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IB - INTERNAL ASSESSMENT AND EXTENDED ESSAY |
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| Here are some general suggestions for the different parts of your IA: |
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| A: Plan of Investigation / 2 points (Suggestion – 100-150 words) | |||||||||
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| B: Summary of Evidence / 5 points (Suggestion – 500-600 words) | |||||||||
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| C: Evaluation of Sources / 4 points (Suggestion – 250-400 words) | |||||||||
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| D: Analysis / 5 points (Suggestion – 500-650 words) | |||||||||
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| E: Conclusion / 2 points (Suggestion 150-200 words) | |||||||||
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| F: List of Sources / 2 points | |||||||||
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| Some more hints: | |||||||||
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The candidate must complete and submit an Extended Essay - a substantial piece of independent work. Work on the essay is expected to occupy approximately 40 hours and must be done under the direct supervision of an appropriate teacher at the school. |
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The Research and Writing Process |
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Students will be following the steps below in the process of doing their Extended Essay requirement. Following each step is the deadline by which each step should be completed: |
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What the Extended Essay is |
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The extended essay is a research paper with a maximum of 4000 words that lets the IB student investigate a topic of special interest and practice independent research and writing skills. The essay should be one that is not just a reporting of information, but an analysis of a topic supported with relevant research. This essay is a requirement for the IB Diploma program, and it cannot have been submitted for credit in any other class. The topic of the Extended Essay does not have to be one that the student intends to major in. |
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The Length of the Extended Essay |
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The upper limit for all extended essays is 4000 words. This upper limit includes the introduction, the body, the conclusion and any quotations, but does not include: |
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| Essays in excess of 4000 words are subject to penalties and examiners are not required to read material in excess of the word limit | |||||||||
The Choice of Topic |
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The topic of the extended essay is a particular area of study within the chosen subject. The student should choose a topic that is both of personal interest as well as one that offers a challenge in its analysis. The topic should be limited and sufficiently focused to allow the student to examine it in depth. Students are not expected to provide a groundbreaking contribution to the subject. A broad topic is unlikely to result in a successful extended essay. A topic that requires little research, or requires an essentially narrative or descriptive approach, is not suitable. When it comes to research, primary resources are key. A small amount of secondary sources may occasionally be necessary, but an extended essay that provides only summaries of primary resources (secondary sources, and so on), will not be successful. |
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The Research Question |
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When an appropriate topic has been chosen, the student should develop a specific research question by narrowing down farther to a specific focus. This research question may be put in the form of a question, but it may also be a hypothesis or other kind of thesis. Referring back to this research question can help the student maintain focus throughout the essay. The research question should be challenging and leading towards analysis, but focused to ensure that it can be explored within the constraints of essay length, the time available to the student, as well as researchable. |
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Inappropriate Research Questions |
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Some research questions are too broad in scope to be dealt with effectively, or too vague to develop on more than a superficial descriptive level. Many examples of such research questions are given in the subject guidelines. The other kind of inappropriate research question is one that is too simplistic, too limited in scope or too speculative, providing either an easily accomplished or insignificant outcome, or a self-evident outcome. |
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Title |
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The title should provide a clear indication of the focus of the essay. It should be precise, and it does not need to be phrased in the form of a question. |
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Organizing the Essay |
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Introduction The introduction should include: |
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Body/Development |
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| The essential feature of the essay (the body) is the development of a well-argued and supported answer to the research question. The argument may be broken down into sections, if helpful, into subsections. | |||||||||
Conclusion |
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The requirements of the conclusion: |
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Formal Presentation |
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| The extended essay should be written in a clear, correct and formal style. The final draft, of course, must be typewritten. | |||||||||
Abstract |
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The abstract presents a synopsis of the extended essay, and it must not exceed 300 words. It appears right after the title page of the final draft. The abstract is intended to encourage students to examine the development of their arguments and the pertinence of their conclusions. It is provides readers with a quick synopsis of the Extended Essay. The abstract must include: |
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Contents Page |
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| The contents of the essay should be listed by page number. An index is not required. | |||||||||
Illustrations |
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Any illustrative material, if included, must be necessary and effective. Graphs, diagrams, tables and maps are effective only if they are well labelled and can be interpreted with ease. The use of photographs and postcards is acceptable only if they are captioned and/or annotated and are used to illustrate a specific point made in the extended essay. |
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References/Bibliography |
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The direct or indirect use of resources must be acknowledged appropriately. Failure to do so will be viewed as plagiarism. The bibliography or list of references should include only works that the student has consulted. No particular referencing format is required but the format must be consistent. Each work consulted, regardless of whether or not it has been cited as a reference, must be listed in the bibliography. |
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Appendices |
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Appendices are not an essential section of the Extended Essay, and examiners are not required to read them, so care should be taken to include all information of direct relevance to the analysis and argument in the main part of the essay. Unless considered essential, complete lists of raw data should not be included in the extended essay. An Extended Essay should not constantly refer to material presented in an appendix as this may disrupt its continuity. |
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ASSESSMENT OF EXTENDED ESSAYS |
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Use of Assessment Criteria |
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Examiners appointed by the IBO externally assess all extended essays. All extended essays are marked on a scale from 0 to 36. Criterion levels will be awarded to each extended essay using a best match model. For each criterion, examiners are instructed to identify the level descriptor that is most appropriate (i.e. the best match) for the extended essay under consideration, rather than to progress upwards through the levels until the essay fails to meet one or more aspects of the descriptor. |
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General Assessment Criteria |
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There are eight general assessment criteria, involved in assessing the writing of the abstract and conclusion, the use of information and data, and the overall presentation. An extended essay may score up to 24 on the general assessment criteria.
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Subject Assessment Criteria |
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The subject assessment criteria grade the student’s effort within the context of the subject of the extended essay. Each subject has its own set of assessment criteria. |
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Overall Assessment |
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The total score will be used to determine in which of the following bands the extended essay is placed. This band, in conjunction with the band for Theory of Knowledge, determines the diploma points awarded for these two requirements. The band descriptions of the Extended Essay are: The band description provides the basis of reporting back to schools on each candidate’s performance in the extended essay requirement. |
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Responsibilities of the Supervisor: |
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Each student should work with a supervisor in the process of writing the Extended Essay. The supervisor has four principal responsibilities: |
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The supervisor supports the student by offering advice and guidance on the following aspects of the Extended Essay, as well as any other aspects that may come up: |
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| The amount of time a supervisor spends with each student will usually be between two and three hours in total. By monitoring the progress of the essay through various steps, the supervisor can help to ensure that the extended essay is the student’s own work. If the supervisor suspects that plagiarism has occurred, he/she must write a full report. The supervisor should present this report to the Extended Essay coordinator who will then follow the appropriate procedures. |
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| The supervisor is encouraged to discuss the choice of topic and research question with the student, but it is ultimately the student’s responsibility to decide what topic to pursue. The supervisor is encouraged to read and comment on the any initial drafts of the extended essay, but the supervisor may not edit any drafts for the student. It is the student’s responsibility to correct mistakes and verify the accuracy of the contents of the extended essay. It may be helpful for the student as well as the supervisor to review the general assessment criteria as well as the subject criteria to make sure all criteria are covered in the Essay. The supervisor is also responsible for ensuring that a completed extended essay cover accompanies the final version of the extended essay. |
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General Assessment Criteria |
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These general assessment criteria are applicable to all extended essays, irrespective of the subject in which the extended essay is registered. However, each extended essay will be assessed against these criteria in the context of the subject in which the extended essay is registered.
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Research question |
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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. |
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| A | |||||||||
| 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. |
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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. |
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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. |
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Levels will be awarded for the remaining criteria regardless of whether the research question is clearly stated or implicit. |
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Approach to the research question |
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The extent to which the essay appropriately addresses and develops the specific research question, including the collection of any relevant information. |
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| Achievement level |
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| 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. |
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Analysis/interpretation |
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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. |
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| C | |||||||||
| Achievement level |
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| 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. |
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Argument/evaluation |
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The extent to which the essay develops an argument relevant to the research question from the materials/information considered. 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. |
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| D | |||||||||
| Achievement level |
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| 0 There is no argument relevant to the research question. |
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| 1 There is a limited or superficial attempt to formulate an argument relevant to the research question. |
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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. |
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3 An argument which addresses the research question is competently developed. Where an evaluation is appropriate, some attempt has been made to substantiate it. |
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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. |
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Conclusion |
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The extent to which the essay incorporates a conclusion consistent with its argument, not necessarily in the form of a separate section. |
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| E | |||||||||
| Achievement level |
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0 Little or no attempt has been made to provide a conclusion which is consistent with the argument presented in the essay. |
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1 Some conclusion is attempted which is consistent with the argument presented in the essay. |
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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. |
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Abstract |
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| The adequacy of the formal abstract as a synopsis of the essay. |
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| F | |||||||||
| Achievement level |
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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. |
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1 Within the abstract, the research question, the scope of the investigation and the conclusion reached are all present but not all clearly stated. |
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2 Within the abstract, the research question, the scope of the investigation and the conclusion reached are all clearly stated. |
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Formal presentation |
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The layout, table of contents, references, bibliography, appendices, title, quotations, illustrations and organization, where appropriate. General descriptors of the different achievement levels can be found on the following page. |
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| G | |||||||||
| Achievement level |
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| 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. |
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G Formal presentation (general descriptors) |
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| Achievement level 0 |
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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. |
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| Achievement level 1 |
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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. |
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| Achievement level 2 |
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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. |
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| Achievement level 3 |
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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. |
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Holistic judgement |
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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. |
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| H | |||||||||
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| 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. |
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Assessment Criteria for History |
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Historical sources |
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| Achievement level |
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| 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. |
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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. |
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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. |
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Historical knowledge and understanding |
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| K | |||||||||
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0 The candidate demonstrates no satisfactory knowledge or understanding relevant to the research question. |
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| 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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| L | |||||||||
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| 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. |
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| 2 The argument is generally supported by relevant information/evidence. | |||||||||
| 3 The argument is fully substantiated by relevant information/evidence. |
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Critical analysis and historical judgement |
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| M | |||||||||
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| 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. |
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