Extended Essay

Teacher Supervisor Guide 2016/2018

You will also need: Pupil Guide for the 2016/2018 cohort

Subject Specific Guidance/Assessment Criteria

Exemplars

Examiner Reports

All available to download at: risslibrary.wikispaces.com and printed copies are available to view in the library.

Before reading this, please read the Pupil Guide provided to pupils

The IBO Guide supersedes any advice or guidance given here and Supervisors should be acquainted with all sections relevant to them

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What documents do I need?

IBO Extended Essay Guide https://ibpublishing.ibo.org/extendedessay/apps/dpapp/index.html?doc=d_0

_eeyyy_gui_1602_1_e&part=1&chapter=1

School produced pupil booklets

Assessment criteria: general and specific to your subject (in the IBO Extended Essay Guide)

Examples of good EE in your subject and reports produced by the IBO (available through the OCC, at http://risslibrary.wikispaces.com/Extended+Essay+Exemplars and to view in the library)

What am I expected to do as a supervisor?

Please do not accept more than 3 pupil supervisees

Hold 3 formal meetings with each pupil – after the IB Core Day presentation of the RQ, after 2000 words have been written and the final viva voce (plan for a minimum of 20 minutes for each meeting as suggested by the IBO).

Verify the pupil written reflection after each meeting

Conduct a formal “draft conference” once 4000 draft is submitted

Spend between 3-5 hours one-on-one time with each pupil discussing the progress of the extended essay. (does not include lab supervision time but does include the 3 formal meetings plus the formal Draft Conference)

Attend the presentation of Research Question (RQ) by each of your

supervisees during IB CORE Day on March 24. The opportunity for the pupils to present their RQ is meant to help the pupil consolidate and invest in their research question. It’s also an opportunity for all interested staff to learn about the EE’s in their area of expertise so that they may offer advice and encouragement along with the supervisor. This also provides a forum to make suggestions for improving the all-important research question.

You should provide advice guidance and support to the pupil in a) deciding on the specific research question so that it is appropriate for

the subject and Extended Essay format b) researching their topic/ question (i.e. where to find them, what to look

for etc.) c) structuring and writing the Extended Essay d) regularly referring the pupil to the general and subject specific

assessment criteria

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In terms of paperwork, you should:

sign the Project Proposal form

provide verbal advice on rough drafts

comment only on their final draft with suggestions for improvement (Formal Draft Conference)

submit a predicted grade for the pupil

After the Viva Voce, write a brief supervisor’s report on the “Reflections on Planning and Progess” (RPP) form and sign that “To the best of my knowledge, the extended essay is the authentic work of the candidate.” (This is only new insofar as the Viva Voce is now mandatory and there is an online form for the Supervisor’s report).

What can I not do?

Allow pupil passion for an idea to cloud your objectivity.

You must not write the pupils EE for them

You must not write the EE question for them (but you will need to assist in refining the question)

You cannot edit their first draft

You must not allow them to choose a research topic or question which is not appropriate for the EE or that will not allow them to access the top marks in particular assessment criteria

You should not let the pupil just drift without working regularly on their EE

Where do I start?

Set your expectations: “You will chase me, not the other way round. You will see me regularly.”

“You will teach me about an area of subject, and I will teach you how to write an essay.”

“Keep a Researcher’s Reflection Space (journal). Everything we discuss, every idea, every thought, every conversation and all your reading and notes should be in it.”

Advice on choosing a Research Question:

Getting the exact research question right is one of the most important parts

for both you and the pupil

Start with the pupils’ topic choices.

The RQ must be manageable from the point of view of time and the 4,000 word limit. The main trap pupils fall into is making their research question too broad.

It is best to avoid topics and questions too well-trodden as they restrict the pupil’s ability to come to personal judgements.

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The research question must be in the form of a question. This helps them keep the EE focussed and makes it easier to come to a conclusion based on a systematic investigation.

It is best to avoid questions which lead to a more narrative and descriptive response. Marks are given for reasoned argument, analysis and evaluation. In particular steer pupils away from topics which are more biographical, unless it is a History EE which is going to lead to an evaluation of their historical significance.

What’s the academic context/significance? – Show me some reading.

Where are your sources coming from? Show them to me. How are you making them original (This is where many essays fail to get an A – they are using back information from Google, no imagination)?

What are you going to do with this information?

The IBO EE guide has a great deal of subject specific advice to guide you to help pupils in choosing the research question.

Group specific advice on choosing a research question:

Group 1

It is better to avoid books they are already studying

Avoid biography and social history as it is an analysis of literature

Avoid juvenile and teenage fiction – it is not appropriate to an EE as the IB sees it. It is supposed to be an academic piece of analysis such as will impress an University Tutor

They can compare a book written in English with one translated into English

Group 2

They must write it in the target language and it must be about a subject relevant to the target culture (i.e. it must be written in French about French culture & society, language or literature)

Any literature examined must have been written originally in the target language

Group 3

Giving the research question a local angle can be very good for allowing opportunities for personal judgement

Avoid “What if..?” questions and questions which are will lead to too much biography or description of the social context. Analysis and evaluation are required.

For History, an analysis of reliability and/or representativeness of sources will be crucial, primary and/or secondary

For ITGS the EE requires both primary and secondary data

For B&M, the research must be primarily based on secondary data not primary

For Geography, the research can include primary data but the EE need not place so strong an emphasis on primary field data

Group 4

The research question needs to keep them within the subject they have chosen and not become trans-disciplinary (i.e. if it is Biology, it should incorporate biological theories and not drift into Chemistry or Physics)

The EE will be marked on its subject specific content according to what subject it is registered under (i.e. an EE registered as Chemistry will be judged on its chemical content).

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For Experimental EEs, they need to have a fairly straightforward experiment which they can conduct rigorously. You do not need to be the supervising adult, but they will need one. They should avoid experiments for which the outcome is already well documented. Some topics are unsuitable for investigation because of ethical or safety issues.

For Library-based EEs, A questionnaire, survey or a library-based topic in Group 4 may be easier to research (in school or at a University library) but you need to manage a large amount of material and be selective for relevant information.

Group 5

For ideas look in books about “100 greatest unsolved mathematical problems”

Avoid questions which are too trivial in terms of the mathematics

Mathematical topics can be chosen from areas such as engineering, the science and social sciences. The approach and development of the question must be mathematical

Group 6

Avoid purely biographical or historical research questions.

For Visual Art, the research question should focus on the works of Visual Art. Visual Art can include architecture, photography and installations. Interviews with local artists, practitioners and authorities can be very effective.

World Studies Must involve two IB disciplines

Must be topic of global significance

Must link a local situation to a global situation

NB – Developing a World Studies Inter-disciplinary Research Question requires a slightly different process:

1. choose a topic of global significance 2. see how this topic is illustrated in a local context 3. make a clear rationale for taking an inter-disciplinary approach 4. Select the IB disciplines through which you plan to explore the topic

After pupils present their Research Question on the IB Core Day:

Further refine the Research question. Conduct a Viva with the student at this stage (first formal reflection by March 31). Before they begin to write their EE they should be able to sit down and talk through the entire EE with you. Use the following questions.

What is your research question?

What theory/concept are you hanging your EE on?

What’s the academic context?

What’s the significance?

Where is your data/sources coming from?

How are you planning to make it original?

How are you presenting it?

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What do you expect your data/findings to show?

Do you expect to encounter any problems?

Show me your Researchers Reflection Journal with your notes from our meetings.

If they can do all this, you are ready to start writing.

Golden Rule - If you cannot conceptualize the extended essay in your head, you can almost guarantee with 100% certainty that the student won’t be able to. If the pupil cannot answer these questions they won’t produce a good EE because they don’t know where they are going with it. They will write one paragraph at a time, and it won’t flow.

What if the pupil is at risk of not meeting deadlines?

Speak to the pupil and speak to the EE coordinator

Tell the pupil what you are expecting to see from them and when

Remind them that not meeting deadlines makes their EE more difficult to complete and that not handing in a sufficiently good EE might mean they fail the whole Diploma Programme

Keep on speaking to the pupil and the EE coordinator

Referral to IB coordinator if pupil still not meeting deadlines

What if the pupil is in danger of not achieving the Minimum Grade we should expect of their EE?

Speak to the pupil and speak to the EE Coordinator

Tell the pupil what you are expecting to see from them and by when

Help them in making a detailed plan about how to meet these requirements

What is the role of the EE Coordinator in relation to Extended Essays?

Report to the IB Coordinator

Set the internal deadlines

Keep the “Reflection and Planning Progress” forms for each pupil

Support you and the pupils in understanding the EE requirements and procedures and in making the EE a success

What is the role of the Teacher Librarian in relation to Extended Essays?

Teach inquiry process and research skills

Teach referencing and citation skills

Teach research databases

Is there a viva voce interview? Once the pupils have completed their EE and as part of the “Reflections

and Planning Progress”, they will have a mandatory viva voce interview. It

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will be led by the supervisor. The EE coordinator will provide some guiding questions that may be used during the viva-voce

The purpose of these interviews is threefold: 1. To help check on plagiarism 2. To give the pupils an opportunity to reflect on the EE process and

what they have learnt 3. To help write the supervisor’s report

The interview should last about 20 minutes and is part of the recommended amount of time the supervisor should spend with the pupil.

Advice on library-based researching

Text books should never be the only source of research.

The pupils should conduct some basic research as part of their selection of a research question.

The Teacher Librarian will outline a research strategy starting with records of well established knowledge to emerging knowledge

The Teacher Librarian will also provide advice on how to keep track of the books, journals and periodicals consulted so that they can complete their Works Cited list.

Academic Integrity requires that the pupils are open about ideas as well as quotations they make use of from other people.

There are several citation styles developed for citing research papers. IBO guidelines state that one style be used consistently throughout the Extended Essay. At Renaissance we recommend MLA 7th Edition for all EE’s. More Information available at: http://risslibrary.wikispaces.com/IB+Extended+Essay+MLA+Formatting .

Supervisors may choose to recommend a different referencing style more appropriate to their subject area for their pupil(s).

Take time talking through with the pupils where they could access good material for their research.

Steer the pupils away from using the internet (because even with all your warnings, they will use it anyway)

School based sources are: school Library and Librarians, Proquest & JSTOR

Virtual sources are: academic search engines and databases such as Google Scholar (Wikipedia has a handy list

http://en.wikipedia.org/wiki/List_of_academic_databases_and_search_engines) Pupils will need some advice throughout the process about where next to

look for research materials.

As the pupil researches, they should also keep an eye on the Assessment criteria and on the advice and regulations from the IBO.

Advice on experiment-based research Even though they are conducting experimental work, the pupils should also

research the area of investigation before they start they start their experiments, so they can place their work in the appropriate academic

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context. Where possible, they should consult original research using scientific journals, personal communications and the Internet. Textbooks should never be the only source of information.

It is the pupil’s responsibility to liaise with the science technicians and to build up a good relationship with them. But they will need encouragement and support in managing their time so they do this.

In your head set a deadline for when they should have completed their experiments by, and then set them a deadline a couple of months earlier.

They will need repeated discussions about what constitutes appropriate experimental behaviour, conduct and rigour.

The pupil needs to gather sufficient data to be evaluated.

Advice on structuring and writing the EE

The language used must be formal and appropriate to the subject.

The essay as a whole must have the proper layout and organisation as specified in the IBO’s EE guide.

The pupil must have a properly laid out bibliography. (Teacher Librarian will

provide guidance on how to do this during IBC times)

4,000 words may seem a great deal to the pupil but if they take it steadily they will finish it.

Some pupils may need advice on how to use some of the facilities on Microsoft Word (e.g. word count, how to create Table of Contents, hanging indents in their Works Cited)

Pupils will be introduced to NoodleTools to keep track of their sources, take notes and to create a Works Cited list. Teachers should become familiar with NoodleTools as well.

Advice on time management

All pupils will need some advice and encouragement on how to move ahead on their EE while also keeping up to date with their other studies. Some pupils may need more advice and support than others.

The keys to successful time management include: Plan when, where and how they will do it (when they plan in detail,

they are more likely to do it) Do some work on the EE every week (so they do not allow it to

grow too cold) Break research into chunks (if they wait for a three hour slot to do

some, they may be waiting a long time) Keep going (even a bit of work is better than no work) Keep an eye on the final destination and what they are trying to

achieve

In the end there is no secret to time management, it is just a question of effort and getting on with it.

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The Assessment Criteria

Criterion A: Focus and method

This criterion focuses on the topic, the research question and the methodology. It assesses the

explanation of the focus of the research (this includes the topic and the research question), how the

research will be undertaken, and how the focus is maintained throughout the essay.

Level Descriptor

0 The work does not reach a standard outlined by the descriptors below.

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1–2 The topic is communicated unclearly and incompletely.

• Identification and explanation of the topic is limited; the purpose and focus of

the research is unclear, or does not lend itself to a systematic investigation in the

subject for which it is registered.

The research question is stated but not clearly expressed or too broad.

• The research question is too broad in scope to be treated effectively within the

word limit and requirements of the task, or does not lend itself to a systematic

investigation in the subject for which it is registered.

• The intent of the research question is understood but has not been clearly

expressed and/or the discussion of the essay is not focused on the research

question.

Methodology of the research is limited.

• The source(s) and/or method(s) to be used are limited in range given the topic

and research question.

• There is limited evidence that their selection was informed.

3–4 The topic is communicated.

• Identification and explanation of the research topic is communicated; the

purpose and focus of the research is adequately clear, but only partially

appropriate.

The research question is clearly stated but only partially focused.

• The research question is clear but the discussion in the essay is only partially

focused and connected to the research question.

Methodology of the research is mostly complete.

• Source(s) and/or method(s) to be used are generally relevant and appropriate

given the topic and research question.

• There is some evidence that their selection(s) was informed.

If the topic or research question is deemed inappropriate for the subject in which the essay is registered no more than four marks can be awarded for this criterion.

5–6 The topic is communicated accurately and effectively.

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Level Descriptor

• Identification and explanation of the research topic is effectively communicated;

the purpose and focus of the research is clear and appropriate.

The research question is clearly stated and focused.

• The research question is clear and addresses an issue of research that is

appropriately connected to the discussion in the essay.

Methodology of the research is complete.

• An appropriate range of relevant source(s) and/or method(s) have been applied

in relation to the topic and research question.

• There is evidence of effective and informed selection of sources and/or

methods.

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Criterion B: Knowledge and understanding

This criterion assesses the extent to which the research relates to the subject area/discipline used to

explore the research question, or in the case of the world studies extended essay, the issue addressed

and the two disciplinary perspectives applied, and additionally the way in which this knowledge and

understanding is demonstrated through the use of appropriate terminology and concepts.

Level Descriptor

0 The work does not reach a standard outlined by the descriptors below.

1–2 Knowledge and understanding is limited.

• The selection of source material has limited relevance and is only partially

appropriate to the research question.

• Knowledge of the topic/discipline(s)/issue is anecdotal, unstructured and mostly

descriptive with sources not effectively being used.

Use of terminology and concepts is unclear and limited.

• Subject-specific terminology and/or concepts are either missing or inaccurate,

demonstrating limited knowledge and understanding.

3–4 Knowledge and understanding is good.

• The selection of source material is mostly relevant and appropriate to the

research question.

• Knowledge of the topic/discipline(s)/issue is clear; there is an understanding of

the sources used but their application is only partially effective.

Use of terminology and concepts is adequate.

• The use of subject-specific terminology and concepts is mostly accurate,

demonstrating an appropriate level of knowledge and understanding.

If the topic or research question is deemed inappropriate for the subject in which the essay is registered no more than four marks can be awarded for this criterion.

5–6 Knowledge and understanding is excellent.

• The selection of source materials is clearly relevant and appropriate to the

research question.

• Knowledge of the topic/discipline(s)/issue is clear and coherent and sources are

used effectively and with understanding.

Use of terminology and concepts is good.

• The use of subject-specific terminology and concepts is accurate and consistent,

demonstrating effective knowledge and understanding.

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Criterion C: Critical thinking

This criterion assesses the extent to which critical-thinking skills have been used to analyse and evaluate

the research undertaken.

Level Descriptor

0 The work does not reach a standard outlined by the descriptors below.

1–3 The research is limited.

• The research presented is limited and its application is not clearly relevant to the

RQ.

Analysis is limited.

• There is limited analysis.

• Where there are conclusions to individual points of analysis these are limited

and not consistent with the evidence.

Discussion/evaluation is limited.

• An argument is outlined but this is limited, incomplete, descriptive or narrative

in nature.

• The construction of an argument is unclear and/or incoherent in structure

hindering understanding.

• Where there is a final conclusion, it is limited and not consistent with the

arguments/evidence presented.

• There is an attempt to evaluate the research, but this is superficial.

If the topic or research question is deemed inappropriate for the subject in which the essay is registered no more than three marks can be awarded for this criterion.

4–6 The research is adequate.

• Some research presented is appropriate and its application is partially relevant

to the Research question.

Analysis is adequate.

• There is analysis but this is only partially relevant to the research question; the

inclusion of irrelevant research detracts from the quality of the argument.

• Any conclusions to individual points of analysis are only partially supported by

the evidence.

Discussion/evaluation is adequate.

• An argument explains the research but the reasoning contains inconsistencies.

• The argument may lack clarity and coherence but this does not significantly

hinder understanding.

• Where there is a final or summative conclusion, this is only partially consistent

with the arguments/evidence presented.

• The research has been evaluated but not critically.

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Level Descriptor

7–9 The research is good.

• The majority of the research is appropriate and its application is clearly relevant

to the research question.

Analysis is good.

• The research is analysed in a way that is clearly relevant to the research

question; the inclusion of less relevant research rarely detracts from the quality

of the overall analysis .

• Conclusions to individual points of analysis are supported by the evidence but

there are some minor inconsistencies.

Discussion/evaluation is good.

• An effective reasoned argument is developed from the research, with a

conclusion supported by the evidence presented.

• This reasoned argument is clearly structured and coherent and supported by a

final or summative conclusion; minor inconsistencies may hinder the strength of

the overall argument.

• The research has been evaluated, and this is partially critical.

10–12 The research is excellent.

• The research is appropriate to the research question and its application is

consistently relevant.

Analysis is excellent.

• The research is analysed effectively and clearly focused on the research

question; the inclusion of less relevant research does not significantly detract

from the quality of the overall analysis.

• Conclusions to individual points of analysis are effectively supported by the

evidence.

Discussion/evaluation is excellent.

• An effective and focused reasoned argument is developed from the research

with a conclusion reflective of the evidence presented.

• This reasoned argument is well structured and coherent; any minor

inconsistencies do not hinder the strength of the overall argument or the final

or summative conclusion.

• The research has been critically evaluated.

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Criterion D: Presentation

This criterion assesses the extent to which the presentation follows the standard format expected for

academic writing and the extent to which this aids effective communication.

Level Descriptor

0 The work does not reach a standard outlined by the descriptors below.

1–2 Presentation is acceptable.

• The structure of the essay is generally appropriate in terms of the expected

conventions for the topic, argument and subject in which the essay is registered.

• Some layout considerations may be missing or applied incorrectly.

• Weaknesses in the structure and/or layout do not significantly impact the

reading, understanding or evaluation of the extended essay.

3–4 Presentation is good.

• The structure of the essay clearly is appropriate in terms of the expected

conventions for the topic, the argument and subject in which the essay is

registered.

• Layout considerations are present and applied correctly.

• The structure and layout support the reading, understanding and evaluation of

the extended essay.

Criterion E: Engagement

This criterion assesses the student’s engagement with their research focus and the research process. It will be applied by

the examiner at the end of the assessment of the essay, after considering the student’s Reflections on planning and

progress form.

Level Descriptor

0 The work does not reach a standard outlined by the descriptors below.

1–2 Engagement is limited.

• Reflections on decision-making and planning are mostly descriptive.

• These reflections communicate a limited degree of personal engagement with

the research focus and/or research process.

3–4 Engagement is good.

• Reflections on decision-making and planning are analytical and include

reference to conceptual understanding and skill development.

• These reflections communicate a moderate degree of personal engagement

with the research focus and process of research, demonstrating some

intellectual initiative.

5–6 Engagement is excellent.

• Reflections on decision-making and planning are evaluative and include

reference to the student’s capacity to consider actions and ideas in response to

setbacks experienced in the research process.

• These reflections communicate a high degree of intellectual and personal

engagement with the research focus and process of research, demonstrating

authenticity, intellectual initiative and/or creative approach in the student voice.