TOK Exhibition Game
Only game available that supports TOK assessment
The Exhibition Game: TOK in the World, developed by TOK experts, Sue Bastian and Robin Press, in cooperation with the IB to help your students prepare for their Internal Assessment (IA) task.
"The size and feel and look of the colourful images all add to the way the game allows for imaginative responses and thoughtful connections. The ideas to include one blank object card, and two with sample object specifications were brilliant!
I can't wait to use this edition of the game in my next TOK workshop. And I know teachers always want their own copy once they have tried it in our sessions."
Marylinne Sinclair, TOK Workshop leader
Is it for me?
The Exhibition Game: TOK in the World is designed to help prepare students for their TOK Internal Assessment (IA) task. It is a rehearsal for the real thing – a learning by doing – to help students understand what they need to do to present their IA Exhibition.
The Game is a simulation of the Exhibition with a scoresheet adapted from the Exhibition Assessment Instrument. The focus is on how TOK manifests in the real world.
Available in English, French and Spanish.
In more detail
The Exhibition Game: TOK in the World
Help students prepare for their TOK Exhibition with this engaging and interactive game. The Game box contains: 52 Object cards including 2 Sample Context cards and 1 blank, 35 Prompt cards, Scoresheet card, Teacher Guide.
Game overview
The aim of the Exhibition Game is simple: students work in small teams and create an Exhibition by picking three Objects from a gallery of Object cards that relate to an IB Prompt, aka a Knowledge Question.
The Objects should ‘exhibit’ how TOK manifests in the World by highlighting the knowledge issues in each of the three Objects.
The challenge and complexity come from the requirement to effectively link each Object with the Prompt and to justify its inclusion in the Exhibition.
Each team presents their Exhibition to the other teams, who score them with reference to the Scoresheet.
Available in English, French and Spanish.
Pricing and ISBNs
| Title | ISBN | Price |
| Pearson IB Theory of Knowledge Exhibition Game - English |
9781292459783 | £110.50 |
| Pearson IB Theory of Knowledge Exhibition Game - Spanish | 9781292743509 | £110.50 |
| Pearson IB Theory of Knowledge Exhibition Game - French | 9781292475592 | £110.50 |
How to place an order
Place an order or request a call from one of our local Pearson consultants.
FAQs
Frequently asked questions
Discover how to effectively prepare your learners for the IB TOK Internal Assessment (IA) and learn how the Pearson TOK Exhibition Game can provide valuable support. Get all your questions answered here!
General
The three most important differences are:
The IA task is an individual task, but in the Exhibition Game, students work together in teams.
The Objects chosen for the IA should be Objects with authentic real-world contexts that exist in a time and place (physical or digital). The “real-world context” in the Exhibition Game is hypothetical.
The IA is assessed according to the TOK Exhibition Assessment Instrument, using global impression marking, out of 10 points. The Exhibition Game is scored according to a Scorecard which identifies three aspects worth 10 points each, with a possible total score of 30 points.
By playing The Exhibition Game, and scoring according to the Scorecard (by peers or by themselves), students can check if they think their links between the Prompt and their Objects are coherent. Using the Scorecard will get students more used to thinking in those terms, making it easier for them to read the rubric (which they might find scarier than a Scorecard).
Do you recommend beginning from the Prompt? Both in the Exhibition Game and in the IA?
The IA Guide and the TSM is very clear that there isn’t a right answer to this question. Sometimes you get a student that already has an Object in mind. They can start from the Object and look at the Prompts. In my personal experience, students start from the Prompt, but it is fine either way. The Game Instructions start from the Prompt, but there is flexibility.
What age group can these kinds of TOK questions be asked?
The earlier the better; it is never too early.
Objects
Not in the experience of The Exhibition Game’s creators.
How do I ensure students are making links with real-world contexts for their Objects?
The more practice the better. For example, telling stories in the classroom about things that have happened that have made you think about TOK, or students bringing in e.g., news stories. Students are then constantly making connections between TOK and the real world. Then the Exhibition Game is just that in physical form.
We want students to be constantly asking questions about things in their world, then the more ready they will be to take on the IA task.
Yes, in the Exhibition Game. It is not a requirement of the final IA. Sometimes using a personal connection makes the link more authentic, but authentic links can be made without a personal connection.
Are there any Objects that you wouldn’t recommend?
There are three kinds of Objects to be aware of:
Keys: this would be fine for the Prompt ‘Are some types of knowledge more useful than others?’ (for example) if I talk about getting my driver’s license and suddenly these are my keys as this gives them a real-life context, they exist in the world. But, keys wouldn’t be valid as symbolising keys to knowledge. Metaphors should be avoided.
Photograph of an astronaut on the moon: if a student were to choose this, they would have to make it clear that the Object they are talking about is e.g., the backpack the astronaut is wearing, or the person themselves, or the image (which is quite controversial – were men really walking on the moon?). They need to be clear.
iPhone: a phone itself will not fulfil the criteria, but an online course a student is taking on their phone would be acceptable as an Object.
How would Pi work as an object as it doesn't exist in a particular place and time?
Saying that, for example, this is a picture of Pi that was in my 5th Grade Maths textbook, which was my introduction to the concept, would give it a real-world context.
Fewer steps is better. In the IA itself, there is a word limit, so everything written needs to be relevant. But in the Exhibition Game, there is more flexibility.
Game mechanics
Is there an emphasis on using TOK Concepts through the Exhibition Game?
The TOK concepts are incorporated into the 35 Prompts (the same as the Prompts students will choose from for their IA). The concepts are not included in the Scorecard, but you can encourage students to consider them when you introduce the Exhibition Game.
Many Objects included in the Exhibition Game seem generic to me. Is that true?
Any object that you photograph and put on a card can seem generic. We tried to get a good mix of Objects that were culturally specific and significant, and Objects that were connected to the TOK Optional Themes.
A lot of students chose the Bible, but that doesn’t mean that they can't write excellent commentaries about it.
Not in the experience of the Exhibition Game creators.
Has a student ever chosen as their Object a card from the Exhibition Game?
No, but we love that idea!
Teachers should use their professional judgement.
3-4 students is a good group size. One box of the Exhibition Game can accommodate about 5 groups of this size.
How many cards are there in total?
There are 52 Object cards (including 2 Sample Context cards and 1 blank card), 35 Prompt cards and a Scoresheet card.
Assessment
If you have more than one TOK teacher at your school, I would recommend departmental moderation. You could partner up with another school to moderate each other. There tends to be samples from the IB that you can look at, do some blind-marking, and then look at the examiner commentary and marks for comparison with your own.
Marking twice and blind-marking are a good idea, also marking – leaving it a couple of days – and coming back to it. The more you mark, the better you get at doing it. The most important thing is to keep returning to the criteria/rubric.