not accurately |
|
1 |
The independent variable and dependent variable are accurately |
|
2 |
The independent variable and dependent variable are accurately |
C Method: Participants
|
Marks |
Level descriptor |
|
0 |
No relevant characteristics of the participants are identified. |
|
1 |
Some characteristics of the participants are identified but not |
|
2 |
Relevant characteristics of the participants are identified. The |
D Method: Procedure
|
Marks |
Level descriptor |
|
0 |
No relevant procedural information is included. The information |
|
1 |
The procedural information is relevant but not clearly |
|
2 |
The procedural information is relevant and clearly described, so |
E Results
|
Marks |
Level descriptor |
|
0 |
There are no results or the results are irrelevant to the stated |
|
1–2 |
Results are stated and accurate and reflect the aim of the |
|
3–4 |
Results are clearly stated and accurate and reflect the aim of |
F Discussion
|
Marks |
Level descriptor |
|
0 |
There is no discussion or it is irrelevant to the aim of the |
|
1–2 |
Discussion of the results is very superficial. The findings of |
|
3–4 |
Discussion of the results is not well developed. The findings of |
|
5–6 |
Discussion of results is well developed (for example, |
G Presentation
|
Marks |
Level descriptor |
|
0 |
The report is not within the word limit of |
|
1 |
The report is within the word limit of 1,000–1,500 words. |
|
2 |
The report is within the word limit of 1,000–1,500 words. |
Internal assessment criteria—HL
The HL experimental study is assessed against
nine criteria that are related to the objectives for the psychology course and
the sections of the report.
|
Criterion A |
Introduction |
5 marks |
|
Criterion B |
Method: Design |
2 marks |
|
Criterion C |
Method: Participants |
2 marks |
|
Criterion D |
Method: Procedure |
2 marks |
|
Criterion E |
Results: Descriptive |
2 marks |
|
Criterion F |
Results: Inferential |
3 marks |
|
Criterion G |
Discussion |
8 marks |
|
Criterion H |
Citation of sources |
2 marks |
|
Criterion I |
Report format |
2 marks |
|
Total |
28 marks |
A Introduction
|
Marks |
Level descriptor |
|
0 |
There is no introduction or the background research presented is |
|
1–3 |
Background theories and/or studies are identified but are |
|
4–5 |
Background theories and/or studies are adequately explained and |
B Method: Design
|
Marks |
Level descriptor |
|
0 |
The independent variable and dependent variable are not |
|
1 |
The independent variable and dependent variable are accurately |
|
2 |
The independent variable and dependent variable are accurately |
C Method: Participants
|
Marks |
Level descriptor |
|
0 |
No relevant characteristics of the participants are identified. |
|
1 |
Some characteristics of the participants are identified but not |
|
2 |
Relevant characteristics of the participants are identified. The |
D Method: Procedure
|
Marks |
Level descriptor |
|
0 |
No relevant procedural information is included. The information |
|
1 |
The procedural information is relevant but not clearly |
|
2 |
The procedural information is relevant and clearly described, so |
E Results: Descriptive
|
Marks |
Level descriptor |
|
0 |
There are no results or the results are irrelevant to the stated |
|
1 |
Results are stated and accurate and reflect the hypotheses of |
|
2 |
Results are clearly stated and accurate and reflect the |
F Results: Inferential
|
Marks |
Level descriptor |
|
0 |
No appropriate inferential statistical test has been applied. |
|
1 |
An appropriate inferential statistical test has been chosen, but |
|
2 |
An appropriate inferential statistical test has been chosen and |
|
3 |
An appropriate inferential statistical test has been chosen and |
G Discussion
|
Marks |
Level descriptor |
|
0 |
There is no discussion section, or the discussion of the results |
|
1–2 |
Analysis of the results is very superficial. The findings of the |
|
3–5 |
Discussion of the results is not well developed or is incomplete |
|
6–8 |
Discussion of results is well developed and complete (for |
H Citation of sources
|
Marks |
Level descriptor |
|
0 |
Sources are not cited within the report. No references are |
|
1 |
The references are incomplete or a standard citation method is |
|
2 |
All in-text citations and references are provided. A standard |
I Report format
|
Marks |
Level descriptor |
|
0 |
The report is not within the word limit of |
|
1 |
The report is within the word limit of 1,500–2,000 words. |
|
2 |
The report is within the word limit of 1,500–2,000 words. |
Assessed student work
To view the various
elements of this example, please use the icons at the side of the screen.
Overview
Assessed
SL examples
|
Example |
Title |
Marks |
Marks |
|
Example |
An experiment investigating the effects of suggestion on human |
11 |
20 |
|
Example |
An experiment concerning the effects of manipulated contextual |
15 |
20 |
|
Example |
The effects of imagery and rehearsal on memorizing and recalling |
17 |
20 |
Assessed
HL examples
|
Example |
Title |
Marks |
Marks |
|
Example |
An experiment to determine the effect of different processing |
24 |
28 |
|
Example |
The Limitations and Flexibilities of Short Term Memory |
8 |
28 |
|
Example |
Imagery vs. Rehearsal: An experiment that examines the effect of |
11 |
28 |
The examples included are authentic student work and are presented
in their original styles, which may include spelling, grammatical and any other
errors. These examples have been anonymized where necessary (names may have
been changed or deleted).
Standard level
Example
1 (SL)
An experiment investigating the effects of suggestion on human
memory
Moderator’s comments
|
Criterion |
Comments |
Marks |
Marks |
|
A |
The original study is identified and fully explained. The aim is |
2 |
2 |
|
B |
The independent variable lacks clarity, and the dependent |
1 |
2 |
|
C |
Some characteristics of participants are identified. Some |
1 |
2 |
|
D |
The procedure lacks relevant detail (for example, how much time |
1 |
2 |
|
E |
The results are stated and reflect the aim of the research. An |
2 |
4 |
|
F |
Some comparison of findings is provided but is a bit |
3 |
6 |
|
G |
The abstract is presented and clear. The report is presented in |
1 |
2 |
|
Total |
11 |
20 |
|
Example 2 (SL)
An experiment concerning the effects of
manipulated contextual clues on eyewitness memory
Moderator’s comments
|
Criterion |
Comments |
Marks |
Marks |
|
A |
The original study is identified and fully explained. The aim is |
2 |
2 |
|
B |
The independent and dependent variables are accurately |
2 |
2 |
|
C |
Some relevant characteristics of participants are identified. |
1 |
2 |
|
D |
The study is easily replicable (procedural information is |
2 |
2 |
|
E |
The results are stated and accurate. A measure of central |
2 |
4 |
|
F |
A comparison of findings is provided. Strengths are not |
4 |
6 |
|
G |
The abstract is presented but lacks clarity and full |
2 |
2 |
|
Total |
15 |
20 |
|
Example 3 (SL)
The effects of imagery and rehearsal on
memorizing and recalling word-pairs; an experiment investigating the
dual-coding theory of cognition
Moderator’s comments
|
Criterion |
Comments |
Marks |
Marks |
|
A |
The aim of the study is clearly stated. The study being |
2 |
2 |
|
B |
Independent and dependent variables are identified but the |
2 |
2 |
|
C |
Relevant characteristics of participants are identified. The |
2 |
2 |
|
D |
Procedural information provided is relevant but there are some |
2 |
2 |
|
E |
Measures of central tendency are presented. No justification is |
3 |
4 |
|
F |
Some comparison to the study being replicated is made but not |
4 |
6 |
|
G |
The report is in the required format. The word count is within |
2 |
2 |
|
Total |
17 |
20 |
|
Higher level
Example 1 (HL)
An experiment to determine the effect of
different processing tasks on recall
Moderator’s comments
|
Criterion |
Comments |
Marks |
Marks |
|
A |
Background theories are well explained and relevant. A clear aim |
5 |
5 |
|
B |
Independent and dependent variables are correctly identified and |
2 |
2 |
|
C |
Participant characteristics are identified, an appropriate |
2 |
2 |
|
D |
A clearly described procedure allows replication, materials |
2 |
2 |
|
E |
The results are accurate and reflect the hypothesis, statistics |
1 |
2 |
|
F |
An appropriate statistical test was chosen and justified. |
3 |
3 |
|
G |
Discussion of results does not include discussion of statistics. |
5 |
8 |
|
H |
All citations and references are provided using an appropriate |
2 |
2 |
|
I |
The report is within the word limit. |
2 |
2 |
|
Total |
24 |
28 |
|
Example 2 (HL)
The Limitations and Flexibilities of Short Term
Memory
Moderator’s comments
|
Criterion |
Comments |
Marks |
Marks |
|
A |
The research hypothesis is not clearly operationalized; the |
1 |
5 |
|
B |
The independent and dependent variables are not very clearly |
1 |
2 |
|
C |
The sampling method is not clearly explained—only stated. |
1 |
2 |
|
D |
The procedure is not clearly described, so is not easily |
1 |
2 |
|
E |
There is no graphing of data. |
0 |
2 |
|
F |
The statistical test is correct but is not correctly justified. |
1 |
3 |
|
G |
The limitations of design and procedure are not identified and |
2 |
8 |
|
H |
The references and citation of sources are incomplete. |
1 |
2 |
|
I |
The appendices are incomplete—standardized instructions and |
0 |
2 |
|
Total |
8 |
28 |
|
Example 3 (HL)
Imagery vs. Rehearsal: An experiment that
examines the effect of visual aids on memory
Moderator’s comments
|
Criterion |
Comments |
Marks |
Marks |
|
A |
The research hypotheses are not very clear; they are not |
3 |
5 |
|
B |
The independent variable is not clearly operationalized. |
1 |
2 |
|
C |
The sampling method has not been explained. |
1 |
2 |
|
D |
There are no details of how ethical guidelines were followed. |
0 |
2 |
|
E |
The results are clearly stated and accurate. The student could |
2 |
2 |
|
F |
An appropriate statistical test was chosen but not applied. As |
1 |
3 |
|
G |
The discussion section is incomplete—the methodology is not |
2 |
8 |
|
H |
The references are incomplete. |
1 |
2 |
|
I |
There is no title on the table, and the appendices are incomplete—there |
0 |
2 |
|
Total |
11 |
28 |
|
Appendices
Potential problems
The following is a list of common errors and
potential problems that have occurred in the internal assessment, and advice on
how to avoid these problems.
Non-experimental work
Students who produce work using research
methodology that is not experimental will receive no marks. Research based
around methods, such as interviews, surveys, case studies, questionnaires,
observations, correlations or quasi-experiments, is considered to be
non-experimental work. The student’s study must take the form of a simple
experiment, with one independent variable and one dependent variable. The study
should also include one experimental condition and one control condition. (See
“Frequently asked questions”.)
Characteristics of the participants
Students should not use the characteristics
of the participants as an independent variable. Participant characteristics
include gender, age, native language, culture, education level, socio-economic
status, handedness (left-handed and right-handed participants). If such a
variable is defined as the independent variable, the project has not met the
requirements of the internal assessment and will not earn marks.
Unethical work
Research that is deemed “unethical” will
receive no marks. Work can be deemed as unethical for several reasons.
·
Choice of topic: unethical topics that should
be avoided include conformity studies and obedience studies
·
Choice of participants: animal research and
experiments involving young children
·
Choice of experiments: experiments involving
ingestion (for example, food, drink, smoking, drugs), experiments involving
deprivation (for example, sleep, food) and placebo experiments
For more information on ethical guidelines
for internal assessment, refer to the “Simple experimental study” and “Ethical
guidelines” sections of this document or the “Internal assessment” section of
the Psychology guide.
Insufficient description of the method used
The procedure should be described clearly
enough to allow for replication. This includes description of all design
decisions and procedures, including decisions made during the development of
materials. Common errors include not stating where the participants were
approached or the gender distribution of the sample, not outlining how
participants were allocated to each condition and not fully explaining the
development of materials, for example, choice of words for word lists.
Wrong choice of statistical test (HL)
Students are required to choose an
appropriate statistical test by correctly identifying the type of data they
have used (nominal, ordinal, interval, ratio) and the type of experimental
design they have used (independent measures/repeated measures). Tables
highlighting which test to use for data types and design types can be found in
the Psychology guide, in the Psychology
teacher support material and in statistical texts.
Students who have chosen an incorrect statistical test will receive no marks
for Criterion F.
Graphs
Graphs need to be clearly presented, with
detailed titles and clearly labelled axes stating units of measurement.
Discussion section
Students should ensure that their discussion
section compares the findings of their research with the findings of the
research that is being replicated (SL) or on which their research is based
(HL). This should be a full and detailed comparison with the relevant
background studies.
References
References should follow a clear, recognized
format, for example, the Harvard system. Referencing should be used within the
text. For example, “Loftus and Palmer (1974) found that …”. There should also
be a references section at the back of the report listing all material that was
used in writing the report.
Frequently asked questions
How much time should be spent on
the internal assessment?
The internal assessment contributes 25%
towards the final assessment in SL and 20% in HL. This weighting should be
reflected in the time that is allocated to teaching the knowledge, skills and
understanding required to undertake the work as well as the total time
allocated to carry out the work.
It is recommended that a total of approximately
30 hours (SL) or 40 hours (HL) should be allocated to the work. This
should include:
·
time for the teacher to explain to students
the requirements of the internal assessment
·
time to consider the psychology course
ethical guidelines
·
class time for students to work on the
internal assessment component
·
time for consultation between the teacher and
each student
·
time to review and monitor progress, and to
check authenticity.
What is a “simple experiment”?
A “simple experiment” is an experimental research
method that has one independent variable and one dependent variable. The
independent variable is the variable that is manipulated by the researcher. The
dependent variable is the variable that is measured by the researcher, and
changes as a result of manipulation of the independent variable.
A simple experiment should also have two
conditions. Condition 1 is the experimental condition, where the
independent variable is changed. Condition 2 is the control condition,
where the independent variable remains unchanged.
Multiple variables and conditions should be
avoided as this does not constitute a “simple experiment”.
Other research methods, such as interviews,
surveys, case studies, questionnaires, observations, correlations or
quasi-experiments, should be avoided as these are non-experimental.
Students will receive no marks if they
produce non-experimental work.
Can students work as part of a
group?
Yes. Group work may be undertaken by groups
of up to four students. Each group must collect its own data but each student
must write up his or her own individual report.
Can students use software
packages for calculating statistics?
Yes. These are permitted provided students
interpret the results obtained and check the significance of the data. A
printout of the calculated data should be included in the appendices of the
student’s report.
How can I ensure that my
students’ work is ethical?
Make sure your students follow the guidance
given in the “Ethical guidelines” section. Teachers can use the proposal form
provided (see the “Forms” section) to check and approve student research
proposals before students start to collect any data. Teachers are also
encouraged to arrange a review board to check that all students’ work is
ethical before they start collecting data.
Can a t-test be used?
Yes. A t-test can
be used if the student’s data meets the requirements of the test outlined in
the “Report” section.
Forms
