“the TOK presentation has still not been achieved in some schools. One verifier writes: ―Too many of the presentations were descriptive, with a great deal of reading and video clips that were too long. We still have quite a long way to go in getting the point across of the presentation as a means to link the “real world” with the “TOK world” … Sadly few are the presentations which convince and give a sense of progress regarding an issue… Unfortunately, most of the presentations I verified did not show much critical thinking about knowledge. Some candidates who did take the trouble to formulate a knowledge issue then ignored it for the remainder of the presentation. Another verifier laments: ―The biggest problem continues to be that the presentations take the form of descriptive subject reports on a topic with little relevance to, and therefore little understanding of, knowledge issues.”
“In short, the articulation of real life situation and knowledge issue that lies at the heart of the presentation task is often still not being achieved. … Verifiers are deeply concerned about viewing so many presentations in which students clearly invest much time and effort, but do so to little effect as the outcomes are almost entirely descriptive and lacking in analysis. This is a problem of relevance; specifically, presentations are not focused on knowledge issues. If students can structure their presentations around knowledge issues … this relevance problem should be avoided.
We cannot stress strongly enough;
the TOK presentation is NOT a descriptive research project; NOT a social studies “report” or “monograph” on some subject of general interest. Without a focus on knowledge issues, presentations cannot deserve major credit on the assessment criteria (criteria A and B are almost certain to score zero for research projects, and a very low mark for D is very likely). They can be very good presentations, but are very poor TOK presentations. “