Human Rights 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 must be appropriate to the particular subject in
which the essay is submitted. In human rights, this means that it must
focus on some contemporary human rights issue. The research question
must be clearly and exactly focused, and stated in both the abstract and
introduction of the essay.
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
The introduction should explain succinctly the significance and context of the
topic, why it is worthy of investigation, what the key concepts are and how
the research question relates to existing knowledge. A good introduction also
provides an outline of the essay and may contain a hypothesis. It should not
contain irrelevant background material.
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
The range of resources is influenced by various factors, but above all by the
topic. Students should aim to use sources that present different theoretical
approaches, as well as those that enable human rights issues to be
understood from different cultural perspectives.
All material used from sources must be acknowledged in references. If
students make use of internet-based sources, they should do so critically
and circumspectly in full awareness of their potential unreliability.
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 should aim to demonstrate knowledge and understanding of
human rights theories, issues and practices. Students should also
demonstrate their awareness of cultural contexts and biases that often
affect the ways that human rights theories, issues and practices are
explained.
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 aim to present their ideas in the form of a logical and
coherent argument that is relevant to the research question. Ideas should be
substantiated with factual evidence and examples. 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 demonstrate their analytical skills by identifying
premises, assumptions, and possible hidden agendas and biases linked
to human rights theories and practices. They should be able to
deconstruct arguments related to these theories and practices, and
evaluate to what extent agents who claim to support particular
principles are applying them in practice. Because human rights issues
are often contested and it is not uncommon for biased views to be
presented, students should pay special attention to the evaluation of
sources. They should avoid unjustified and subjective value judgments
regarding human rights issues, but be able to evaluate how theories and
practices link to concepts of justice and equality.
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 language used should be clear, unambiguous and precise.
Terminology specific to human rights should be used wherever possible
to communicate ideas efficiently. Sweeping generalizations, unsupported
assertions, overly subjective value judgment and biased language should
all be avoided. This criterion is not meant to disadvantage students who
are not writing in their first language—as long as the meaning is clear, the
subject content will be rewarded.
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
The conclusion of a human rights extended essay should reflect the evidence
and argument presented in the body of the essay. It should also, if possible,
provide a direct answer to the research question or address the hypothesis.
If the research did not support the original hypothesis, this should be pointed
out in the conclusion. The conclusion should also, where appropriate,
comment on the limits of the validity of the conclusion, given the scope of
research.
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).
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
hypothesis), the scope of the essay (that is, what was investigated and how
it was investigated) and the conclusion. An abstract is not a precis of the
topic.
1
2
K: Holistic Judgment
Qualities that are rewarded under this criterion include the following.


Intellectual initiative: Ways of demonstrating this in human rights
essays include producing new knowledge based on original
research (such as interviews), interpreting data from a human
rights perspective or interpreting human rights theories, issues
and practices in an original way.
Insight and depth of understanding: These can be demonstrated
by producing original, well-justified and substantiated arguments
that directly address the research question.
Routine essays on well-worn topics will not score highly under this
Clearly-stated, effective conclusion;
relevant, consistent with evidence, and
includes any unresolved questions.
0
The abstract must consist of three elements: the research question (or
The abstract is judged on the clarity with which it presents the three
required elements, not on the quality of the research question itself, nor on
the quality of the argument or the conclusions.
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