EXTENDED ESSAY ASSESSMENT​ (to be used with​ subject-specific interpretations)

A FOCUS & METHOD​ This criterion focuses on: ​the topic, the research question and the methodology; the explanation of the
focus of the research (including the topic and the research question); how the research will be undertaken; how the focus is
maintained throughout the essay
(*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.)

0​ ​The work does not reach a standard outlined by the descriptors

1-2​ ​The topic is communicated unclearly and incompletely:​ ​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.
​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 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.
​Methodology of the research is limited:​ ​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.
3-4​ ​The topic is communicated:​ ​Identification and explanation of the research topic is communicated; the purpose and focus of the
/6
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.
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.

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 EE, the issue addressed and the two
disciplinary perspectives applied; the way in which this knowledge and understanding is demonstrated through the use of
appropriate terminology and concepts.
(*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.)

0​ ​The work does not reach a standard outlined by the descriptors

1-2​ ​Knowledge and understanding is limited​:​The selection of source material has limited relevance and is only partially appropriate
to the research question; Knowledge of the topic/discipline(s)/issue is anecdotal, unstructured and mostly descriptive 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 research
question;Knowledge of the topic/discipline(s)/issue is clear; there is an understanding of the sources used but their application is /6
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.
5-6​ ​Knowledge and understanding is excellent: ​The selection of source materials is clearly relevant and appropriate to the research
question; Knowledge of the topic/discipline(s)/issue is clear and coherent and sources are used effectively 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.

NOTES:
C CRITICAL THINKING ​This criterion assesses the extent to which critical-thinking skills have been used to analyse and
evaluate the research undertaken. ​(*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.)
0​ ​ he work does not reach a standard outlined by the descriptors
T
1-3 The research is limited: ​The research presented is limited and its application is not clearly relevant to the RQ.
​Analysis is limited:​ ​limited analysis;Where there are conclusions to individual points of analysis these are limited and not
consistent with the evidence.
​Discussion/evaluation is limited: ​An argument is outlined but this is limited, incomplete, descriptive or narrative in nature; The
argument is unclear and/or incoherent in structure hindering understanding; conclusion, it is limited and not consistent with the
arguments/evidence presented; Attempt to evaluate the research, but this is superficial.
4-6​ ​The research is adequate: ​Some research presented is appropriate and its application is partially relevant to the research 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.
7-9 The research is good​: ​The majority of the research is appropriate and its application is clearly relevant to the research question.
/12
​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.

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

0​ T​ he work does not reach a standard outlined by the descriptors

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 EE /4
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 EE

E ENGAGEMENT ​T​his 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 RPPF.
*3 reflections, no more than 500 words total, to be put on the IB RPPF form

0​ ​The work does not reach a standard outlined by the descriptors

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.
3-4 Engagement is good: ​Reflections on decision-making and planning are analytical and include reference to conceptual 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. /6
5-6 Engagement is excellent: ​Reflections on decision-making and planning are evaluative and include reference to the student’s capacity
\
to consider actions and ideas in response to setbacks experienced 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.

*Grade bands represent an estimation based on past years’ results.

E Elementary 0-5
D Mediocre 6-13
TOTAL: __________/34 C Satisfactory 14-20
B Good 21-26
A Excellent 27-34