Every IB subject publishes mark schemes, grade descriptors and subject reports, but reading them is not the same as knowing how they are used. Teacher-examiners have applied those documents to hundreds of scripts. They can explain why a particular response earns a mark in one criterion but not another, and how the holistic judgement of an examiner works across the whole paper. This practical translation turns dense assessment language into actionable steps for the student.
In sessions, tutors break down each criterion strand and match it to the student's own work. They highlight where evidence is missing, where analysis is descriptive rather than evaluative, and where terminology is imprecise. By referencing the language of the mark scheme directly, students learn to self-assess more accurately. Over time, they internalise the examiner's lens and begin to anticipate what a marker will look for before they even submit a draft.
The process also covers the grade descriptors that define the boundaries between levels. Understanding the qualitative difference between a level 5 and a level 6 response helps students set realistic targets and recognise the specific improvements needed to move up. Tutors use past examination reports to show patterns: which topics are frequently examined, which skills are consistently underdeveloped, and how the marking standard has evolved. That context shapes a focused revision strategy.