Candidate’s Name:
Extended Essay Rubric
0
1
Mentor:
2
3
4
This criterion assesses the extent to which the purpose of the essay is specified. In many subjects, the aim of the essay will normally be expressed as a question and, therefore,
this criterion is called the “research question”. However, certain disciplines may permit or encourage different ways of formulating the research task.
Criterion A
Research Question
Criterion B
Introduction
Criterion C
Investigation
Criterion D
Knowledge and
Understanding of the
Topic Studied
The research question is not
The research question is
The research question is clearly
stated in the introduction or does stated in the introduction but
stated in the introduction and
not lend itself to a systematic
is not clearly expressed or is
sharply focused, making
investigation in an extended
too broad in scope to be
effective treatment possible
essay in the subject in which it is treated effectively within the
within the word limit.
registered.
word limit
This criterion assesses the extent to which the introduction makes clear how the research question relates to existing knowledge on the topic and explains how the topic chosen
is significant and worthy of investigation.
Little or no attempt is made to
Some attempt is made to set
The context of the research
set the research question into
the research question into
question is clearly demonstrated.
context. There is little or no
context. There is some
The introduction clearly explains
attempt to explain the
attempt to explain the
the significance of the topic and
significance of the topic.
significance of the topic and
why it is worthy of
why it is worthy of
investigation.
investigation.
This criterion assesses the extent to which the investigation is planned and an appropriate range of sources has been consulted, or data has been gathered, that is relevant to
the research question. Where the research question does not lend itself to a systematic investigation in the subject in which the essay is registered, the maximum level that can
be awarded for this criterion is 2.
There is little or no evidence that A range of inappropriate
A limited range of appropriate
A sufficient range of appropriate
An imaginative range of
sources have been consulted or
sources has been consulted, or sources has been consulted, or
sources has been consulted, or
appropriate sources has been
data gathered, and little or no
inappropriate data has been
data has been gathered, and
data has been gathered, and
consulted, or data has been
evidence of planning in the
gathered, and there is little
some relevant material has been
relevant material has been
gathered, and relevant material
investigation.
evidence that the
selected. There is evidence of
selected. The investigation has
has been carefully selected. The
investigation has been
some planning in the
been satisfactorily planned.
investigation has been well
planned.
investigation.
planned.
Where the research question does not lend itself to a systematic investigation in the subject in which the essay is registered, the maximum level that can be awarded for this
criterion is 2. “Academic context”, as used in this guide, can be defined as the current state of the field of study under investigation. However, this is to be understood in
relation to what can reasonably be expected of a pre-university student. For example, to obtain a level 4, it would be sufficient to relate the investigation to the principal lines of
inquiry in the relevant field; detailed, comprehensive knowledge is not required.
The essay demonstrates no real
The essay demonstrates some
The essay demonstrates an
The essay demonstrates a good
The essay demonstrates a very
knowledge or understanding of
knowledge but little
adequate knowledge and some
knowledge and understanding of
good knowledge and
the topic studied.
understanding of the topic
understanding of the topic
the topic studied. Where
understanding of the topic
studied. The essay shows
studied. The essay shows some
appropriate, the essay
studied. Where appropriate, the
little awareness of an
awareness of an academic
successfully outlines an
essay clearly and precisely
academic context for the
context for the investigation.
academic context for the
locates the investigation in an
investigation.
investigation.
academic context.
Criterion E
Reasoned Argument
Criterion F
application of
analytical and
evaluative skills
appropriate to the
subject
Criterion G
Use of Language
Appropriate to the
Subject
Criterion H
Conclusion
Criterion I
Formal Presentation
Criterion J
Abstract
Criterion K
Holistic Judgment
This criterion assesses the extent to which the essay uses the material collected to present ideas in a logical and coherent manner, and develops a reasoned argument in relation
to the research question. Where the research question does not lend itself to a systematic investigation in the subject in which the essay is registered, the maximum level that can
be awarded for this criterion is 2.
There is no attempt to develop a
There is a limited or
There is some attempt to present
Ideas are presented in a logical
Ideas are presented clearly and in
reasoned argument in relation to
superficial attempt to present
ideas in a logical and coherent
and coherent manner, and a
a logical and coherent manner.
the research question.
ideas in a logical and coherent manner, and to develop a
reasoned argument is developed
The essay succeeds in
manner, and to develop a
reasoned argument in relation to
in relation to the research
developing a reasoned and
reasoned argument in relation
the research question, but this is
question, but with some
convincing argument in relation
to the research question.
only partially successful.
weaknesses.
to the research question.
The essay shows no application
The essay shows little
The essay shows some
The essay shows sound
The essay shows effective and
of appropriate analytical and
application of appropriate
application of appropriate
application of appropriate
sophisticated application of
evaluative skills.
analytical and evaluative
analytical and evaluative skills,
analytical and evaluative skills.
appropriate analytical and
skills.
which may be only partially
evaluative skills.
effective.
The language used is inaccurate
and unclear. There is no
effective use of terminology
appropriate to the subject.
The language used sometimes The language used for the most
The language used
The language used
communicates clearly but
part communicates clearly. The
communicates clearly. The use
communicates clearly and
does not do so consistently.
use of terminology appropriate
of terminology appropriate to the precisely. Terminology
The use of terminology
to the subject is usually accurate. subject is accurate, although
appropriate to the subject is used
appropriate to the subject is
there may be occasional lapses.
accurately, with skill and
only partly accurate.
understanding.
This criterion assesses the extent to which the essay incorporates a conclusion that is relevant to the research question and is consistent with the evidence presented in the
essay.
Little or no attempt is made to
A conclusion is attempted
An effective conclusion is
provide a conclusion that is
that is relevant to the research
clearly stated; it is relevant to the
relevant to the research question.
question but may not be
research question and consistent
entirely consistent with the
with the evidence presented in
evidence presented in the
the essay. It should include
essay.
unresolved questions where
appropriate to the subject
concerned.
This criterion assesses the extent to which the layout, organization, appearance and formal elements of the essay consistently follow a standard format. The formal elements
are: title page, table of contents, page numbers, illustrative material, quotations, documentation (including references, citations and bibliography) and appendices (if used).
The formal presentation is
The formal presentation is
The formal presentation is
The formal presentation is good.
The formal presentation is
unacceptable, or the essay
poor.
satisfactory.
excellent.
exceeds 4,000 words.
The requirements for the abstract are for it to state clearly the research question that was investigated, how the investigation was undertaken and the conclusion(s) of the essay.
The abstract exceeds 300 words
The abstract contains the
The abstract clearly states all the
or one or more of the required
elements listed above but they elements listed above.
elements of an abstract (listed
are not all clearly stated.
above) is missing.
The purpose of this criterion is to assess the qualities that distinguish an essay from the average, such as intellectual initiative, depth of understanding and insight. While these
qualities will be clearly present in the best work, less successful essays may also show some evidence of them and should be rewarded under this criterion.
The essay shows no evidence of
The essay shows little
The essay shows some evidence
The essay shows clear evidence
The essay shows considerable
such qualities.
evidence of such qualities.
of such qualities.
of such qualities.
evidence of such qualities.
Grade Boundaries for EE (May 2014)
A
29 to 36
B
23 to 28
C
16 to 22
D
8 to 15
E
0 to 7
The Viva Voce Exit Interview
The viva voce serves the following purposes:
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A check on plagiarism and malpractice in general
An opportunity to reflect on successes and difficulties in the research process
An opportunity to reflect on what has been learned
An aid to the supervisor’s report
These are suggestions for questions. Mentors may wish to take notes during the interview to help with the supervisor’s report.
1.
2.
3.
4.
5.
Has the research question been clearly stated in the introduction, conclusion and abstract?
Has the thesis statement been clearly stated in the introduction, conclusion and abstract?
Is the EE total word count under 4000 words?
Is the abstract complete and under 300 words? Has all of the criteria been included?
Does the student fully understand the content submitted? Ask the student to summarize the major arguments of the essay
for you.
6. What did you learn about formatting and referencing while doing the EE?
7. Has the EE been submitted to Turn-it-in? What did the originality report indicate?
8. Are you happy with the subject area and topic you selected? Now that you are done, would you change anything that you
did?
9. Did you discover anything about yourself or your topic that surprised you?
10. What advice would you pass on to a student just beginning the EE?
11. How do you think the EE process will be helpful to you in your future studies?
12. Is there anything else you would like me to mention in the report?
Notes: