Extended Essay Assessment Criteria
The Extended Essay (EE) is a core component of the International Baccalaureate (IB) Diploma Programme, requiring students to engage in independent research through an in-depth study of a question relating to one of the DP subjects they are studying. The EE is assessed against common criteria, interpreted in ways appropriate to each subject. Understanding these assessment criteria is essential for success in producing a high-quality essay.
Overview of Assessment Criteria
The Extended Essay is assessed externally by IB examiners on a scale of 0 to 34 points based on five distinct criteria. The maximum possible score is 34 points, with the grading converted to a grade from A to E (with A being the highest). Each criterion focuses on a different aspect of the research and writing process, ensuring a comprehensive evaluation of the student's work.
The criteria are evenly weighted, with each carrying 6 marks except for Criterion E (Engagement) which carries 6 marks but is assessed differently. The extended essay is assessed against five criteria:
- Criterion A: Focus and method (6 marks)
- Criterion B: Knowledge and understanding (6 marks)
- Criterion C: Critical thinking (12 marks)
- Criterion D: Presentation (4 marks)
- Criterion E: Engagement (6 marks)
Detailed Breakdown of Criteria
This criterion focuses on the extent to which the work is appropriate to a research essay, including:
- The formulation and development of a clear and appropriate research question
- The selection and application of appropriate methodology/tools to investigate the research question
- The selection and application of appropriate sources
- The management of time and resources
To maximize marks in this criterion, students should develop a focused, clear, and arguable research question that can be addressed effectively within the 4,000-word limit. The methodology should be explicitly explained and consistently applied throughout the investigation. Sources should be relevant, of sufficient quality and quantity, and used appropriately to support the argument.
Students receive marks based on the following descriptors:
- 5-6 marks: The research question is clearly stated, sharp and focused. The methodology is appropriate to the research question, and consistently applied. There is clear evidence of effective selection and application of sources.
- 3-4 marks: The research question is clearly stated but could be more sharply focused. The methodology is mostly appropriate to the research question but with some inconsistencies. There is evidence of selection and application of sources.
- 1-2 marks: The research question is stated but lacks focus or clarity. The methodology is not always appropriate to the research question or inconsistently applied. There is limited evidence of selection and application of sources.
- 0 marks: The research question is not stated or does not address the requirements. The methodology is not appropriate to the research question.
This criterion assesses the student's demonstration of knowledge and understanding:
- Context and subject-specific terminology
- Sources and data relevant to the research question
- Subject-specific concepts and methods relevant to the research question
To excel in this criterion, students should demonstrate a strong command of subject-specific terminology and concepts. The essay should show contextual understanding of the topic within the broader subject area. Students must use sources and data effectively, showing that they understand how these relate to their research question.
Students receive marks based on:
- 5-6 marks: The work demonstrates excellent knowledge and understanding of the topic studied. Context is established and effectively integrated. Subject-specific terminology and concepts are used accurately and appropriately.
- 3-4 marks: The work demonstrates good knowledge and understanding of the topic studied. Context is established but not always effectively integrated. Subject-specific terminology and concepts are used but not always accurately or appropriately.
- 1-2 marks: The work demonstrates limited knowledge and understanding of the topic studied. Context is limited or lacking. Subject-specific terminology and concepts are used inconsistently or incorrectly.
- 0 marks: The work does not demonstrate knowledge or understanding of the topic studied.
This criterion, worth the most marks, evaluates the student's ability to:
- Analyze research evidence
- Construct and present arguments
- Evaluate different perspectives
- Demonstrate personal engagement with the research question
- Show reflection on the research process
Critical thinking is central to a successful Extended Essay. Students should move beyond description to analysis, evaluation, and synthesis. The essay should present a coherent, logical argument that directly addresses the research question. Students must consider multiple perspectives and demonstrate thinking at a higher level than mere description or summary of sources.
Students receive marks based on:
- 10-12 marks: The research is excellent, with a clear, coherent, and convincing development of arguments. The analysis is insightful, thorough, and effectively addresses the research question. Alternative perspectives are effectively evaluated. There is effective reflection on limitations and implications.
- 7-9 marks: The research is good, with a reasonably clear development of arguments. The analysis addresses the research question but with some limitations. Alternative perspectives are considered but not always effectively evaluated. There is some reflection on limitations and implications.
- 4-6 marks: The research is satisfactory, with some attempt to develop arguments. The analysis is descriptive with minimal evaluation. Alternative perspectives are mentioned but not critically considered. Reflection on limitations and implications is superficial or absent.
- 1-3 marks: The research is limited, with little development of arguments. The analysis is mainly descriptive. Alternative perspectives are rarely mentioned. Little or no reflection on limitations and implications.
- 0 marks: The work does not reach a standard described by the descriptors above.
This criterion evaluates the extent to which the presentation follows the standard format expected for academic writing and communication:
- Structure
- Layout
- Use of academic writing style
- Formal requirements (word count, citation, bibliography)
For maximum marks, the essay should be logically structured with clear sections that develop the argument in a coherent sequence. The layout should enhance readability with appropriate paragraphing, headings (if used), and presentation of visual elements (graphs, tables, images, etc.). The writing style should be formal and objective, using appropriate academic language.
Formal requirements include staying within the 4,000-word limit (excluding the bibliography, footnotes/endnotes, and appendices), using consistent citation style, and providing a complete bibliography of all sources used.
Students receive marks based on:
- 4 marks: The presentation is excellent. The structure is coherent and effective. The layout aids the readability. The formal elements are complete and consistently applied.
- 2-3 marks: The presentation is good. The structure is mostly coherent and effective. The layout generally aids readability. The formal elements are mostly complete but may have some inconsistencies.
- 0-1 marks: The presentation has significant weaknesses. The structure lacks coherence. The layout hinders readability. The formal elements are incomplete or inconsistently applied.
This criterion assesses the student's engagement with the research process and the Researcher's Reflection Space (RRS):
- Engagement with the research process as documented in the RRS
- Reflection on the research process as presented in the Reflections on Planning and Progress Form (RPPF)
- Intellectual initiative and personal engagement with the research
To excel in this criterion, students should demonstrate authentic engagement with their research topic over time. This includes showing how their thinking evolved, challenges they encountered, and decisions they made during the research process. The three reflection sessions and the written submissions on the RPPF are crucial for demonstrating this engagement.
Students receive marks based on:
- 5-6 marks: Engagement is excellent. The reflections clearly demonstrate the student's engagement with the research process and show personal and intellectual initiative. There is clear evidence of how the student's thinking and process developed throughout the research journey.
- 3-4 marks: Engagement is good. The reflections demonstrate the student's engagement with the research process and show some personal and intellectual initiative. There is some evidence of how the student's thinking and process developed.
- 1-2 marks: Engagement is limited. The reflections demonstrate limited engagement with the research process and show little personal or intellectual initiative. There is limited evidence of development in the student's thinking.
- 0 marks: The work does not demonstrate engagement with the research process.
Understanding the Grading Scale
The total marks from all criteria (maximum 34) are converted to a grade using the following scale:
| Grade Mark | Grade | Description |
|---|---|---|
| 30-34 | A | Excellent |
| 25-29 | B | Good |
| 17-24 | C | Satisfactory |
| 9-16 | D | Mediocre |
| 0-8 | E | Elementary |
It's important to note that an E grade in either the Extended Essay or Theory of Knowledge (TOK) will result in a failing condition for the Diploma, according to IB regulations.
Tips for Meeting the Assessment Criteria
- Start early: Allow sufficient time for each stage of the research process, ensuring you can meet all criteria thoroughly.
- Choose an appropriate topic: Select a topic that genuinely interests you and is within the scope of the subject. Your passion will shine through Criterion E (Engagement).
- Develop a focused research question: A clear, specific, arguable research question is crucial for meeting Criterion A (Focus and method) and guiding your entire essay.
- Plan your methodology: Clearly outline how you will approach your research before you begin. This will strengthen Criterion A and help ensure effective time management.
- Engage deeply with your sources: Don't just summarize what you read. Analyze, evaluate, and synthesize information to demonstrate the critical thinking required for Criterion C.
- Use subject-specific terminology correctly: This demonstrates knowledge and understanding for Criterion B while giving your essay authority and precision.
- Consider multiple perspectives: Acknowledging and evaluating different viewpoints strengthens your critical thinking (Criterion C) and makes your arguments more persuasive.
- Structure your essay logically: A coherent structure with clear transitions helps meet Criterion D (Presentation) while also showcasing your logical thinking for Criterion C.
- Follow formal academic writing conventions: Proper citation, bibliography, and word count are essential for Criterion D. Choose a citation style and use it consistently.
- Document your research journey: Regularly update your Researcher's Reflection Space and prepare thoroughly for each reflection session to maximize marks for Criterion E.
- Seek feedback at appropriate stages: Your supervisor can provide guidance on meeting the criteria, but remember that the work must be your own.
- Revise extensively: Editing and rewriting is crucial. Review your essay specifically to ensure it meets all criteria before final submission.
Conclusion
Understanding the Extended Essay assessment criteria is fundamental to success in this important element of the IB Diploma Programme. Each criterion addresses different aspects of research and writing, and together they provide a comprehensive framework for evaluating academic work. By familiarizing yourself with these criteria early in the research process and addressing them systematically as you develop your essay, you can significantly enhance the quality of your work and maximize your potential score.
The Extended Essay process is an opportunity to develop valuable research and writing skills that will serve you well in university and beyond. While meeting the assessment criteria is essential for achieving a good grade, the process of independent research, critical thinking, and personal reflection offers rewards far beyond the marks themselves.
English A Language And Literature HL Essay Assessment Criteria and Reference File Download...
