Criterion A: The body of the work is further subdivided so that phases of the exploration are clearly indicated.

Criterion A: The topic of the Internal assessment is stated clearly and explained in the introduction

Comment: The student introduces the main topic and provides background information

Criterion A: The introduction includes a general description of the student's approach to the topic and what area of the math curriculum the exploration focuses on

Comment: The student clearly summarises the mathematical approach in the introduction specifically referring to statistical concepts

Criterion A: The conclusion is a summary of the outcomes and a response to the aim of the exploration stated in the introduction

Comment: The student provides clear and elaborate results of the investigation referring to different methods used

Criterion A: The conclusion is a summary of the outcomes and a response to the aim of the exploration stated in the introduction

Comment: The student provides clear and elaborate results of the investigation referring to different methods used

Criterion A: The exploration is clear and understandable throughout - no rereading of sections is necessary

Comment: Although the student introduces the relevant mathematical concepts, they do not explain the central limit theorem or multiple other concepts introduced in the investigation

Criterion A: The exploration is clear and understandable throughout - no rereading of sections is necessary

Comment: The student does not include the descriptions of what the x-axis and y-axis show in Figures 4-6. They should include an indication of what variables show

Criterion A: The consequent parts of the work are linked logically - one is the follow-up of the other

Criterion A: The use of technology, when applied, is clearly indicated and explained

Comment: The student should mention what software was used for the figures presented on this page (Fig. 4-6). They should include a description of why they have used the software

Criterion A: The graphs, tables, and diagrams are present in appropriate places (in the body paragraphs, after their descriptive introduction)

Comment: The student introduces and refers to most of the tables and graphics presented in appropriate places around the place of their presentation. Tables 4-6 remain not introduced and not described which is an issue, especially that they are the estimations done by the student

Criterion A: The graphs, tables, and diagrams are present in appropriate places (in the body paragraphs, after their descriptive introduction)

Comment: The student introduces and refers to most of the tables and graphics presented in appropriate places around the place of their presentation. Tables 4-6 remain not introduced and not described which is an issue, especially that they are the estimations done by the student

Criterion A: The graphs, tables, and diagrams are present in appropriate places (in the body paragraphs, after their descriptive introduction)

Comment: The student introduces and refers to most of the tables and graphics presented in appropriate places around the place of their presentation. Tables 4-6 remain not introduced and not described which is an issue, especially that they are the estimations done by the student

Criterion A: The graphs, tables, and diagrams are present in appropriate places (in the body paragraphs, after their descriptive introduction)

Comment: The student introduces and refers to most of the tables and graphics presented in appropriate places around the place of their presentation. Tables 4-6 remain not introduced and not described which is an issue, especially that they are the estimations done by the student

Criterion A: Only large tables (raw data) or additional diagrams/graphs are attached as appendices

Comment: The body of the work contains large tables (e.g. Table 1/Table 2) that one of which can be put in the appendix as they take up a lot of space and contain detailed information and to some extent display the same data.

Criterion A: All information outside of the syllabus scope is referenced <i style='font-size: 11px'>(using footnotes or in-text citations)</i>

Criterion A: All information outside of the syllabus scope is referenced <i style='font-size: 11px'>(using footnotes or in-text citations)</i>

Criterion A: All information outside of the syllabus scope is referenced <i style='font-size: 11px'>(using footnotes or in-text citations)</i>

Criterion A: All information outside of the syllabus scope is referenced <i style='font-size: 11px'>(using footnotes or in-text citations)</i>

Criterion A: All information outside of the syllabus scope is referenced <i style='font-size: 11px'>(using footnotes or in-text citations)</i>

Criterion A: All information outside of the syllabus scope is referenced <i style='font-size: 11px'>(using footnotes or in-text citations)</i>

Criterion A: All information outside of the syllabus scope is referenced <i style='font-size: 11px'>(using footnotes or in-text citations)</i>

Criterion A: All information outside of the syllabus scope is referenced <i style='font-size: 11px'>(using footnotes or in-text citations)</i>

Criterion A: All information outside of the syllabus scope is referenced <i style='font-size: 11px'>(using footnotes or in-text citations)</i>

Criterion A: All information outside of the syllabus scope is referenced <i style='font-size: 11px'>(using footnotes or in-text citations)</i>

Criterion A: All mathematical formulae, equations, and other calculations are centered

Comment: The student should center all the equations or formulae present in the investigation

Criterion A: There are no unnecessary or repetitive calculations/graphs/descriptions

Comment: The student could remove the table overall as Table 2 shows what Table 1 also shows but in a more concise manner

Criterion B: Key terms/variables are defined and explained when first introduced

Criterion B: Key terms/variables are defined and explained when first introduced

Criterion B: The main concepts are described in the introduction

Comment: The student devotes the second part of the introduction to the methods used in surveying voters and explains all key mathematical concepts in the latter stage of methods and relevant math concepts (Parts 1,2,3)

Criterion B: Additional terms are defined in detail in appropriate places (dependent on the development of the exploration)

Comment: The student defines concepts more precisely in the appropriate place after concept introduction

Criterion B: Additional terms are defined in detail in appropriate places (dependent on the development of the exploration)

Comment: The student defines concepts more precisely in the appropriate place after concept introduction

Criterion B: Multiple forms of mathematical representation: formulae, diagrams, tables, charts, graphs, and models are present but used only if appropriate

Criterion B: Multiple forms of mathematical representation: formulae, diagrams, tables, charts, graphs, and models are present but used only if appropriate

Criterion B: Multiple forms of mathematical representation: formulae, diagrams, tables, charts, graphs, and models are present but used only if appropriate

Criterion B: All mathematical calculations are explained and any data presentation is described

Comment: The student provides remarks on calculations shown

Criterion B: All mathematical calculations are explained and any data presentation is described

Comment: The student provides remarks on calculations shown

Criterion B: All mathematical calculations are explained and any data presentation is described

Comment: The student provides remarks on calculations shown

Criterion B: All mathematical calculations are explained and any data presentation is described

Comment: The student provides remarks on calculations shown

Criterion B: The degree of accuracy is stated for any rounded values

Comment: The student does not state any degree of accuracy nor do they mention any amount of significant figures, however, they show awareness of statistical confidence level. The student could include the number of significant figures in the estimates above the paragraph, however, they seem to know the statistical significance of the findings

Criterion B: Results are rounded only at the end of the calculations thread

Comment: Methods of rounding are unclear and not done specifically when calculations are finished. The student should include the unrounded values before the rounded ones to ensure that the reader sees that the student has rounded the values correctly

Criterion B: The student used a deductive method and set out logical proofs where appropriate

Comment: The student does not state any hypothesis or express any doubts regarding the methodology throughout the essay. No comparison is made to the existing literature regarding this particular topic. However, an evaluation and limitations are shown. The student could include the predictions throughout the investigation, especially in this section as it is about predicting. The student should state some hypotheses and later on, test them

Criterion C:

Criterion B: The graphs, tables, and diagrams are labeled (titled and numbered) at the bottom

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Criterion B: The student used a deductive method and set out logical proofs where appropriate

Comment: The student does not state any hypothesis or express any doubts regarding the methodology throughout the essay. No comparison is made to the existing literature regarding this particular topic. However, an evaluation and limitations are shown. The student could include the predictions throughout the investigation, especially in this section as it is about predicting. The student should state some hypotheses and later on, test them

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Criterion D:

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Criterion E:

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