Music 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
The research question can often be best defined in the form of a question.
It may, however, also be presented as a statement or proposition for
discussion. It must be:
• specific and sharply focused
• appropriate to the particular area of music being explored
• centred on music and not on peripheral issues such as biography or
social discourses
• stated clearly early on in the essay.
Note that larger-scale musical works or groups of pieces may limit the
possibility of effective treatment within the word limit.
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.
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.
MORE 
Student’s
Score
B: Introduction
Rubric
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.
The introduction should not be seen as an opportunity for padding out an
essay with a lengthy account of the context of the music.
C: Investigation
Rubric
The range of resources available will be influenced by various factors, but
above all by the topic.
0
• Students should use primary sources (scores, recordings, performances,
interviews) in the first instance, with secondary sources (textbooks and the
comments of other musicians) as evidential support.
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.
• The proper planning of an essay should involve interrogating source
material in light of the research question, so that the views of other
musicians are used to support the student's own argument, and not as a
substitute for that argument. It may thus be helpful for a student to
challenge a statement by a musician, in reference to the music being
studied, instead of simply agreeing with it, where there is evidence to
support such a challenge.
• If students make use of internet-based sources, they should do so
critically and circumspectly in full awareness of their potential unreliability.
D: Knowledge & Understanding
Rubric
Students are expected to demonstrate knowledge and understanding of the
music chosen, together with its historical, social and cultural, as well as
academic, contexts. Wherever possible, this knowledge should be based at
least partially on primary sources.
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
Students should be aware of the need to give their essays the backbone of
a developing argument. Personal views should not simply be stated but
need to be supported by reasoned argument to persuade the reader of
their validity. Straightforward descriptive or narrative accounts that lack
analysis do not usually advance an argument and should be avoided.
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 should accurately and consistently analyse technical aspects of the
music (melody, harmony, rhythm, texture, tone colour, and lyrics or text),
demonstrating an understanding and a persuasive personal interpretation
of the music.
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
Students are expected to make effective use of musical terminology and,
where appropriate, notation. Notation may take a variety of forms,
depending on the type of music studied.
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
“Consistent” is the key word here: the conclusion should develop out
of the argument and not introduce new or extraneous matter. It should
not repeat the material of the introduction; rather, it should present a
new synthesis in light of the discussion.
0
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).
In music, discographies should be included where appropriate; musical
examples, and tables and charts, if relevant, should appear in the body
of the essay, as close as possible to their first reference.
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
This criterion allows examiners to reward work that shows initiative,
creativity and insight, even if the essay does not achieve the highest
standard overall. Qualities that are rewarded under this criterion include
the following.
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
A score of 0 must be awarded if there is no bibliography or no
citations in the essay or if the essay exceeds 4000 words. Essays that
omit one of the required elements—title page, table of contents,
page
numbers—may be deemed no better than level 2, while essays
J:
Abstract
that omit two of them are deemed maximum level 1.
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
• Intellectual initiative: Ways of demonstrating this in music essays include
the choice of topic and research question, locating and using a wide range
of sources, including some that may have been little used previously or
generated for the study (for instance, transcripts of oral interviews).
Little evidence of initiative, creativity, or
insight.
2
Some evidence of initiative, creativity,
insight.
3
• Insight and depth of understanding: These are most likely to be
demonstrated as a consequence of detailed research, reflection that is
thorough and well informed, and reasoned argument that consistently and
effectively addresses the research question.
Clear evidence of initiative, creativity,
insight.
4
Considerable evidence of initiative,
creativity, insight.
• Creativity: In music essays, this includes qualities such as comparison of
musical features, inventive approaches to musical analysis and new
approaches to popular topics.
Student’s
Score
Student’s
Score