The Extended Essay

Supervisor Workshop

Workshop Goals…

Understand the requirements and process that will prepare students to write the Extended Essay (EE)

Gain a better understanding of the scoring rubric and the scoring process

Understand the roles and responsibilities of an EE supervisor

Be prepared to create a informational department presentation to guide diploma candidates toward an area of EE study

The Diploma Programme

*Coordinators should consult programme guide for passing eligibility.

The Extended Essay Manual

Required Material for All Supervisors

Core Components—EE Manual

Introduction, Outline, Details, All Essays

◦ General information for all subjects

Nature, aims, objectives of EE (p. 1-6)

School (p. 7)

Supervisors (p. 8-9)

Students (p. 10)

Use of media and other materials (p. 19)

Viva voce (p. 20)

General assessment criteria (p. 25)

EE Brief Description

Chosen from approved DP list

Required for IB diploma eligibility

Externally assessed by IBO evaluators

Total assessment points 0-36, of which a

grade between an A to E is awarded

Point relationship between TOK and EE

Opportunity for personal exploration

Aligned with learner profile

EE General Requirements

Between 3,500-4,000 words

Involves higher level research

300 word abstract

Represents a 40-hour commitment

No editing by the supervisor

Supervisor submits a predicted grade and

a supervisor’s report to the IBO

Concludes with the viva voce interview

Relationship Between EE & TOK

Aligned with TOK for awarding of points

Both require interpretation/evaluation of

evidence and formation of reasoned

arguments

Differs from TOK in that EE places and

emphasis on research process and the

outcome

TOK and EE Sample Topics

TOK:

How can the different ways of knowing help us to

distinguish between what is true and what is

believed to be true?

Discuss the claim that some areas of knowledge

are invented and others are discovered.

Extended Essay Research Question:

JRR Tolkien has been criticized for the seemingly

exclusive masculinity of his Lord of the Rings

trilogy. To what extent is The Lord of the Rings

an empowering work for the female?

Subject-Specific Areas

Students should chose a topic in which they have taken a HL Course.

Group 1 (English) Film Social and cultural anthropology

Group 2 (Spanish) Geography Theatre

Group 2 (Mandarin) History Visual Arts

Group 2 (French) Human Rights World Religions

Group 2 (Japanese) Information technology in a global society

Biology Mathematics

Chemistry Music

Classical Greek/Latin Peace and conflict studies

Computer Science Philosophy

Dance Physics

Design Technology Politics

Economics Psychology

Environmental systems and societies

EE Assessment Criteria (p. 22-31)

Provides overview of each criterion

assesses

Forms the basis of the scoring rubric for

all subject areas

Further advice on interpreting assessment

criteria provided within guidelines for

each subject provided in “Details—subject

specific” section

Extended Essay Criteria

A Research Question 2

B Introduction 2

C Investigation 4

D Knowledge/Understanding 4

E Reasoned Argument 4

F Apply Analysis & Evaluation 4

G Language Appropriate 4

H Conclusion 2

I Formal Presentation 4

J Abstract 2

K Holistic Judgment 4

Extended Essay Grade Boundaries

A 29 – 36

B 23 – 28

C 16 – 22

D 8 – 15

E 0 – 7

Details—Subject Specific Guidelines

Specific subject criteria (p.34-175)

Each subject area includes:

◦ Overview of subject

◦ Choice of topic

◦ Treatment of the topic

◦ Interpretation of the assessment rubric

All teachers must know subject-specific details

and criteria for students to be successful!

Supervisor Responsibilities

Conduct departmental meetings for EE

Discuss choice of topic

Help formulate and adjust research question

Ensure research question satisfies legal and ethical standards

Advise students on how to:

• Gather and analyze information/evidence/data

• Encourage consultation with school/university librarian(s)

• Write an abstract

• Document sources in standard format

• Participate in the viva voce

Supervisor Responsibilities

Read sample essays & examiner reports.

◦ Make samples available to students.

◦ Let students score sample essays.

Spend three to five hours with each

student.

◦ Students may work with or consult outside

sources, but the supervisor is responsible for

completing all responsibilities stated.

Supervisor Responsibilities

Know subject area assessment criteria

Read and comment on first draft only

Monitor progress

Read final version to confirm authenticity

Conduct the viva voce

Submit predicted grade

Complete evaluator’s report

Report malpractice, if suspected

The Iceberg Model

7/8 = Pre-Writing/Draft PhaseStudent & supervisor work together to:

Explore and discuss ideas

Locate appropriate resources

Discuss readings and ideas

Develop a suitable research question

Supervisor monitors progress

Represents 3-5 hours of work per student

1/8 = Writing Phase

Student works independently to:

Write EE draft

Revision conference drives final draft of essay

Prepare the final EE

The EE Schedule

Provides internal & external due dates

Evaluation grade for TOK following each

interview, except Viva Voce

Students write their rough drafts during

summer

Supervisor Selection: January

Students submit EE proposal; EE

coordinator collects

Department representatives meet to

divide students equitably and in their best

interests

Departments meet to assess best

supervisor-student relationship

Supervisor-student pairings announced

Writing EE Research Questions

Must be truly in subject area

Must be specific, argumentative,

manageable

Science: no blending of disciplines and no

secondary research papers

History: must be at least ten years past

Refer to Glossary of Command Terms

Conducting EE Research

Coordinator will take students to a

university library, if possible

Departments should give students advice

based on their own research experiences

Make clear a documentation style you

expect and is appropriate for research

Demand working bibliographies, outlines,

and written notes or note cards

But I Looked It Up!

Revision Conference

Follows completion of the rough draft in

September of senior year

Comments provided in boxes on rubric

Conference regarding draft can only

occur once!

Supervisor’s Final Report

Must be signed by the candidate and the

student

Requires estimate of total hours spent

with candidate

Completed only after a predicted grade is

given by the supervisor, with comments

Should NOT be signed if suspected of

plagiarism

What is the Viva Voce?

Verbal interview

Lasts 10-15 minutes

Serves as conclusion to EE process

Opportunity for reflection

Can serve as plagiarism/malpractice check

Used to bolster holistic assessment

Should end on a positive note

Refer to page 20 in EE guide

Academic Integrity (pages 36-47)

Student is ultimately responsible.

Works or ideas of others must be correctly

acknowledged.

Supervisor confirms that the EE the student

submits is authentic work of the student.

Both plagiarism and collusion are forms of

malpractice.

Same piece of work, or two versions of the

same, cannot be submitted by the student

EE Supervisor Integrity Tips

Always require drafts

When in doubt, encourage citation

Give any suspicious read a second look 24 hours later

Fair and transparent application of rules

Cite the IB learner profile and school policy

Monitor progress regularly

Use turnitin.com

Group Activity

1. Read over subject specific guidelines for

your particular subject area.

2. Score one exemplar using the rubric to

derive a predicted score. This mimics

what you must do for each of your EE

students.

3. Practice writing “non-editing” comments

on the draft. Use the combined rubric

for your subject matter to help you.

Examiner Reports 2009

Biology

The most successful essays had a small number of a clearly defined and easily manipulated independent variables and a quantifiable and easily measured dependent variable. Successful essays often relied on the use of basic equipment of the type that can be normally found in a school, and were carried out in the school laboratory or in the local environment.

There can be no doubt that the quality, and to a lesser extent the quantity, of supervision received by a candidate can play a significant role in the success of an extended essay. Consequently there is a strong need for supervisors to familiarize themselves with the current guide and to assist the candidates in interpreting the requirements.

Examiner Reports 2009

History

Disappointing to see the continuation of three different research questions or titles; one on the front cover, a different one in the abstract, and a third version in the introduction.

Few essays submitted exceeded 4,000 words, but too many were very short, more like the length of a class essay.

Most candidates, even weaker ones, showed evidence of planning and the collection of some relevant data; use of “a sufficient or imaginative range of sources” was more problematical.

Abstracts continue to cause problems

Examiner Reports 2009

Language A1

The choice to follow well-trodden paths by writing on such classics as The Grapes of Wrath, Animal Farm and The Lord of the Flies, [produced] results no better than satisfactory; same was true in the case of popular contemporary works like J. K. Rowling’s, where the candidates tended to produce no more than uncritical expositions of theme and character.

Students should be urged to proof-read their essays carefully before submission.

Helping define a fruitful and manageable research question is the main challenge for supervisors.

Examiner Reports 2009

Math

Supervisors should err on the side of providing too much guidance rather than being too passive. It must never be forgotten that before being an instrument of assessment, EEs are meant to provide a learning opportunity, an active hands-on experience with the subject. This opportunity for learning must be carefully monitored by the supervisor who must try to make it as positive an experience as possible.

Examiner Reports 2009

Visual Arts/Studies

Many students were weak in Criterion F—without strong focused research question it is difficult to collect data and evaluate sources for comparison.

Supervisors and students need to thoroughly peruse the EE Guide 2013 including subject-specific details, applying constant reference in order to obtain higher standards.

The dependence of some candidates upon Wikipedia and similar sites is quite disheartening.

(Mentioned in almost all subject areas!!!)

Advice to All Supervisors

Some supervisors, unfortunately, appear not to have ever read the responsibilities of the supervisor and subject criteria guide in the EE guide.

Some supervisors are neglecting to write any comments on the candidates’ performance—though claiming great amounts of supervision time.

A sizeable proportion of essays contained very brief, uninformative comments or none at all while others wrote lengthy reports that contained irrelevant information.

Reviewing Goals…

Understand the requirements and process that will prepare students to write the Extended Essay (EE)

Gain a better understanding of the scoring rubric and the scoring process

Understand the roles and responsibilities of an EE supervisor

Be prepared to create a informational department presentation to guide diploma candidates toward an area of EE study

Questions?

The Big Picture: Semester Projects

(How) can we better prepare our

students for the Extended Essay?

Where, if at all, do we feel students need

more help in the research process?