One of the hardest parts of IB coursework is knowing how to use teacher feedback correctly. Many students either ignore feedback because it feels vague or overcorrect by rewriting large sections of their IA. Both approaches can hurt your final mark. The key is learning how to respond to feedback strategically without breaking IB rules.
The first thing to understand is why teacher feedback feels limited. IB teachers are not allowed to edit, rewrite, or directly improve your IA. Their comments are designed to highlight issues, not fix them. When feedback feels indirect, it is usually pointing to a problem with clarity, focus, or analysis rather than a specific sentence.
A common mistake students make is treating feedback literally instead of diagnostically. For example, a comment like “needs more analysis” does not mean adding more explanation everywhere. It means examiners are struggling to see why your evidence matters. The solution is not rewriting content, but strengthening links between evidence and your research question.
Another important principle is prioritisation. Not all feedback is equally important. Some comments point to minor clarity issues, while others indicate problems that can cap your mark band. Focus first on feedback related to analysis, evaluation, focus, and alignment with the criteria. Fixing surface-level issues without addressing these core concerns rarely improves grades.
Students also worry about rewriting too much. The IB does not prohibit revision, but it expects the work to remain your own. The safest approach is targeted refinement rather than wholesale rewriting. Clarify sentences, tighten explanations, and improve connections between ideas rather than replacing entire sections.
One effective strategy is to ask yourself a single question for each comment: What is the examiner not seeing clearly? Then revise with the goal of visibility. Often, the idea is already present, but it needs to be made more explicit or better linked to the investigation.
It is also important not to chase perfection. Some students repeatedly revise the same section based on feedback, introducing inconsistency or new problems. After addressing the core issue, move on. Consistency across the IA is more valuable than polishing one section excessively.
Finally, remember that feedback is a tool, not a verdict. Confusing or limited feedback does not mean your IA is weak. It means there is an opportunity to improve how your thinking is communicated.
The RevisionDojo Coursework Guide shows students how to interpret common feedback comments and turn them into effective revisions without rewriting their IA. When feedback is used strategically, it becomes one of the most powerful ways to raise IA marks.
