Doing past papers is 30% of the value. Marking them properly is the other 70%. The 5-St
How to Self-Mark IB Past Papers Like an Examiner
Doing past papers is 30% of the value. Marking them properly is the other 70%.
IB Strategy
Doing past papers is 30% of the value. Marking them properly is the other 70%. The 5-St
Doing past papers is 30% of the value. Marking them properly is the other 70%.
Choose one focused bank, make an attempt, then return to the step that helped you move.
Mark blind first — estimate your marks before checking
Apply mark scheme strictly — if it doesn't match, you didn't earn it
Categorize every lost mark — content gap, wrong command term, incomplete, careless, or time pressure
Write perfect answers — use the mark scheme to write what a full-mark response looks like
Track patterns — after 3+ papers, identify your consistent weak spots
Award marks [1]: specific fact required
Accept/Reject notes: what alternative answers work
Error carried forward: you can earn marks in part (b) even if part (a) is wrong
Command terms: state ≠ describe ≠ explain ≠ evaluate
Before answering any question, ask: "What would the mark scheme look for here?" Structure your answer to hit those exact points. This adds 5-10 marks to your total.
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Self-marking can identify clear omissions, method errors, command-term problems, and timing issues, but it does not reproduce trained examiner judgement. Where the markscheme allows alternatives or a response requires qualitative judgement, record uncertainty and ask a teacher to review a small sample.
Not necessarily. A markscheme records how marks are awarded and may include acceptable alternatives, notes, or criteria. It should not be copied into a memorized response or treated as the only possible wording for every valid answer.
Record the question reference, marks lost, error type, evidence from the markscheme or criteria, the specific repair action, and a reattempt date. Useful error types include knowledge, method, command term, evidence, interpretation, communication, timing, and avoidable execution errors.
Keep the original attempt visible and make marking notes in a different colour or layer. Otherwise the final page can hide what the student actually produced under the original conditions, making later diagnosis unreliable.
Ask for help when a mark depends on interpretation, an alternative answer is not covered clearly, a rubric is being applied inconsistently, or the same error persists after correction. A focused sample with a specific question is more useful than asking a teacher to remark every practice response.
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