Peace and Conflict Studies Extended Essays – scoring rubric
Student:
Numerical Score:
Predicted Letter Grade:
Faculty Adviser:
Use the guidelines & rubric on the following pages to award
scores for each criterion:
A: Research Question
out of 2
B: Introduction
out of 2
C: Investigation
out of 4
D: Knowledge & Understanding
out of 4
E: Reasoned Argument
out of 4
F: Application of Analytical Skills
out of 4
G: Use of Language
out of 4
H: Conclusion
out of 2
I: Formal Presentation
out of 4
J: Abstract
out of 2
K: Holistic Judgment
out of 4
Total
out of 36
Grading Mark Bands
A: Research Question
29-36 points
A
excellent
23-28 points
B
good
16-22 points
C
satisfactory
8-15 points
D
mediocre
0-7 points
E
elementary
Rubric
Although the aim of the essay can best be defined in the form of a
question, it may also be presented as a statement or proposition for
discussion. It must be appropriate to the subject in which the essay is
submitted. In peace and conflict studies, this provides students with a wide
range of topics. Even if the research question is built into the title itself in
the form of a question, it must also be clearly stated in the early part of the
essay and in the abstract.
NOTES: If the research question does not lend itself to investigation in the
subject, scores in criteria C, D, and E are also affected. If the research
question is not present in the introduction, it affects criteria A & B. If the
research question is not present in the abstract, it affects criterion J only.
0
The research question is not stated in the
introduction or does not lend itself to
investigation in the subject.
1
The research question is stated in the
introduction, but is not clearly expressed or
is too broad in scope.
2
The research question is clearly stated in
the introduction, sharply focused, and
lends itself to effective treatment within
the word limit.
MORE 
Student’s
Score
B: Introduction
Rubric
Students should explain briefly the importance and the context of the topic,
and, perhaps, the reason for choosing it. The introduction should relate the
research question to existing subject knowledge: the student’s personal
experience or particular opinion is rarely relevant here.
0
The research question is not placed in
context and the significance of the topic
is not explained in the introduction.
1
Attempt is made to place the research
question in context and to explain the
significance, stating why the topic is
worthy of investigation.
2
The research question’s context is clear,
as is the significance of the topic and
why it is worthy of investigation.
C: Investigation
Rubric
Students should demonstrate that they have selected a range of sources on
the basis of their relevance to the topic and the research question. They
should also show that the investigation into sources and data has been
planned and carefully selected.
0
Little or no evidence that sources have
been consulted, data gathered, or that
planning has taken place.
1
Sources used and/or data gathered are
inappropriate. Little or no evidence of
planning the investigation.
2
Limited range of appropriate sources
and/or data; some relevant material
selected; some level of planning
evident.
3
Sufficient range of appropriate sources
and/or data; relevant material selected;
satisfactory planning is evident.
4
Imaginative range of appropriate
sources and/or data; relevant material
carefully selected; well-planned
investigation.
D: Knowledge & Understanding
Rubric
Students are expected to illustrate their knowledge of the chosen topic by
placing it within a context of peace and conflict in society. This knowledge
should include an understanding of academic theories about the causes of
peace and conflict.
0
1
2
Student’s
Score
(A maximum
of 2 may be
awarded if
the research
question
does not
lend itself to
investigation
in this
subject.)
Student’s
Score
No real knowledge or understanding of
the topic studied.
Some knowledge but little
understanding of the topic. Little
awareness of an academic context for
the investigation.
Adequate knowledge and some
understanding of the topic. Some
awareness of academic context for the
investigation.
3
Good knowledge and understanding of
the topic. Successfully outlines the
academic context for the investigation.
4
Very good knowledge and
understanding of the topic. Clearly and
precisely grounds the investigation in an
academic context.
MORE 
Student’s
Score
(A maximum
of 2 may be
awarded if
the research
question
does not
lend itself to
investigation
in this
subject.)
E: Reasoned Argument
Rubric
This, along with the previous criterion, goes to the heart of the essay. A
reasoned argument will be logical, coherent, persuasive, well supported
with evidence and always relevant to the research question.
0
No attempt to develop a reasoned
argument in relation to the research
question.
1
Limited or superficial attempt to present
ideas logically/coherently and to
develop a reasoned argument.
2
Some attempt to present ideas
logically/coherently and develop a
reasoned argument, with only partial
success.
3
Ideas are presented logically/coherently,
along with reasoned argument, but with
some weaknesses.
4
Ideas are presented clearly, logically and
coherently; successful in developing a
reasoned, convincing argument.
F: Application of Analytical & Evaluative Skills
Rubric
Students are expected to apply peace and conflict analysis accurately and
consistently, to demonstrate awareness and understanding of the differing
roles, interpretations and actions of all conflicting parties, as well as a
realistic examination of possible solutions to conflict situations.
0
No application of appropriate analytical
and evaluative skills.
1
Little application of appropriate
analytical and evaluative skills.
2
Some application of appropriate
analytical and evaluative skills, which
may be only partially effective.
3
Sound application of appropriate
analytical and evaluative skills.
4
Effective and sophisticated application
of appropriate analytical and evaluative
skills.
G: Use of Language
Rubric
The use of language must be effective and include relevant peace and
conflict terminology.
0
1
2
3
4
MORE 
Language is inaccurate and unclear. No
effective use of terminology appropriate
to the subject.
Language sometimes communicates
clearly, but not consistently.
Terminology is only partially accurate.
Language & terminology usually
communicate clearly and accurately.
Language communicates clearly.
Terminology is accurate, although there
may be occasional lapses.
Language is clear and precise.
Terminology is appropriate, used
accurately and with skill and
understanding.
Student’s
Score
(A maximum
of 2 may be
awarded if
the research
question
does not
lend itself to
investigation
in this
subject.)
Student’s
Score
Student’s
Score
H: Conclusion
Rubric
0
This should stem from, and be consistent with, the evidence presented in
the research. No new material should be introduced apart from identifying
new questions that may have arisen from the research.
1
2
I: Formal Presentation
This criterion relates to the extent to which the essay conforms to
academic standards about the way in which research papers should be
presented. The presentation of essays that omit a bibliography or that
do not give references for quotations is deemed unacceptable (level
0). Essays that omit one of the required elements—title page, table of
contents, page numbers—are deemed no better than satisfactory
(maximum level 2), while essays that omit two of them are deemed
poor at best (maximum level 1).
Appendices are not essential and examiners are not required to read
them. It is important, therefore, for students to include all content of
direct relevance to the argument in the body of the essay.
The abstract must clearly state three things: (1) the research question, (2)
how the investigation was undertaken (methodology), and (3) conclusions
reached.
The abstract is judged on the clarity with which it presents an overview of
the research and the essay, not on the quality of the research question
itself, nor on the quality of the argument or the conclusions.
Clearly-stated, effective conclusion;
relevant, consistent with evidence, and
includes any unresolved questions.
0
Unacceptable formal presentation; or essay
exceeds 4,000 words.
1
Poor formal presentation.
2
Satisfactory formal presentation.
3
Good formal presentation.
4
Excellent formal presentation.
Rubric
0
1
2
K: Holistic Judgment
The qualities that distinguish an essay from the average are rewarded
under this criterion. These qualities include intellectual initiative, depth of
understanding, insight, creativity and flair. When all these qualities are
present, they will identify an essay of outstanding quality. Essays that
demonstrate only one or two of them should also be rewarded.
Little or no attempt to provide a
conclusion relevant to the research
question.
Attempt to provide conclusion relevant
to the research question, but not
entirely consistent with presented
evidence.
Rubric
J: Abstract
Student’s
Score
Student’s
Score
Student’s
Score
Abstract exceeds 300 words, or is
missing one or more of the required 3
elements.
Abstract contains all 3 required
elements, but they are not clearly
stated.
Abstract includes all 3 required
elements, and they are clearly stated.
Rubric
0
No evidence of initiative, creativity, or
insight.
1
Little evidence of initiative, creativity, or
insight.
2
Some evidence of initiative, creativity,
insight.
3
Clear evidence of initiative, creativity,
insight.
4
Considerable evidence of initiative,
creativity, insight.
Student’s
Score