Read the official IB World Arts and Cultures Internal Assessment criteria with markbands, guiding questions, and notes. Use the selectors to switch subject, level, or component; the optional AI grading prompt stays at the bottom for self-review.
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Group
Subject
Level
Official criteria
World Arts and Cultures · All · Personal investigation
3 criteriaTotal 24 marks
Criterion A: Observation and initial questions
6 marks
0
The work does not reach a standard described by the descriptors below.
1–2
Observations on the aspect of artistic and cultural heritage are superficial.
The question lacks focus. The intention of the investigation is not conveyed.
3–4
Observations on the aspect of artistic and cultural heritage are detailed, but lack organization.
The question is focused, but does not address cultural identity. There is an attempt to convey the intention of the investigation.
5–6
Observations on the aspect of artistic and cultural heritage are detailed, comprehensive, and well-organized.
The question is focused and addresses cultural identity. The intention of the investigation is clearly conveyed.
Criterion B: Research and analysis
8 marks
0
The work does not reach a standard described by the descriptors below.
1–2
The selection of case studies is very limited and largely inappropriate to the investigation question.
The commentary is descriptive rather than analytic and does not properly address the connection between the aspect of artistic and cultural heritage and the context in which it was created.
Methods and skills appropriate to a specific world arts and cultures research question are used inconsistently, and this use is mostly ineffective.
3–4
The selection of case studies has limited relevance and is partially appropriate to the research question.
Knowledge of the aspect of artistic and cultural heritage is mostly descriptive with sources not effectively being used.
The analysis is generally focused on the connection between the aspect of artistic and cultural heritage and the context in which it was created. The analysis partially addresses the investigation question.
Methods and skills appropriate to a specific world arts and cultures research question are used inconsistently, but this use is mostly effective.
5–6
The selection of case studies is mostly relevant and appropriate to the investigation question.
Knowledge of the aspect of artistic and cultural heritage is clear; there is an understanding of the sources used but their application is only partially effective.
Analysis is focused on the relationship between the aspect of artistic and cultural heritage and the context in which it was created. The analysis relates to the research question.
Methods and skills appropriate to a specific world arts and cultures research question are used consistently, and this use is mostly effective.
7–8
The selection of case studies is clearly relevant and appropriate to the investigation question. The use of the case studies is focussed.
Knowledge of the aspect of artistic and cultural heritage is clear, detailed and coherent and resources are used effectively and with understanding
Analysis is closely focused on the relationship between the aspect of artistic and cultural heritage and the context in which it was created. The analysis specifically addresses the investigation question.
Methods and skills appropriate to a specific world arts and cultures research question are used consistently, and this use is effective.
Criterion C: Synthesis and evaluation
10 marks
0
The work does not reach a standard described by the descriptors below.
1–2
The report is inconclusive and does not refer to cultural identity. Any arguments are superficial or based on unsubstantiated assertions.
Intercultural comparisons are briefly stated. The report contains very little examination of different interpretations of the aspect of artistic and cultural heritage.
The usefulness, validity and bias of resources have not been assessed.
3–4
Arguments are present, but are not well developed and not supported by evidence.
Some conclusions are drawn, but without reference to cultural identity.
Some intercultural comparisons are described.
The report includes limited examination of different interpretations of the aspect of artistic and cultural heritage, but does not evaluate these interpretations.
Some attempt has been made to assess the usefulness, validity and bias of resources.
5-6
Arguments are present and some attempt has been made to support these with evidence.
Conclusions are drawn, but with limited reference to cultural identity.
Intercultural comparisons are described, with some explanation
The report includes examination of different interpretations of the aspect of artistic and cultural heritage, and some attempt has been made to evaluate these interpretations.
The usefulness, validity and bias of resources have been assessed.
7-8
Arguments are well reasoned and supported by evidence.
Clear conclusions are drawn, with effective reference made to cultural identity.
Intercultural comparison has been made and fully explained.
The report includes examination of different interpretations of the aspect of artistic and cultural heritage, and these interpretations have been evaluated.
The usefulness, validity and bias of resources have been effectively assessed.
9-10
Arguments are well reasoned, articulate, and very well supported by evidence.
Clear conclusions are drawn, with explicit, coherent references made to the creation and perpetuation of cultural identity.
Intercultural comparison has been made, clearly explained and well integrated into the report.
The report includes examination of different interpretations of the aspect of artistic and cultural heritage, and these interpretations have been thoroughly and effectively evaluated.
Informed, articulate assessment has been made on the usefulness, validity and bias of resources.
Optional: AI grading prompt
For self-review only
A copyable prompt that embeds the criteria above and asks an AI to grade the work criterion by criterion. Use it as a draft sanity check — not a substitute for teacher or examiner feedback.
Common questions
Where do the criteria come from?
The criteria are stored locally in a structured database that mirrors the official IB descriptors. The page only displays them — descriptor wording is preserved as written, with no paraphrasing.
Why pick subject, level, and component?
The criteria differ by assessment type, subject, level, and component. The selectors at the top filter the database to the criteria set that applies to your specific submission.
What is the AI grading prompt at the bottom for?
It is an optional helper. The prompt embeds the same criteria you see above and asks an AI to evaluate the work criterion by criterion. Useful for a quick self-review before teacher feedback.
Is my work sent anywhere?
No. The page only loads criteria. If you choose to use the AI prompt, you copy it manually and paste it into the AI tool of your choice — nothing leaves this page.
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