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Martin, we use this guideline to help the students to be more objective or critical when reviewing. Its not mine though, i got it from an online source before but I can't cite it now as i think it was deleted already.

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The criterion itself expands on some of these definitions in the text above the descriptors. For example, it defines a  well-organized exploration as on that "includes an introduction, has a rationale (which includes explaining why this topic was chosen), describes the aim of the exploration and has a conclusion." Does that mean an exploration that doesn't include all of these is disorganized or do we adopt the spirit of the statement? Or does that relate to completeness?
Within that statement above, the rationale is defined.  To me, this is more personal than the introduction, and can help towards the personal engagement Criterion (although not exclusively contribute to it).  The introduction provides the mathematical background and is therefore more factual.
According to the text, a "coherent exploration is logically developed and easy to follow". This does not imply complete, but that the writing flows in a logical manner.

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-aim
-Significance of the topic
-Introduction
-Body (Math processing)
-Conclusion
-Link to other topics and discussing limitations

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-Students should not be penalized for exceeding 12 pages if and only if there are no unnecessary details or descriptions that could have been otherwise easily avoided or if the student has been aimlessly writing without being focused on the main aim  of the exploration.In other words it should be concise and it can exceed 12 pages but still be concise depending on the topic and the approach taken by the student
-An introduction is where you discuss the context of the exploration whereas rationale is where the student needs to give an explanation behind choice of topic
-A coherent exploration is the one logically developed and an organized exploration would be the one with proper introduction, rationale, aim, body , conclusion.So yes, i feel an exploration can be organized yet difficult to follow logically and hence not coherent.
-A complete exploration is one in which all steps are clearly explained without detracting from its conciseness

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Both these words appear at once in the very top band of criterion A. I think the idea here is to evaluate whether the scope of the exploration was sensibly chosen so that everything which "should" be part of it is included. For example I once had a student submit an exploration which consisted of disconnected facts about the number e. Although his ideas were well organised I don't think his exploration could ever have counted as complete with that topic!

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I think coherence is about the "local" meaningfulness of what the student writes i.e. do their individual sentences convey meaning? (An 'incoherent' exploration would be incomprehensible.) Organization is about meaning on a larger scale i.e. are ideas communicated in a meaningful order so that the development can be seen? The criteria imply that you can't have organization without coherence which I think ties in with this.

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I don't think students should be directly penalised for exceeding 12 pages (contrast the EE where the assessment criteria specifically indicate which marks are withheld if the essay is too long). However often the page limit is exceeded because the student repeats themselves or includes needless detail. In that case it's unlikely to qualify as "concise".

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1) Are candidates penalised if they exceed the 12-page recommended limit?

o   It wont be penalised. (I would rather ask students to count words - recommend to provide concise expression)

2) What is the difference between an introduction and a rationale?

o   Introduction: discuss the context of the exploration

o   Rationale: an explanation of why a student chose the topic

3) Can an exploration be well organised and have no coherence?

o   I don't think so. A coherent exploration is logically developed and easy to follow. Well-organised needs to be along with coherence.

4) What defines a complete exploration?

o   All steps are clearly explained without detracting from its conciseness.

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My understanding is that the introduction contains an outline of what you will do and how. Within the introduction you can have the rationale, they don't have to be separate. The rationale is why you are doing this...it does move into the sphere of personal engagement also.

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I use the 12 page limit as a guideline. Students do ask how long should my exploration be. Sometimes graphs and tables make an exploration seem longer. As long as an exploration does not get bogged down in repeat calculations, I would not penalise. You need to be able to address your aim in an efficient manner and how many pages this will take  will vary depending on the problem. However, conciseness is one of the descriptors used in criteria A, so repeat or long winded calculations would be penalised.

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I do not penalize for more than 12 pages. Most of the time that is because of tables, diagrams, pictures and formulas.

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The start of being organized is a title, content, page numbers and using the same font and letter size throughout the paper. The chapters (sections) show the coherence.

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The introduction is often the first chapter. That contains the rationale and the aim. In the rationale the personal engagement plays an important role.

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I tell my student to find a critical friend. That already implicates they can expect critique.

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Urszula - coherent, organized and complete

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Urszula - coherent, organized and complete

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I think every work that student write (not only in IB) should have all these features. It is important to have an aim and stick to it. As long as they remember about this everything will be OK. :)

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Introduction is about the topic in general, whereas rationale is about why this topic is important and was chosen. Still some of my students have problems with separating them.

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At the beginning most of my students think they will never be able to write 12 pages, later they have problem with fitting within that limit. I do not allow them to write longer, let's face it if you cannot close a topic in 12 pages there is something wrong with the topic chosen (it is too broad) or you are not concise (brief but comprehensive).

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Surprisingly, my students are way to harsh when I give them a marking exercise of explorations !

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Quinn I use the peer review system . The only weakness with this I find is that the students are way too generous about each others work and they openly admit this!

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A coherent paper is logically organized and easy to follow/understand. So what I do is I ask my students to do peer review so that they can verify if their paper is coherent in their classmate's perspective.

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Quinn - Are candidates penalised if they exceed the 12-page recommended limit? 

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Quinn - Are candidates penalised if they exceed the 12-page recommended limit? 

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Based on FAQ in OCC: "6–12 pages should be appropriate... However, it is recognized that some explorations will require the use of several diagrams, which may extend them beyond the page limit."
Thus, I think students are not penalised.

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Thx KatrinjI think too that it is fair enough to say that the introduction can include:
The reason for personal engagement, the aim of the exploration, the plan of the exploration,..
And in the conclusion it is important to refer back to the aim.
(HM)

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I think a paper can be organized but not necessarily coherent. The paper can be well laid out with an introduction, body and conclusion but still be hard to follow.

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The introduction talks about what the paper will entail. It tells what the student plans to address in the paper. The rationale addresses the importance of the topic from the student's perspective.

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Diagrams, Calculations, Graphs, Tables placed in the appropriate places? But this aspect could be coherence. Contains aim, rationale and conclusion, also an 'introduction', but I am unsure what the IB consider to be an introduction?

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For a 3: coherent and well-organized but not concise or complete (therefore has a conclusion but maybe does not meet the aim?).
For a 4: coherent, well-organized, aim met (therefore complete?) plus concise

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There must be connections between the sections of the work. It is clear what is being done and why, things do not just 'appear' in the work. Maybe the 'flow' of the work? The guide says 'logically developed'

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'Around' 12 pages and try to avoid repetitive processes. Many of the examples we get from the IB seem to be much longer though.

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In order for the exploration to be complete I need to see an aim (what?), the actual maths (how?) and a conclusion (reflect?! What did you found out?)

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I personally don't think an IA can be organised without the student showing coherence. By organisation I understand that the structure of the IA needs to make sense. Students need to know what they are doing in order for their IA to have those logical steps. Organisation doesn't mean ' having an table of content' or neat titles. The way they work through their 'problem' in a logical way.

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The rationale should be part of your introduction, it clarifies why a student chose this topic. It should show some interest in the topic.

The introduction is broader, should contain a decent plan for the IA, what is the student going to investigate, how, what calculations etc...

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I don't think students would be penalised when their IA exceeds 12 pages. I use it more as a guideline for students who are tempted to 'overcomplicate' things. Having said that ... I wouldn't 'allow' my students to hand in an IA of more than 15 pages...But that's me ofcourse!
Well said Ktrijn (HM)