North Atlanta

IB Diploma Program students are required to undertake original research and write an extended essay of 4,000 words (maximum).  This essay offers the student the opportunity to investigate a topic of special interest and to become acquainted with the kind of independent research and writing skills expected at the university level. 

The IBO recommends that a student devote a total of about 40 hours of private study and writing time to the essay.  A student may choose to write on a topic in one of 22 subjects, plus some 50 language/literature courses.  The extended essay can serve to deepen a student’s program of study, for example when the student chooses to focus the essay on a topic included in a higher-level course. Students may also elect to add to the breadth of their academic experience by writing on a subject not included in their diploma choices.

Other requirements and restrictions*

Native and non-native speakers alike are entitled to submit extended essays in language or literature, but they must write the essays in the language for which they are registered.  For example, a native English speaker registering an extended essay in Spanish language and culture must write the paper in Spanish.  When a school registers candidates for an examination session it must indicate, for each student, which of the three IBO examination languages will be used.

Supervision

Schools must appropriately supervise IB diploma candidates as they write their extended essays.  The supervisor is usually a faculty member able to provide academic guidance concerning the subject in which the extended essay is registered.  In addition, the supervisor provides general guidance on time management and the overall structure and presentation of the paper, and ensures that the essay is the candidate’s own work.

Assessment

Extended essays are assessed according to both general and subject-specific criteria. The general criteria relate to the appropriateness of the research question, the way in which the material is handled, the level of analysis and the quality of the argument.  Subject-specific assessment criteria relate to how candidates manage their chosen topic within the context of the subject in which the essay is registered.  Since the purpose of the extended essay is to provide students with an opportunity to engage in independent research, the general assessment criteria are given twice as much weight as the subject-specific criteria.

Subject matter of the extended essay

An extended essay in a subject from groups 1 or 2 may focus on language or literature. A focus on language enables the student to develop knowledge of the structure and form of the language studied in order to better understand the culture in which it is spoken. The essay might explore an issue related to a particular society, using examination of the language to show how users of this language think and behave.  A focus on literature allows candidates to develop personal criticism of a literary text or to study a literary topic in depth. Some students elect to do comparative studies of works written in their native language and in another language.

General Criteria for Assessing an Extended Essay

Criteria A - Research question

The extent to which the focus of the essay is expressed and specified. This need not be in the form of a question. An example of an alternative form is a hypothesis.

Achievement level 

0  The research question is not stated in the early part of the essay or does not lend itself to systematic investigation in the context of an extended essay.

1  The research question is stated in the early part of the essay but not in a precise manner or the research question is clearly and precisely stated but is too broad in scope to be treated effectively within the word limit.

2  The research question is clearly and precisely stated in the early part of the essay and is sharply focused, making it susceptible to effective treatment within the word limit.

Levels will be awarded for the remaining criteria regardless of whether the research question is clearly stated or implicit.

Approach to the research question

The extent to which the essay appropriately addresses and develops the specific research question, including the collection of any relevant information.

B

Achievement level

0  The approach used is completely inappropriate to the research question.

1  The approach used is generally inappropriate to the research question.

2  The approach used is generally appropriate to the research question.

3  The approach used is well chosen and highly appropriate to the research question.

IB Extended Essay, April 1998 19

Analysis/interpretation

The extent to which relevant materials, sources, data and evidence are considered appropriately in the essay. Where the research question does not lend itself to systematic investigation in the context of an extended essay, the maximum level that can be awarded is 2.

C

Achievement level

0  There is no attempt at analysis/interpretation.

1  There is some attempt at analysis/interpretation.

2  Analysis/interpretation is carried out but not always thoroughly or correctly.

3  A competent analysis/interpretation is carried out.

4  An effective analysis/interpretation is carried out with skill and understanding.

Argument/evaluation

D

Achievement level

0  There is no argument relevant to the research question.

1  There is a limited or superficial attempt to formulate an argument relevant to the research question.

2  An argument is developed which addresses the research question but which is incomplete. Where an evaluation is appropriate, it is likely to be subjective, with little attempt at substantiation.

3  An argument which addresses the research question is competently developed. Where an evaluation is appropriate, some attempt has been made to substantiate it.

4  A convincing argument, which addresses the research question, is well developed, well organized and clearly expressed. Where an evaluation is appropriate, it is fully substantiated.

GENERAL ASSESSMENT CRITERIA

20 IB Extended Essay, April 1998

Conclusion

E

Achievement level

0  Little or no attempt has been made to provide a conclusion which is consistent with the argument presented in the essay.

1  Some conclusion is attempted which is consistent with the argument presented in the essay.

2  A conclusion is clearly stated, is relevant to the research question and is consistent with the argument or explanation presented in the essay. Where appropriate, the conclusion clearly indicates unresolved questions and new questions that have emerged from the research.

Abstract

The adequacy of the formal abstract as a synopsis of the essay.

F

Achievement level

0  The abstract exceeds 300 words or one or more of the following is/are missing: the research question; the scope of the investigation; the conclusion reached.

1  Within the abstract, the research question, the scope of the investigation and the conclusion reached are all present but not all clearly stated.

2  Within the abstract, the research question, the scope of the investigation and the conclusion reached are all clearly stated.

Formal presentation

G

Achievement level

0  The essay exceeds 4000 words or the formal presentation of the essay is poor.

1  The formal presentation of the essay is adequate.

2  The formal presentation of the essay is good.

3  The formal presentation of the essay is excellent.

GENERAL ASSESSMENT CRITERIA

IB Extended Essay, April 1998 21

G Formal presentation (general descriptors)

Achievement level 0

The essay exceeds 4000 words or the overall presentation and neatness of the essay are poor.  Illustrative material, if included, is untidy and not used effectively. A contents page or list of section/chapter headings, if included, is not clearly set out. The pages are not numbered.  References (if appropriate) are not set out consistently, according to a standard format. The bibliography (if appropriate) clearly omits some works of reference used and/or does not specify author/s, title, date of publication and publisher in a standard or consistent way. The appendix (if appropriate) is poorly presented, not selective and contains redundant information/data.

Achievement level 1

The essay is within 4000 words. The overall presentation and neatness of the essay are adequate. Illustrative material, if included, may on occasions be untidy and not used effectively. A contents page or list of section/chapter headings is provided, but may not be clearly set out. The pages may not be numbered. References (if appropriate) may not be set out consistently, according to a standard format. The bibliography (if appropriate) appears to include most works of reference used but it does not specify author/s, title, date of publication and publisher in a standard or consistent way. The appendix (if appropriate) contains more information/data than is necessary in support of the text.

Achievement level 2

The essay is within 4000 words. The overall presentation and neatness of the essay are good.  Illustrative material, if appropriate to the essay, is well set out and in most cases used effectively. A contents page or list of section/chapter headings is provided and clearly set out.  All pages are numbered. References (if appropriate) are set out consistently, according to a standard format. The bibliography (if appropriate) appears to include most works of reference used and it specifies author/s, title, date of publication and publisher following one standard method of listing sources. The appendix (if appropriate) contains information/ data that is required in support of the text.

Achievement level 3

The essay is within 4000 words. The overall presentation and neatness of the essay are excellent. Illustrative material, if appropriate to the essay, is well set out and used effectively.  A contents page or a list of section/chapter headings is provided and clearly set out. All pages are numbered. References (if appropriate) are set out consistently, according to a standard format. The bibliography (if appropriate) appears to include all, and only, those works of reference which have been consulted by the candidate and it specifies author/s, title, date of publication and publisher following consistently one standard method of listing sources. The appendix (if appropriate) contains only information/data that is required in support of the text.

GENERAL ASSESSMENT CRITERIA

22 IB Extended Essay, April 1998

Holistic judgement

An overall assessment of qualities such as personal engagement, initiative, depth of understanding, insight, inventiveness and flair. Achievement levels 0, 1, 2, 3 or 4 will be determined by the examiner based on the extent to which these qualities are demonstrated in the essay. The supervisor’s report may also be taken into account.

H

Achievement level

0  The essay is judged to be routine and to show little evidence of any of the qualities listed above.

4  The essay is judged to be outstanding with regard to qualities such as those listed above.

GENERAL ASSESSMENT CRITERIA

 
Assessment Criteria

Historical sources J

Achievement level

0  The candidate demonstrates no awareness of the value and limitations of the sources used.

1  The candidate demonstrates some awareness of the value and limitations of the sources used but without explicit references to examples.

2  The candidate demonstrates some awareness of the value and limitations of the sources used but with only limited reference to particular sources, their usefulness and reliability.

3  The candidate demonstrates a good awareness of the value and limitations of the sources used, with detailed reference to particular sources, their usefulness and reliability.

Historical knowledge and understanding K

Achievement level

0  The candidate demonstrates no satisfactory knowledge or understanding relevant to the research question.

1  The candidate demonstrates some relevant historical knowledge and understanding.

2  The candidate demonstrates a sound level of historical knowledge and understanding.

3  The candidate demonstrates a very good level of historical knowledge and understanding.

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Selection and application of historical information/evidence L

Achievement level

0  The supporting information/evidence is completely irrelevant to the research question.

1  The argument is supported by information/evidence which is only partially relevant to the research question.

2  The argument is generally supported by relevant information/evidence.

3  The argument is fully substantiated by relevant information/evidence.

Critical analysis and historical judgement M

Achievement level

0  The essay lacks critical analysis and historical judgement.

1  The essay demonstrates some, but limited, critical analysis and historical judgement.

2  The essay demonstrates a competent level of critical analysis and historical judgement.

3  The essay demonstrates very good critical analysis and balanced historical judgement.

HISTORY