2019‐2020 Student Extended Essay Guide... · Marking the Extended Essay 26 Extended Assessment...
Transcript of 2019‐2020 Student Extended Essay Guide... · Marking the Extended Essay 26 Extended Assessment...
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Table of Contents
IB Learner Profile 3
What is the Extended Essay? 4
Key features of the EE 4
Aims 4
The IB mission statement and the IB learner profile 5
Why do the Extended Essay? 6
Who is involved in the extended essay process? 6
The student 6
The supervisor 7
The Extended Essay workshops 8
Moodle and the Extended Essay 8
The importance of student reflection 8
Beginning your Extended Essay 9
Deciding on an extended essay topic. 9
Submitting a research proposal 10
The research question 12
Developing a Research Question 13
Sample research questions 14
How to focus your question 14
Finalising a topic and research question 15
Researching the extended essay 15
Planning the investigation 15
Identifying how and where material will be gathered 15
Preliminary Research Record Book 16
Using appropriate academic referencing 17
Writing the extended essay 19
Assessment 20
Assessment objectives 20
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Overview of the Criteria 21
Unpacking the Criteria 21
Drafting guidelines 25
Marking the Extended Essay 26
Extended Assessment Guidelines 26
Conditions for meeting Extended Essay Deadlines 26
Extended Essay Assessment Policy 2019 28
EE Timeline – Key dates
29
Appendix A: Criteria 34
Criterion A: Focus and method 34
Criterion B: Knowledge and understanding 35
Criterion C: Critical thinking 36
Criterion D: Presentation 39
Criterion E: Engagement 39
Appendix B: Assessment Grade Descriptors for the Extended Essay 40
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What is the Extended Essay?
The extended essay is a unique opportunity for students to explore an academic area in which they have
a personal interest. It is an in‐depth study of a focused topic and is intended to promote high‐level research
and writing skills, intellectual discovery and creativity. It provides students with an opportunity to engage
in personal research in a topic of their own choice, under the guidance of a supervisor (a teacher in the
school). This leads to a major piece of formally presented, structured writing, in which ideas and findings
are communicated in a reasoned and coherent manner, appropriate to the subject chosen. Students
develop important transferable skills such as research, critical thinking, and self‐management, which are
communicated through this academic piece of writing. Emphasis is placed on engagement and reflection
on the research process, highlighting the journey the student has made on an intellectual and personal
level and how it has changed them as a learner and affected the final essay. The extended essay process
helps prepare students for success at university and in other pathways beyond the Diploma Programme.
Key features of the EE
• The extended essay is compulsory for all students taking the Diploma Programme and is an option
for course students.
• A student must achieve a D grade or higher to be awarded the Diploma.
• The extended essay is externally assessed and, in combination with the grade for theory of
knowledge, contributes up to three points to the total score for the IB Diploma.
• The extended essay process helps prepare students for success at university and in other pathways
beyond the Diploma Programme.
• Students must choose a subject for the extended essay from one of the subjects that they are
studying, unless they choose a World Studies essay, which focuses on two subjects they are
studying.
• The extended essay is a piece of independent research on a topic chosen by the student in
consultation with a supervisor in the school.
• It is presented as a formal piece of sustained academic writing containing no more than 4,000
words accompanied by a reflection form of no more than 500 words.
• It is the result of approximately 40 hours of work by the student.
• Students are supported by a supervision process recommended to be 3–5 hours, which includes
three mandatory reflection sessions.
• The third and final mandatory reflection session is the viva voce, which is a concluding interview
with the supervising teacher.
Aims
The aims of the extended essay are to provide students with the opportunity to:
• engage in independent research with intellectual initiative and rigour
• develop research, thinking, self‐management and communication skills
• reflect on what has been learned throughout the research and writing process.
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The IB mission statement and the IB learner profile
The Diploma Programme aims to develop in students the knowledge, skills and attitudes they will need
to fulfill the aims of the IB, as expressed in the organization’s mission statement and the learner profile.
Teaching and learning in the Diploma Programme represent the reality in daily practice of the
organization’s educational philosophy.
The table below shows some of the links between the extended essay and the learner profile attributes.
Attribute Connection to extended essay
Inquirers Through research, students demonstrate both the acquisition of skills
necessary to conduct inquiry and their interest in learning.
Knowledgeable Students acquire in‐depth knowledge of their topic through exploration of
current literature and/or research.
Thinkers Students make reasoned analysis of their research topic and apply critical
thinking skills in a creative way.
Communicators Students effectively express ideas and information in an academic way.
Principled Students exercise academic honesty in all aspects of their work, showing
respect for the ideas and work of others, and caring for the welfare of
subjects studied and for the environment. Open‐minded As researchers, students will seek out and express an appropriately wide
range of points of view.
Caring By clearly demonstrating the relevance of their topic, students exhibit
their personal commitment to making a difference in the lives of others.
Risk‐takers Students explore new areas or novel situations and courageously defend
their positions.
Balanced Students’ understanding of the importance of intellectual development is
reinforced by the research process.
Reflective Students draw conclusions on their topic demonstrating thoughtful
consideration and they have the opportunity to assess their strengths and
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Why do the Extended Essay?
The extended essay allows students the opportunity to develop sophisticated research and writing skills
and exhibit knowledge, understanding and enthusiasm about a topic of their choice. The nature of the
extended essay allows students to take intellectual risks and develop their creative abilities in a supportive
educational environment under the guidance of a supervisor (a Mountain Creek State High School IB
teacher).
It is recommended that students select a topic that relates to one of their six chosen subjects ‐ the
exception to this is a World Studies extended essay, which investigates an issue of contemporary global
significance from the perspective of two subjects from different subject groups.
Who is involved in the extended essay process?
The student
The extended essay is considered to be a student‐driven process allowing them to become an expert in
their chosen field. Therefore, it is the student’s responsibility to plan and implement the process.
As the extended essay is an important component of the Diploma Programme, and a substantial piece of
work, students need to ensure that they understand the expectations of the task and manage their time
and workload effectively. The following suggestions are given as guidance to help with the process.
Quick glance: the role of the student
Do: Do not:
choose a subject and then topic that
interests you and allows you to develop
and demonstrate your understanding,
creativity and/or originality develop a
Researcher’s Reflection Space that will
facilitate planning and preparation for
reflection sessions make the most of
your supervisor’s availability to guide you
in the process prepare for reflection
sessions appropriately
meet all internal deadlines maintain a
reference list as you work familiarize
yourself with relevant policies.
choose a topic or research question that
you have seen in exemplars overlook
the importance of planning and how
this can contribute to success in your
extended essay
try to construct a list of references at
the end of the process—be aware of the
implications of poor/inadequate
referencing.
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The supervisor
The supervisor–student working relationship is probably the most important one in the extended essay
process. The supervisor must be a suitably qualified member of staff at the school in which the student is
registered.
The supervisor plays an important role in helping students to plan and undertake their research for the
extended essay. The relationship should be an active two‐way process with the supervisor primarily
there to support and guide the student, during the supervision and reflection sessions, at the planning
stage, and when the student is carrying out and writing up their research. This is done through the
supervision process, including the three mandatory reflection sessions and the completion of the
Reflections on planning and progress form.
Supervisors offer students advice regarding:
• selection of a topic
• access to appropriate resources (such as people, a library, a laboratory)
• techniques of information‐/evidence‐/data‐gathering and analysis
• structuring an essay
• documenting sources
Over the course of the extended essay the supervisor will spend between 3‐5 hours working with the
student, and it is likely that the majority of this will occur in the early stages of the essay. Supervisors may
not exceed the 5 hours. Similarly, students spending fewer than 3 hours with their supervisor are required
to justify this limited time and clearly show authorship of their own work. The time students spend with
supervisors in split into two groups, check‐in sessions and formal reflection sessions.
Check‐in sessions
Students are encouraged to meet with their supervisor in between (and in addition to) the formal
reflection sessions. Supervision time should meet the needs of the individual student; therefore,
the frequency and duration of these meetings will depend on the needs of the student and the
supervisor’s requirements. Supervision time may consist of an occasional 10‐minute check‐in to
discuss a timeline or clarification of a comment made by the supervisor. It may also include a more
lengthy discussion about particular issues, for example, regarding access to resources. These
supervision sessions do not form part of the formal reflection process and do not, therefore, need
to be reported on the Reflections on planning and progress form. However, they nevertheless form
an important part of the supervision process.
Formal Reflection Sessions
These are the mandatory sessions that must be recorded on the Reflections on planning and
progress form. It is recommended that these sessions last 20–30 minutes. During these sessions
students should share excerpts from their Researcher’s reflection space with their supervisor.
These sessions should focus on progress made so far and set clear objectives for moving forward
in the research process. Students should be prepared for these sessions and the meetings should
be a dialogue guided by questions posed by the supervisor.
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The Extended Essay workshops
The Extended Essay workshops are embedded into the process to facilitate the understanding and skills
required of students to successfully complete the extended essay. The times of these workshops are
highlighted in the timeline supplied with this document.
Topics addressed in these workshops will include:
• using the Extended Essay Course on Moodle to manage the extended essay process
• the nature and requirements of the extended essay and how it fits into the overall context of the
Diploma Programme
• planning the extended essay process including the creation of a planning document and timeline
for your individual essay.
• common issues, such as identifying how and where students will gather material
• developing research skills
To be confirmed ‐ The Extended Essay Excursion
In term 4 of year 11 students will be given the opportunity to go on an excursion to the university to
register for library access and conduct preliminary research on your chosen topic. This excursion will
provide students with information, skills and understanding necessary to undertake the extended essay.
Moodle and the Extended Essay
Moodle is the online resource that you will use to manage the extended essay process. This is where you
will maintain the Research Reflection Space as individual journal assignments that have been given clear
due dates, upload artefacts and relevant documents and share information with your supervisor, Extended
Essay co‐ordinator and the IB DP coordinator. It will also act as a tool to manage deadlines and submit
documents.
The importance of student reflection
Student reflection in the extended essay is a critical evaluation of the decision‐making process. It
demonstrates the evolution and discovery of conceptual understandings as they relate to the research
question and sources. Reflection demonstrates the rationale for decisions made and the skills and
understandings developed, as well as the authenticity and intellectual initiative of the student voice.
To facilitate this process you are to maintain a Researcher’s Reflection Space (RRS) throughout the
extended essay. This will consist of a virtual environment on Moodle which will allow you to record your
reflections and share them with your supervisor and the Extended Essay Coordinator. You will find some
examples of how to write the journal reflections that are now a mandatory component of the extended
essay within the Journal Entries folder.
In addition to maintaining the Researcher’s Reflection Space you must undertake three formal reflection
sessions with your supervisor. Your reflection must be completed prior to each meeting with your
supervisor. Guiding questions and discussion topics are suggested within each journal assignment on the
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Extended Essay Moodle Course. This document records reflections on your planning and progress, and
the nature of your developments between discussions with your supervisor.
Your sessions should address the following:
• The first formal reflection session should focus on your initial ideas and how you plan to undertake
your research;
• The interim reflection session is once a significant amount of your research has been completed
and a final draft has been submitted.
• The final session will be in the form of a viva voce once you have completed and handed in your
EE.
Additionally, the Reflections on Planning and Progress Form acts as a record in supporting the
authenticity of your work. The three reflections combined must amount to no more than 500 words and
must be submitted together with the completed EE for assessment under Criterion E.
Beginning your Extended Essay
A sophisticated extended essay involves a careful process of planning, preparation and execution. There
are a number of steps that need to be taken to ensure a student produces an essay that reflects their true
understanding of their chosen topic. It is important that a student liaises with their supervisor, particularly
when deciding on a topic and a focus question to ensure that they are addressing the requirements of the
extended essay.
Deciding on an extended essay topic.
When deciding on the focus of their extended essay, students should take the following steps:
Step 1: Choose a subject.
Students should consider:
• What subjects am I studying at HL?
• What subjects do I most enjoy studying?
• What subjects do I want to study at University?
Step 2: Find EE documents
Once a subject has been chosen it is important that students familiarise themselves with the following
materials:
• the EE assessment criteria, (pages: 18‐ 22 & 28‐ 35)
• the relevant subject‐specific chapter of the IB Extended Essay Guide, (Moodle)
• the IB’s ethical guidelines and other associated policies where relevant, such as those relating to
animal experiments.
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Step 3: Choose a topic
Once students have chosen the subject, they can choose a topic within that subject by asking:
• What topics have I enjoyed learning about?
• What topics do I find interesting or prompt my enthusiasm?
• What interests do I have?
Step 4: Background reading
Once a student has chosen a topic they should undertake background reading to help determine the focus
of the inquiry and to identify any possible issues that may arise during the research process.
Questions that should be asked during this step include:
• What has already been written about this topic?
• Was it easy to find sources of information?
• Is there a range of different sources available?
• Is there a range of views or perspectives on the topic?
• What interesting questions have started to emerge from this reading?
Submitting a research proposal
As part of the EE process for Mountain Creek State High School, students are required to submit a research
proposal. This proposal is designed to facilitate the brainstorming and inquiring minds of students and the
selection and allocation of students to an appropriate EE subject.
The EE Proposal will consist of:
• 2 possible topic areas that may inform the creation of an interesting research question from 2
different subjects that the student studies.
• A rationale for choosing each particular topic for investigation. Why is it worthy of investigation
and is there information available to address your topic.
• Details of any special arrangements that need to be made (e.g. access to labs).
• Research conducted so far (i.e. discuss record of research)
• A short explanation for how the student has the skills and dedication to completing a question in
each subject.
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Points to consider when choosing a subject and topic:
Studies in
Language and
Literature
• Students can write on a book they are studying in class but must go beyond that
book and show evidence of wider reading.
• Students can compare a book written in their Group 1 language and one written
in another language.
• Students can choose one of three categories:
• Category 1 – Studies of a literary work(s) originally written in the language in
which the essay is presented
• Category 2 – Studies of a literary work(s) originally written in the language of the
essay compared with a literary work(s) originally written in another language
• Category 3 – Studies in language based on one or more texts originally produced
in the language in which the essay is presented
(see page 114 of the EE guide for more information)
Language
Acquisition
• The EE must be written in the target language.
• Students can choose one of three categories:
• Category 1 – Language
• Category 2 – Culture and Society
• Category 3 – Literature
(see page 127 of the EE guide for more information)
Individuals and
Societies
• Avoid “What if..?” questions as these do not fit well within the Assessment
Criteria
• An analysis of reliability and/or representativeness of sources will be crucial
• For Psychology EEs: There is not an opportunity for primary data collection such
as doing your own experiments, surveys, observations and case studies, as this
opportunity is given in the Internal Assessment. The focus of the EE is on
analysis.
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Sciences
Students need to decide if they want to do an experimental or library‐based EE
Experimental EEs:
• An experimental EE can be easier than a library‐based EE to get data and then
analyse it.
• If a student decides to measure something over time, it must be completed well
ahead of the due date to allow time to write the extended essay.
• Students must ensure that they have access to a laboratory and appropriate
supervision and assistance prior to commencing the EE.
• Avoid experiments for which the outcome is already well documented.
Library‐based EEs:
• A questionnaire, survey or a library‐based topic in Group 4 may be easier to
research but students need to manage a large amount of material and be
discerning in their selection of information.
Mathematics
• Unless a student is taking Maths HL, it is best to avoid doing a Group 5 EE.
• The word limit is smaller (2,500 words) but requires a significant amount of maths
in the text.
The Arts
• Avoid purely biographical or historical research questions.
• Theatre EEs: Must abide by the Theatre guide restrictions on the type of content
that can be studied… no sexually explicit content.
World Studies
• The topic must clearly address one of the global themes identified in the
Extended Essay guide
• The topic must allow students to utilise research that draws on theories, findings
and methods from two or more IB Diploma Programme subjects and integrate
them to produce coherent and insightful analysis
**Ensure that you check the full IB Extended Essay Guide for your relevant subject specific guidance.
This information covers what is and isn’t allowed to be investigated as part of your EE and what key
skills and processes you will need to use.
The research question
All students, regardless of the subject chosen, must frame their research question as a question. A
hypothesis or statement of intent is not acceptable. The reason for this is that a question helps students
to retain focus throughout the essay. Students should aim to incorporate an IB command term into their
question.
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A research question is a clear and focused question centred on a research topic. Research questions
usually emerge when questions are asked about a particular issue that a student is interested in or curious
about.
A research question helps to focus the research, providing a path through which students will undertake
the research and writing process. A clear and well‐focused research question, which has a specific aim, will
allow a student to work towards developing a reasoned argument within the scope of the task, rather than
the kind of “all about” essay that an unfocused research question can lead to.
Sometimes students may need to revise their research question; therefore, a research question should
always be considered provisional until they have enough research data to make a reasoned argument.
Developing a Research Question
Students should continue the work they carried out when deciding on a topic and take the following steps
to develop a research question:
Step 5: Consider the questions that emerged during the preliminary reading phase.
Begin by asking open‐ended questions about the topic. These will usually be framed by the terms how,
why or to what extent.
Step 6: Evaluate the question.
Is the question:
• Clear: Will the reader understand the nature of my research? Will it direct the research being
undertaken?
• Focused: Will the research question be specific enough to allow for exploration within the scope of
the task (that is, the number of words and time available)?
• Arguable: Does the research question allow for analysis, evaluation and the development of a
reasoned argument?
Step 7: Consider the outcomes of the research
Once a provisional research question/s has been decided upon students should start thinking about the
direction their research might take. This could be in terms of:
• suggesting possible outcomes of the research
• outlining the kind of argument they might make and how the research might support this
• considering options if the research available is not sufficient to support a sustained argument.
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Sample research questions
The following table gives guidance on the difference between unclear and unfocused research questions
and those that are appropriately clear and focused, lending themselves to in‐depth research.
Unclear, unfocused and unarguable
research questions
Clear, focused, narrow research questions lending
themselves to in‐depth research
What was the impact of Ho Chi Minh’s
allegiance to Lenin?
To what extent was nationalism the guiding factor in
Ho Chi Minh’s adoption of Leninism in 1920?
What is the history of Chinese theatre? How does the legacy of Mei Lan Fang contribute to
modern Jingju?
How important is chlorophyll to plant life? What is the effect of different concentrations of
kinetin on leaves aging and the biosynthesis of
chlorophyll?
How can the US government’s spending
policy be reformed?
To what extent did the rising COE prices affect the
demand for new and used cars by the consumer
population and hence affect the revenue generated by
the Singaporean economy for the period 2012–16?
How to focus your question
To create a workable question you need to create a sharp focus. This can be done by identifying limiting
factors within your topic to narrow the scope of the question. Limiting factors are words or terms that can
involve too larger scope to answer within the limit of 4000 words. These are identifiable because they are
generally quantifiable terms or terms that have a number of subtypes/sections.
Subject: Psychology
Original idea: The usefulness of music therapy
Limiting Factor: Usefulness
Question: Useful how or to who?
Answer: As a palliative for dementia sufferers
Refined Question: Can music therapy be used successfully as a palliative therapy for sufferers of
dementia?
Limiting factor: Dementia
Question: Which specific type of dementia would you like to explore
Answer: Dementia of the Alzheimer’s Type –(DAT)
Question: Is there a more appropriate command term that will help direct the structure
of the response?
Answer: To what extent: used to come to a conclusion regarding the success of the
treatment.
Refined Question: To what extent can music therapy be deemed a successful palliative for the
symptoms of Dementia of the Alzheimer’s Type (DAT)?
*For more examples of a variety of subjects see the Documents section of the EE Moodle Course.
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Finalising a topic and research question
A topic and research question should not be finalised without the student consulting their supervisor. As
preparation for their initial meeting with their supervisor, it is recommended that the student prepare
notes which allow them to discuss the following points:
• The general topic (e.g. Cognitive psychology)
• The specific topic (e.g. memory)
• A detailed explanation of why the student is interested in that topic which might include a
MindMap of ideas, an annotated article or preliminary bibliography.
• The appropriateness and relevance of the topic in relation to the subject
• The importance of the topic
• Possible questions or issues that have emerged from the initial reading
• Potential ethical issues that need to be considered
• Possible methods or approaches which might be used for research in this area and justification for
this research
• Two‐three possible research questions appropriate to the topic
• The beginning of an outline of how he / she would attempt an answer to the research question/s.
This information will form the basis of the first reflection session. You need to be able to defend/justify
your choice of research question, based on its viability as understood by the criteria above and in the
subject specific advice of your chosen subject that your EE sits within.
Researching the extended essay
Once the research question has been determined, students can begin the formal research process. There
are a number of things that need to be considered.
Planning the investigation
It is important that students are aware of deadlines put in place by the school and their supervisor and
plan their extended essay timelines accordingly. Students should consider any additional events that may
impact on their research and writing and also allow time to revise the investigation should it be required.
Identifying how and where material will be gathered
Students are expected to demonstrate a thorough understanding of their chosen topic. This involves
looking at the topic from a range of perspectives, utilising relevant primary and secondary material and
understanding how the origins of this material and the purpose for which it is produced can influence the
information that it contains.
Access to off‐campus resources, such as university facilities, or other potential needs, such as requests for
special supervision, are to be identified and addressed at the beginning of the research process. Students
must be prepared to revise their topic if they are unable to resolve these issues.
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While students do not receive a specific grade for their record of research, it will be evident in the final
essay if a student has made poor use of the research process. Therefore, it is suggested that students write
a series of focus questions that assist them in responding to their research question.
These can assist in:
• defining key terms and parameters (eg. temporal and spatial)
• identifying possible source material that allows the student to address the issue from a range of
perspectives
• investigating backgrounds, changes and continuities, motives and causes
• investigating effects, interests and arguments
• reflecting on the research process and responding to issues that emerge during the investigation
Focus questions can also evolve into headings and sub‐headings to assist in structuring ideas during the
writing of the essay.
Students are required to maintain a record of research (preferably digitally to make use of cloud‐based
systems such as OneNote or OneDrive and reduce risk of document loss or corruption) to assist them in
compiling material and to help avoid issues regarding authorship. The following can be used as a guide:
Preliminary Research Record Book
The following is a proforma to use in the beginning phase of your research when you are investigating
what topic you would be interested in and how you might formulate a research question based off of this.
It is important to use the record book as you go and not to try and complete it at the end as it is you best
method of keeping track of all of the information that you see that could be useful and being able to refer
back to it and its source easily. This is especially useful when referencing. You can add as many pages as
you need. It is essential to record this as you go, as you will not be able to remember which site/document
said what once you have accumulated a large body of evidence. It will also make referencing your work as
you write much quicker.
Bibliographic details… www.
Notes/ Information of interest Explain how this source
ties to your topic area.
How might it allow you to
narrow down from a
topic to a Research
Question?
What further
questions has the
source prompted?
Additionally, the record of research is relied upon to verify the authenticity of a student’s work and must
be made available to supervisors and coordinator when and if needed.
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Using appropriate academic referencing
Proper citation is a key element in academic scholarship and intellectual exchange and should be utilised
from the very beginning of the research process. It is important that citations are consistent and correct
throughout the extended essay process.
Citation is used to:
• show respect for the work of others
• allow the reader to clearly distinguish between the author’s words/work and the words/work of
others i.e.
o Quotations—the exact words as used by others (direct quotations)—are indicated either
by quotation marks or by displaying (indenting) the quotation.
o Paraphrase and summary of others’ work (indirect quotes) should similarly be
distinguishable from the author’s words and ideas.
• give the reader the opportunity to check the validity of the use of other people’s work
• show and receive proper credit for the research process
• demonstrate the use of reliable sources and the ability to critically assess them to support an idea
or argument
• establish the credibility and authority of the author’s knowledge and ideas
• demonstrate the ability to draw conclusions
Mountain Creek State High School requires that students use either the Harvard or APA 6th systems of
referencing, however, should a student’s choice of subject require an alternative, they can implement one
in consultation with their supervisor and the coordinator.
As a rule, the IB requires URLs (uniform resource locators) or DOIs (digital object identifiers) be included,
even if the published style guide makes them optional. The IB also requires that ALL digital sources have a
“date accessed” at the end of the reference, no matter the referencing style.
Students are encouraged to familiarise themselves with the Effective Citing and Referencing brochure
provided by the IB. This should be used in conjunction with the appropriate style guide.
When producing a bibliography, students are only required to include the sources used in the essay.
Further resources regarding how to reference are available under the Research Skills, Tips and Advice.
See over page for a summary table of what information needs to be included for particular types of
sources.
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Writing the extended essay
The extended essay is modelled on an academic paper and should therefore consist of a well‐structured
argument written in a clear, correct and formal academic style, appropriate to the subject from which
the topic is drawn. Given that the extended essay is a formally written research paper, it should strive to
maintain a professional, academic look. To help achieve this, the following formatting is required:
• the use of 12‐point, Arial font
• double spacing
• page numbering
• no candidate or school name on the title page or page headers.
Submitting the extended essay in the required format will help set the tone of the essay and will aid
readability for on‐screen assessment by examiners.
The required elements of the final work to be submitted are listed below. More details about each element
are given in the “Formal presentation of the extended essay” section of the Extended Essay Guide and will
be addressed in class. Please note that the order in which they are presented here is not necessarily the
order in which they should be written.
• Title page
• Contents page
• Introduction
• Body (research, analysis, discussion and evaluation)
• Conclusion
• References and bibliography
In addition to this, students are required to submit a Reflections on planning and progress form based on
their reflections recorded over the course of the Extended Essay as well as the Viva Voce.
Audio‐visual or specimen materials should not be included. Presentation and overall neatness are
important, and it is essential that illustrative material, if included, is well set out and used effectively.
Graphs, diagrams, tables and maps are effective only if they are clearly labelled and can be interpreted
with ease. Any labelling should contain the minimum information to ensure the examiner understands
the significance of the map, chart, diagram or illustration. It must not include commentary, as this will be
considered as part of the essay discussion and thus included in the word count. All such material that is
incorporated into the extended essay must be directly related to the text and acknowledged where
appropriate. The use of photographs and other images is acceptable only if they are captioned and/or
annotated and are used to illustrate a specific point made in the extended essay.
The main task is writing the body of the essay, which should be presented in the form of a reasoned
argument. The form of this varies with the subject of the essay but, as the argument develops, it should
be clear to the reader what relevant evidence has been discovered, where/how it has been discovered
and how it supports the argument. In most subjects, sub‐headings within the main body of the essay will
help the reader to understand the argument (and will also help the student to keep on track) – these sub‐
headings may evolve out of the focus questions that were used to guide the research process.
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Once the main body of the essay is complete, it is possible to finalise the introduction (which tells the
reader what to expect) and the conclusion (which states what has been achieved, including notes of any
limitations and any questions that have not been resolved). Some students draft the introduction first. If
students do this, they must be prepared to revise it once the essay is complete.
Any information that is important to the argument should not be included in appendices or
footnotes/endnotes. The examiner is not bound to read notes or appendices, so an essay that is not
complete in itself will lose marks.
Finally, the essay should not exceed 4000 words.
Included in the word count Not included in the word count
The introduction The contents page
The main body Maps, charts, diagrams, annotated illustrations
The conclusion Tables
Quotations Equations, formulas and calculations
Footnotes and/or endnotes that are
not references Citations/references (whether parenthetical, numbered,
footnotes or endnotes)
The bibliography
The Reflections on planning and progress form
Assessment
Assessment objectives
In working on the extended essay, students are expected to achieve the following assessment objectives.
Assessment objectives
Knowledge and
understanding
To demonstrate knowledge and understanding of the topic chosen
and the research question posed. To demonstrate knowledge and understanding of subject specific
terminology and/or concepts. To demonstrate knowledge and understanding of relevant and/or
appropriate research sources and/or methods used to gather
information.
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Application and
analysis
To select and apply research that is relevant and appropriate to the
research question.
To analyse the research effectively and focus on the research
question.
Synthesis and
evaluation
To be able to discuss the research in terms of a clear and coherent
reasoned argument in relation to the research question.
To be able to critically evaluate the arguments presented in the
essay.
To be able to reflect on and evaluate the research process.
A variety of
(research) skills
To be able to present information in an appropriate academic
format.
To understand and demonstrate academic integrity.
Overview of the Criteria
Criterion A: focus
and method
Criterion B:
knowledge and
understanding
Criterion C:
critical thinking
Criterion D:
presentation
Criterion E:
engagement
• Topic
• Research question
• Methodology
• Context
• Subject‐specific
terminology and
concepts
• Research
• Analysis
• Discussion
and
evaluation
• Structure
• Layout
• Process
• Research
focus
Marks Marks Marks Marks Marks
6 6 12 4 6
Unpacking the Criteria
This information is to be used in conjunction with the Extended Essay Criteria (Appendix A) and the
Extended Essay Grade Descriptors (Appendix B).
Each criterion is organized at three levels of information. Firstly, the markband, which relates to the
mark range available; secondly, the strand, which relates to what is being assessed; and, thirdly, the
indicators, which are the demonstration of the strands within a markband. For example:
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Markband
1–2
(Strand) The topic is communicated unclearly and incompletely.
(Indicators of the strand)
• Identification and explanation of the topic is limited; the purpose and focus of the research is unclear, or does not lend itself to a systematic investigation in the subject for which it is registered.
(Strand) The research question is stated but not clearly expressed or too broad.
(Indicators of the strand)
• The research question is too broad in scope to be treated effectively within the word limit and requirements of the task, or does not lend itself to a systematic investigation in the subject for which it is registered.
• The intent of the research question is understood but has not been clearly expressed and/or the discussion of the essay is not focused on the research question.
(Strand) Methodology of the research is limited.
(Indicators of the strand)
• The source(s) and/or method(s) to be used are limited in range given the topic and research question.
• There is limited evidence that their selection was informed.
Criterion Unpacking the criterion
A: Focus and
method
This criterion focuses on the topic, the research question and the methodology. It assesses the explanation of the focus of the research (this includes the topic and the research question), how the research will be undertaken, and how the focus is maintained throughout the essay.
1. The topic chosen is identified and explained to readers in terms of contextualizing and justifying its worthiness.
o How well does the research paper identify and communicate the
chosen topic?
2. The purpose and focus of the research to be addressed is within the scope of a 4,000‐word extended essay, is outlined in the introduction and specified as a research question.
o Is the research question appropriate given the scope of the task?
For example, is the topic sufficiently focused to be adequately
addressed within the requirements of the task?
o Is the research question clearly stated, focused and based
on/situated against background knowledge and understanding of
the chosen subject/topic area?
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o Is the focus of the research question maintained throughout the
essay?
3. The research is planned and appropriate methods of data collection (methodology) are chosen and identified in order to address the research question.
o Is there evidence of effective and informed source/method selection with regard to the choice of appropriate sources and/or method(s) used to gather information, including narrowing of scope the range of sources/methods, in order to address the research question within the constraints of the word limit?
4. Sources/methods are considered relevant/appropriate or sufficient in so far as the academic standards for the discipline are concerned. For example, for an economics essay, it would not be sufficient to only use textbooks but rather include reports and data.
There is no consideration of the research question as such.
B: Knowledge and
understanding
This criterion assesses the extent to which the research relates to the subject area/discipline used to explore the research question, or in the case of the world studies extended essay, the issue addressed and the two disciplinary perspectives applied, and additionally the way in which this knowledge and understanding is demonstrated through the use of appropriate terminology and concepts.
1. The research question being investigated is put into the context of the subject/discipline/issue.
o Demonstration of the appropriate and relevant selection and
application of the sources is identified.
2. Knowledge and understanding of the topic chosen and the research question posed is demonstrated with appropriate subject specific terminology.
o The use of subject‐specific terminology and/or concepts is an
indicator of knowledge and understanding of the
discipline(s)/issue discussed.
3. Sources/methods are assessed here in terms of their appropriateness to
the research question.
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C: Critical thinking This criterion assesses the extent to which critical thinking skills have been used to analyse and evaluate the research undertaken.
1. The selection and application of the research presented is relevant and appropriate to the research question.
2. The appropriateness of sources/methods in terms of how they have been used in the development of the argument presented.
3. The analysis of the research is effective and focused on the research question.
4. The discussion of the research develops a clear and coherent reasoned argument in relation to the research question.
5. There is a critical evaluation of the arguments presented in the essay. 6. Unlikely or unexpected outcomes can also demonstrate critical thinking.
D: Presentation This criterion assesses the extent to which the presentation follows the standard format expected for academic writing and the extent to which this aids effective communication.
1. Structure: the structure of the essay is compatible with the expected conventions of a research paper in the subject for which the essay has been submitted. (Examiners, supervisors and students are advised to check the guidance given in the Extended Essay Guide for the relevant subject.)
2. Layout: title page, table of contents, page numbers, section headings (where appropriate), effective inclusion of illustrative materials (tables, graphs, illustrations, appropriately labelled) and quotations, bibliography and referencing.
o The referencing system should be correctly and consistently applied
and should contain the minimum information as detailed in the
Extended Essay Guide.*
o The extended essay has not exceeded the maximum word
limit.**
* If referencing does not meet this minimum standard work should be considered as a case of possible academic misconduct.
** If the essay exceeds 4,000 words, examiners should not read or assess beyond
the maximum 4,000‐word limit. Students who exceed the word limit will
compromise the assessment of their extended essay across all criteria. For
example, in criterion B, any knowledge and understanding demonstrated beyond
the 4,000‐word limit will be treated as if it were not present; in criterion C, any
analysis, discussion or evaluation made beyond the 4,000‐word limit will be
treated as if the point had not been made. Given the holistic nature of the
assessment criteria, students who write in excess of the word limit will self‐
penalize across all criteria.
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E: Engagement This criterion assesses the student’s engagement with their research focus and
the research process. It will be applied by the examiner at the end of the
assessment of the essay, after considering the student’s Reflections on planning
and progress form.
1. Engagement with the process: the student has engaged in discussions with their supervisor in the planning and progress of their research; the student is able to reflect on and refine the research process, and react to insights gained through the exploration of their research question; the student is able to evaluate decisions made throughout the research process and suggest improvements for their own working practices.
2. Engagement with their research focus: an insight into the student’s
thinking, intellectual initiative and creative approach through reflections
on the thought and research process; the extent to which the student
voice is present rather than that of the supervisor and academics; is the
student’s engagement reflected?
Drafting guidelines
Commenting on one completed draft of the essay is a very important stage and the last point at which the
supervisor sees the essay before it is finally submitted. It is recommended that the student submits the
essay prior to meeting with the supervisor in order to allow them to add their comments. This should be
followed by a one to one discussion between the supervisor and the student in which they go through the
comments together as these are often a starting point for a dialogue about the essay. The advice should
be in terms of the way the work could be improved, but this first draft must not be heavily annotated or
edited by the supervisor. The next version handed to the supervisor after the first draft must be the final
one.
What supervisors can do
Comments can be added that indicate that the essay could be improved. These comments should be open‐
ended and not involve editing the text, for example:
• Issue: the research question is expressed differently in three places (the title page, the introduction
and the conclusion).
Comment: is your research question consistent through the essay, including on the title page?
• Issue: the essay rambles and the argument is not clear.
Comment: your essay lacks clarity here. How might you make it clearer?
• Issue: the student has made a mistake in their calculations.
Comment: check this page carefully.
• Issue: the student has left out a section of the essay.
Comment: you are missing something here. What is it? Check the essay against the requirements.
• Issue: the essay places something in the appendix that should be in the body of the essay.
Comment: are you sure this belongs here?
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• Issue: the conclusion is weak.
Comment: what is it that you are trying to say here? Have you included all your relevant findings?
Have you looked at unanswered questions?
• Issue: the essay has an incomplete citation.
Comment: you need to check this page for accuracy of referencing.
What supervisors cannot do:
• Correct spelling and punctuation.
• Correct experimental work or mathematics.
• Re‐write any of the essay.
• Indicate where whole sections of the essay would be better placed.
• Proofread the essay for errors.
• Correct bibliographies or citations.
Marking the Extended Essay
The assessment of the EE is an external process and the grade will be awarded by IB appointed EE
examiners. The supervisor will read the final essay to determine authenticity and will also submit a
predicted grade to the IB based on the student’s ability to meet the assessment criteria, however, it is
important to note that this will not inform the final grade.
Extended Assessment Guidelines
Conditions for meeting Extended Essay Deadlines
It is an expectation of your enrolment at Mountain Creek State High School and within the International
Baccalaureate program that you adhere to the assessment policy as stated in pages 31‐36 of the Senior
Learning Journal.
Key reminders:
You Must:
Present all work as requested by published due dates
Only present your own work
Turn in work on school set due dates. Students absent on the day of submission must provide a medical
certificate for that day to accompany submission of the assignment the next school day. Submission of the
assignment must happen on the due date. It can be delivered to the School Administration by someone
other than the absent student. Contact from a parent to the school needs to occur if this cannot happen.
Hand in the Final in hard copy to the EE Co‐ordinator during CAS session 2 on the due date and also
upload a soft copy through Moodle to the Final Submission Folder. Final submission of the EE to the IBO is
via the IBIS platform and therefore must be submitted as a soft copy. *Be sure your presentation is in line
with the IBO requirements outlined on the website and in the EE Guide.
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Extensions:
Applications must be made at least 2 school days prior to the due date. This form can be obtained from
the IB Co‐ordinator or EE Co‐ordinator and must be signed by the IB Co‐ordinator in consultation with the
supervisor.
An extension can be granted for the following circumstances:
1. Long term sickness (medical certificate required)
2. Family bereavement or difficulties
3. Adverse circumstances
And only if the application is made 2 school days prior to the submission. There is no retrospective granting
of extensions.
Failure to meet progressive deadlines for assessment components (journal entries and outline)
Supervisors will contact parents and may issue consequent detention. The component must be submitted
by the next day unless otherwise negotiated with the EE‐Coordinator or IB Co‐ordinator. Failure to meet
multiple component deadlines will be referred to the EE Co‐ordinator and IB Co‐ordinator for further
follow‐up. Please see full EE Assessment Policy below.
Failure to submit Without an extension:
Draft non‐submission
Students’ drafts that are submitted late will not receive any written feedback. Verbal feedback may be
given at the discretion of the supervisor.
Parents will be contacted at this stage by the supervisor. The supervisor will notify the EE Co‐ordinator and
IB Co‐ordinator of this occurrence.
Final non‐submission
Students who do not submit their final by the published due date will be referred by the supervisor to the
EE Co‐ordinator or IB Co‐ordinator. The EE Co‐ordinator or IB Co‐ordinator will contact the student directly
along with the students’ parents. Further consequences will be assigned. Failure to submit by the next day
will result in further action.
EE Supervisor Task:
Check the submission for initial academic honesty issues - report any concerns to the HOD IB
Provide written feedback to the student on one full draft
Extended Essay Policy Non submission of work and Reflection Sessions
REFLECTION SESSIONS (1, 2, 3)
Failure to
attend a
Reflection
1. Supervisor to email home
2. Record a contact on OneSchool
and contact IB HOD
3. Supervisor to comment on the
Moodle EE submission that
student failed to attend engage in
the session/s. This could lead to
Criterion E being compromised
when being marked by the
examiner
EE DRAFT COPY
EE FINAL COPY
Family/Personal
reasons
Non-submission of
Extended Essay Draft
to Moodle
HAVING
PROBLEMS
?
Non-submission of
Extended Essay to
Moodle
Sickness
1. Supervisor to email home.
2. Record a contact on OneSchool and
contact IB HOD
3. Supervisor to comment on the
Moodle EE submission that student
failed to submit draft
4. Student meeting with HOD IB – 24
hours notice required
5. No feedback provided to the
student for the draft copy
6. The student is ineligible to
represent the school in extra-
curricular activities for 2 weeks
1. HOD IB to record a contact on
OneSchool and contact
HOSS/Principal Senior School
2. IB HOD to phone students’ parents and
organise a formal meeting with IB HOD
and Principal Senior School
3. Recorded behaviour incident – Refusal
to participate in a program of
instruction
4. Supervisor will formally reflect
disengagement in the Extended Essay
process in the Supervisor comment.
5. The student is ineligible to represent
the school in extra-curricular activities
for 4 weeks
Stress/ Anxiety
Extensions
Apply for an ‘Assignment Extension
Request’ form which can be obtained from
the front office
Apply through EE Coordinator.
Obtain HOD IB approval and signature
Lodge 48 hours prior to due date.
Medical Form
Too ill – have a friend submit or
obtain a medical certificate to
support the absence.
Referral
HOSS to complete referral for
student services pending approval
from parent.
Guidance Officer will assess student
and provide necessary support.
Student Task:
It is the student’s responsibility to schedule a meeting with their supervisor for each
formal Reflection Session and submit RPPF components
3 compulsory sessions must be completed
If a student cannot attend a reflection session as they have not completed
necessary work or illness/other, they must provide 24 hours notice and a
reason to support. A mutually agreeable time can then be organised with the
supervisor
EE Supervisor Task:
Confirm with the student the EE Reflection session meeting time
Guide/Mentor the student through the EE process
Sign off on the RPPF form for each session
Students task:
Submit draft copy on the submission date
All submissions of student work must occur through the following process:
Turnitin (Moodle)
Hard copy to your supervisor/HOD IB
Students task:
Submit final copy on the submission date
All submissions of student work must occur through the following process:
eCoursework
Turnitin (Moodle)
Hard copy to HOD
IB
Mountain Creek State High School
International Baccalaureate Assessment Policy 2020
Complete RPPF with a supervisors comment after the Viva Voce
Mark the EE against the criteria
Confirm and validate academic honesty
EE Teacher Task
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EE Timeline – Key dates
Date Task What do I do next?
Yr 11
Term 3
Week 4/5
Introduction to the Extended Essay –
covers the basics of the
EE in class
• Decide on the Group and Subject in which
you would like to focus your EE
Yr 11
Term 3
Week 5
(12/8/19)
Workshop #1
Introduction to the EE and developing
a Research Question, timelines
introduced and deadlines set.
Students introduced to the Formal
Application Process and EE contract.
• Begin to research suitable topic areas that
interest you.
• Have a short/informal discussion with
subject teachers of areas you are
interested in doing as an EE. Is the topic
you are interested in an appropriate
choice.
• Decide on at least two suitable topics
within 2 different subject areas, so you can
complete the EE proposal form.
• Read the section of the EE guide relevant
to your subject, annotating with questions
or comments as required.
Yr 11
Term 3
Week 7
(26/8/19)
Workshop #2
Research Introduction –
Searching with key terms,
familiarisation with databases.
Preliminary Research Document
• Research your 2 chosen topics to gain an
understanding of the depth and breadth of
the topics.
• Record bibliographic details and notes
long the way
• Identify a key relationship within your
topic that you are interested in
investigating/analysing
Yr 11
Term 4
Week 1 WED
(9/10/19)
Student submits formal EE Proposal
for approval – 1st Round to Moodle
• Continue research on possible topics.
• At this time you may be approached by
the EE Co‐ordinator or IB DP Co‐ordinator
about your choice of subjects.
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Yr 11
Term 4
Week 2 MON
(14/10/19)
Student Workshop #3
Intro to:
‐RRS
‐RPPF
• Explain process for next 12
months
• Explain supervisor role
• Make use of RRS and Research document to
aid in the understanding of topic and
development of RQ
Yr 11
Term 4
Week 2 FRI
(18/10/19)
If notified by EE Coordinator, submit
formal EE Proposal for approval – 2nd
Round
• If you have not yet had approval for your
first proposal you may be asked to
formally submit another proposal with
greater depth and detail OR alternate
topics/subjects
Yr 11
Term 4
Week 3
(22/10/19)
Supervisors allocated to students
based on EE Proposals.
• Make contact with your supervisor.
• Take the opportunity to ask any questions
that you may have before the research
trip
POSSIBLE Yr 11
Term 4
Week 4 TUE
(29/10/19)
University Research Excursion
Sign up with the University Library
Participate in library research tutorial
Take the opportunity to research as
much information about your chosen
EE topic as possible.
• Continue researching
• Complete the Preliminary Planning
Document – recording research that may
be useful to developing your
understanding of your topic and
narrowing down/refining your research
question in preparation for your first
formal meeting with your supervisor.
• Develop ability to use databases, access
research journals, etc. See your EE
supervisor as issues arise.
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Yr 11
Term 4
Week 9
IB WEEK
(2/12/19 –
6/12/19)
1. Workshop #4 – Introduction to
the EE structure and criteria
2. Arrange a meeting with your
supervisor to discuss your EE
Proposal.
During the meeting you should
discuss:
• Finalised relationship you
will be investigating and a
proposed research question
with possible focus
questions.
• material to be used in
investigation.
• details of any special
arrangements that need to
be made (e.g. access to
labs).
• Research conducted so far
(i.e. discuss record of
research)
• If necessary, address special
arrangements
• Research further to find further research
that specifically addresses the relationship
your supervisor has approved
NOTE: If insufficient progress has been made
or your research topic needs to be reviewed,
you will need to meet with your EE supervisor
immediately to formulate an action plan.
Yr 11
Term 4
Week 10
(9/12/19)
Submit 1st RPPF Entry to Moodle
Submission tab.
See Resources on Moodle regarding
exemplars and suggestions of what
to include
• Continue researching
• Begin planning you argument and
organising your evidence.
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Yr 12
Term 1
Week 3
(10/2/21)
Workshop #5
Students are introduced to the
Planning Document required for the
continuation of their research
investigation. This document includes
a personalised investigation timeline
and an introduction to a formal EE
essay outline.
Submit outline and timeline to
Moodle no later than 21/2/20
• Read the Assessment Criteria again
carefully
• Write your draft
• Collect further research if necessary
• Meet with you EE supervisor if you are
having issues
Yr 12
Term 2
Week 2 Mon
(27/4/20)
Submit 2000 word draft to Moodle no
later than 4pm Mon 27/4/20
Ensure that any sections not written
have a dot point plan submitted
• Book 2nd official meeting with supervisor
to discuss direction of essay.
• Continue writing draft
• Write 2nd RPPF entry to submit
Yr 12
Term 2
Week 4 FRI
(15/5/20)
Submit 2nd RPPF entry no later than
4pm FRI 15/5/20.
• Continue writing draft with new
supervisor feedback
Yr 12
Term 2
Week 6 Mon
(25/5/20)
Workshop #6
Formatting your EE
• Understanding parts of the EE
• Key features to note
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Yr 12
Term 2
Week 8
No later than
8/6/2020
Hand in the first draft of your whole
EE to your supervisor by 4 p.m. and
electronically to your Moodle
account
• Meet with your EE supervisor to discuss
draft feedback.
• This is an informal meeting and an RPPF
does NOT need to be completed for this
catch‐up.
No later than
24/6/2020
Arrange meeting with supervisor to
be conducted before end of week 10
to discuss EE draft feedback.
• Edit, polish and refine your final version
Yr 12
Term 3
Week 2
(20/7/20)
Workshop #7
The final preparation
• Reviewing key aspects of your EE.
• Planning the final stages.
Yr 12
Term 3
Week 3 Mon
(27/7/20)
Hand in your final version of your
Extended Essay by 4 p.m.
Hard‐copies to the relevant
assessment box in IB Co‐ordinators
office
Electronic copies to turnitin.com by
4pm.
Now the writing is done, congratulate
yourself!
• Start thinking about the viva voce
Yr 12
Term 3
Week 4‐5
Book a time with your supervisor to
conduct your viva voce. See Moodle
RPPF section for points to reflect on
and questions your supervisor may ask.
Write 3rd and final reflection. To be submitted
in full IBO form. Available to download from the
RPPF#3 submission link.
Yr 12
Term 3
Week 6
(21/8/20)
• Write your 3rd and final reflection
and submit no later than
(21/8/20)
Relax. It is all over now!!!
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Appendix A: Criteria
Criterion A: Focus and method
This criterion focuses on the topic, the research question and the methodology. It assesses the
explanation of the focus of the research (this includes the topic and the research question), how the
research will be undertaken, and how the focus is maintained throughout the essay.
Level Descriptor of strands and indicators
0 The work does not reach a standard outlined by the descriptors below.
1–2 The topic is communicated unclearly and incompletely.
• Identification and explanation of the topic is limited; the purpose and focus of theresearch is unclear, or does not lend itself to a systematic investigation in the subjectfor which it is registered.
The research question is stated but not clearly expressed or too broad.
• The research question is too broad in scope to be treated effectively within the wordlimit and requirements of the task, or does not lend itself to a systematic investigationin the subject for which it is registered.
• The intent of the research question is understood but has not been clearly expressedand/or the discussion of the essay is not focused on the research question.
Methodology of the research is limited.
• The source(s) and/or method(s) to be used are limited in range given the topic andresearch question.
• There is limited evidence that their selection was informed.
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3–4 The topic is communicated.
• Identification and explanation of the research topic is communicated; the purpose and focus of the research is adequately clear, but only partially appropriate.
The research question is clearly stated but only partially focused.
• The research question is clear but the discussion in the essay is only partially focused and connected to the research question.
Methodology of the research is mostly complete.
• Source(s) and/or method(s) to be used are generally relevant and appropriate given the topic and research question.
• There is some evidence that their selection(s) was informed.
If the topic or research question is deemed inappropriate for the subject in which the essay is
registered no more than four marks can be awarded for this criterion.
5–6 The topic is communicated accurately and effectively.
• Identification and explanation of the research topic is effectively communicated; the purpose and focus of the research is clear and appropriate.
The research question is clearly stated and focused.
• The research question is clear and addresses an issue of research that is appropriately connected to the discussion in the essay.
Methodology of the research is complete.
• An appropriate range of relevant source(s) and/or method(s) have been applied in relation to the topic and research question.
• There is evidence of effective and informed selection of sources and/or methods.
Criterion B: Knowledge and understanding
This criterion assesses the extent to which the research relates to the subject area/discipline used to
explore the research question, or in the case of the world studies extended essay, the issue addressed
and the two disciplinary perspectives applied, and additionally the way in which this knowledge and
understanding is demonstrated through the use of appropriate terminology and concepts.
Level Descriptor of strands and indicators
0 The work does not reach a standard outlined by the descriptors below.
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1–2 Knowledge and understanding is limited.
• The selection of source material has limited relevance and is only partially appropriateto the research question.
• Knowledge of the topic/discipline(s)/issue is anecdotal, unstructured and mostlydescriptive with sources not effectively being used.
Use of terminology and concepts is unclear and limited.
• Subject‐specific terminology and/or concepts are either missing or inaccurate,
demonstrating limited knowledge and understanding.
3–4 Knowledge and understanding is good.
• The selection of source material is mostly relevant and appropriate to the researchquestion.
• Knowledge of the topic/discipline(s)/issue is clear; there is an understanding of thesources used but their application is only partially effective.
Use of terminology and concepts is adequate.
The use of subject‐specific terminology and concepts is mostly accurate, demonstrating an appropriate level of knowledge and understanding.
If the topic or research question is deemed inappropriate for the subject in which the essay
is registered no more than four marks can be awarded for this criterion.
5–6 Knowledge and understanding is excellent.
• The selection of source materials is clearly relevant and appropriate to the researchquestion.
• Knowledge of the topic/discipline(s)/issue is clear and coherent and sources are usedeffectively and with understanding.
Use of terminology and concepts is good.
• The use of subject‐specific terminology and concepts is accurate and consistent,
demonstrating effective knowledge and understanding.
Criterion C: Critical thinking
This criterion assesses the extent to which critical‐thinking skills have been used to analyse and evaluate
the research undertaken.
Level Descriptor of strands and indicators
0 The work does not reach a standard outlined by the descriptors below.
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1–3 The research is limited.
• The research presented is limited and its application is not clearly relevant to the RQ.
Analysis is limited.
• There is limited analysis.
• Where there are conclusions to individual points of analysis these are limited and notconsistent with the evidence.
Discussion/evaluation is limited.
• An argument is outlined but this is limited, incomplete, descriptive or narrative innature.
• The construction of an argument is unclear and/or incoherent in structure hinderingunderstanding.
• Where there is a final conclusion, it is limited and not consistent with thearguments/evidence presented.
• There is an attempt to evaluate the research, but this is superficial.
If the topic or research question is deemed inappropriate for the subject in which the essay
is registered no more than three marks can be awarded for this criterion.
4–6 The research is adequate.
• Some research presented is appropriate and its application is partially relevant to theResearch question.
Analysis is adequate.
• There is analysis but this is only partially relevant to the research question; the
inclusion of irrelevant research detracts from the quality of the argument.• Any conclusions to individual points of analysis are only partially supported by the
evidence.
Discussion/evaluation is adequate.
• An argument explains the research but the reasoning contains inconsistencies.• The argument may lack clarity and coherence but this does not significantly hinder
understanding.• Where there is a final or summative conclusion, this is only partially consistent with
the arguments/evidence presented.• The research has been evaluated but not critically.
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7–9 The research is good.
• The majority of the research is appropriate and its application is clearly relevant to the research question.
Analysis is good.
• The research is analysed in a way that is clearly relevant to the research question; the inclusion of less relevant research rarely detracts from the quality of the overall analysis.
• Conclusions to individual points of analysis are supported by the evidence but there are some minor inconsistencies.
Discussion/evaluation is good.
• An effective reasoned argument is developed from the research, with a conclusion supported by the evidence presented.
• This reasoned argument is clearly structured and coherent and supported by a final or summative conclusion; minor inconsistencies may hinder the strength of the overall argument.
• The research has been evaluated, and this is partially critical.
10–
12
The research is excellent.
• The research is appropriate to the research question and its application is consistently relevant.
Analysis is excellent.
• The research is analysed effectively and clearly focused on the research question; the
inclusion of less relevant research does not significantly detract from the quality of
the overall analysis.
• Conclusions to individual points of analysis are effectively supported by the evidence.
Discussion/evaluation is excellent.
• An effective and focused reasoned argument is developed from the research with a conclusion reflective of the evidence presented.
• This reasoned argument is well structured and coherent; any minor inconsistencies do not hinder the strength of the overall argument or the final or summative conclusion.
• The research has been critically evaluated.
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Criterion D: Presentation
This criterion assesses the extent to which the presentation follows the standard format expected for
academic writing and the extent to which this aids effective communication.
Level Descriptor of strands and indicators
0 The work does not reach a standard outlined by the descriptors below.
1–2 Presentation is acceptable.
• The structure of the essay is generally appropriate in terms of the expected conventions for the topic, argument and subject in which the essay is registered.
• Some layout considerations may be missing or applied incorrectly.
• Weaknesses in the structure and/or layout do not significantly impact the reading,
understanding or evaluation of the extended essay.
3–4 Presentation is good.
• The structure of the essay clearly is appropriate in terms of the expected conventions for the topic, the argument and subject in which the essay is registered.
• Layout considerations are present and applied correctly.
• The structure and layout support the reading, understanding and evaluation of the
extended essay.
Criterion E: Engagement
This criterion assesses the student’s engagement with their research focus and the research process. It
will be applied by the examiner at the end of the assessment of the essay, and is based solely on the
candidate’s reflections as detailed on the RPPF, with the supervisory comments and extended essay itself
as context.
Level Descriptor of strands and indicators
0 The work does not reach a standard outlined by the descriptors or a RPPF has not been
submitted.
1–2 Engagement is limited.
• Reflections on decision‐making and planning are mostly descriptive.
• These reflections communicate a limited degree of personal engagement with the
research focus and/or research process.
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3–4 Engagement is good.
• Reflections on decision‐making and planning are analytical and include reference toconceptual understanding and skill development.
• These reflections communicate a moderate degree of personal engagement with the
research focus and process of research, demonstrating some intellectual initiative.
5–6 Engagement is excellent.
• Reflections on decision‐making and planning are evaluative and include reference tothe student’s capacity to consider actions and ideas in response to challengesexperienced in the research process.
• These reflections communicate a high degree of intellectual and personal engagement
with the research focus and process of research, demonstrating authenticity,
intellectual initiative and/or creative approach in the student voice.
Appendix B: Assessment Grade Descriptors for the Extended Essay
The extended essay is externally assessed, and as such, supervisors are not expected to mark the essays
or arrive at a number to translate into a grade. Predicted grades for all subjects should be based on the
qualitative grade descriptors for the subject in question. These descriptors are what will be used by
senior examiners to set the boundaries for the extended essay in May 2018, and so schools are advised
to use them in the same way.
Grade A
Demonstrates effective research skills resulting in a well‐focused and appropriate research question
that can be explored within the scope of the chosen topic; effective engagement with relevant
research areas, methods and sources; excellent knowledge and understanding of the topic in the wider
context of the relevant discipline; the effective application of source material and correct use of
subject‐specific terminology and/or concepts further supporting this; consistent and relevant
conclusions that are proficiently analysed; sustained reasoned argumentation supported effectively by
evidence; critically evaluated research; excellent presentation of the essay, whereby coherence and
consistency further supports the reading of the essay; and present and correctly applied structural and
layout elements.
Engagement with the process is conceptual and personal, key decision‐making during the research
process is documented, and personal reflections are evidenced, including those that are forward‐
thinking.
Grade B
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Demonstrates appropriate research skills resulting in a research question that can be explored within
the scope of the chosen topic; reasonably effective engagement with relevant research areas, methods
and sources; good knowledge and understanding of the topic in the wider context of the relevant
discipline; a reasonably effective application of source material and use of subject‐specific terminology
and/or concepts; consistent conclusions that are accurately analysed; reasoned argumentation often
supported by evidence; research that at times evidences critical evaluation; and a clear presentation of
all structural and layout elements, which further supports the reading of the essay.
Engagement with the process is generally evidenced by the reflections and key decision‐making
during the research process is documented.
Grade C
Demonstrates evidence of research undertaken, which has led to a research question that is not
necessarily expressed in a way that can be explored within the scope of the chosen topic; partially
effective engagement with mostly appropriate research areas, methods and sources—however, there
are some discrepancies in those processes, although these do not interfere with the planning and
approach; some knowledge and understanding of the topic in the wider context of the discipline,
which is mostly relevant; the attempted application of source material and appropriate terminology
and/or concepts; an attempted synthesis of research results with partially relevant analysis;
conclusions partly supported by the evidence; discussion that is descriptive rather than analytical;
attempted evaluation; satisfactory presentation of the essay, with weaknesses that do not hinder the
reading of the essay; and some structural and layout elements that are missing or are incorrectly
applied.
Engagement with the process is evidenced but shows mostly factual information, with personal
reflection mostly limited to procedural issues.
Grade D
Demonstrates a lack of research, resulting in unsatisfactory focus and a research question that is not
answerable within the scope of the chosen topic; at times engagement with appropriate research,
methods and sources, but discrepancies in those processes that occasionally interfere with the
planning and approach; some relevant knowledge and understanding of the topic in the wider context
of the discipline, which are at times irrelevant; the attempted application of source material, but with
inaccuracies in the use of, or underuse of, terminology and/or concepts; irrelevant analysis and
inconsistent conclusions as a result of a descriptive discussion; a lack of evaluation; presentation of the
essay that at times is illogical and hinders the reading; and structural and layout elements that are
missing.
Engagement with the process is evidenced but is superficial, with personal reflections that are solely
narrative and concerned with procedural elements.
Grade E (failing condition)
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Demonstrates an unclear nature of the essay; a generally unsystematic approach and resulting
unfocused research question; limited engagement with limited research and sources; generally limited
and only partially accurate knowledge and understanding of the topic in the wider context of the
relevant discipline; ineffective connections in the application of source material and inaccuracies in the
terminology and/or concepts used; a summarizing of results of research with inconsistent analysis; an
attempted outline of an argument, but one that is generally descriptive in nature; and a layout that
generally lacks or incorrectly applies several layout and structural elements.
Engagement with the process is limited, with limited factual or decision‐making information and no
personal reflection on the process.