CRITERION A: Focus CRITERION B: CRITERION D – Critical CRITERION D - E – Engagement
and Method Knowledge and Thinking Presentation This criterion This criterion focuses on Understanding This criterion assesses the This criterion assesses the the topic, the research This criterion assesses the extent to which critical- assesses the extent student’s question and the extent to which the thinking skills have been to which the engagement with methodology. It assesses research relates to the used to analyse and evaluate presentation follows their research the explanation of the focus subject area/discipline the research undertaken. the standard format focus and the of the research (this used to explore the expected for research process. It includes the topic and the research question, or in academic writing will be applied by research question), how the the case of the world and the extent to the examiner at the research will be studies extended essay, which this aids end of the undertaken, and how the the issue addressed and effective assessment of the focus is maintained the two disciplinary communication. essay, and is based throughout the essay. perspectives applied, and solely on the additionally the way in candidate’s which this knowledge and reflections as understanding is detailed on the demonstrated through the RPPF, with the use of appropriate supervisory terminology and concepts. comments and extended essay itself as context. 0 Does not reach a standard Does not reach a standard Does not reach a standard Does not reach a Does not reach a described by any of the described by any of the described by any of the standard described standard described descriptors. descriptors. descriptors. by any of the by any of the descriptors. descriptors. 1- The topic is communicated Knowledge and 1-3 Presentation is Engagement is 2 unclearly and incompletely. understanding is limited. The research is acceptable. limited. • Identification and • The selection of limited. • The structure • Reflections explanation of the topic is source material has The research presented is of the essay is on decision-making limited; the purpose and limited relevance and is limited and its application is generally appropriate and planning are focus of the research is only partially appropriate not clearly relevant to the in terms of the mostly descriptive. unclear, or does not lend to the research question. RQ. expected conventions • These itself to a systematic • Knowledge of the Analysis is limited. for the topic, reflections investigation in the subject topic/discipline(s)/issue is There is limited analysis. argument and subject communicate a for which it is registered. anecdotal, unstructured Where there are conclusions in which the essay is limited degree of The research question is and mostly descriptive to individual points of registered. personal stated but not clearly with sources not analysis these are limited • Some layout engagement with the expressed or too broad. effectively being used. and not consistent with the considerations may research focus • The research Use of terminology and evidence. be missing or applied and/or research question is too broad in concepts is unclear and Discussion/evaluation incorrectly. process. scope to be treated limited. is limited. • Weaknesses effectively within the word • Subject-specific An argument is outlined but in the structure limit and requirements of terminology and/or this is limited, incomplete, and/or layout do not the task, or does not lend concepts are either descriptive or narrative in significantly impact itself to a systematic missing or inaccurate, nature. the reading, investigation in the subject demonstrating limited The construction of an understanding or for which it is registered. knowledge and argument is unclear and/or evaluation of the • The intent of the understanding. incoherent in structure extended essay. research question is hindering understanding. understood but has not Where there is a final been clearly expressed conclusion, it is limited and and/or the discussion of the not consistent with the essay is not focused on the arguments/evidence research question. presented. Methodology of the There is an attempt to research is limited. evaluate the research, but • The source(s) this is superficial. and/or method(s) to be used If the topic or research are limited in range given question is deemed the topic and research inappropriate for the question. subject in which the essay • There is limited is registered no more than evidence that their three marks can be selection was informed. awarded for this criterion. 3- The topic is communicated. Knowledge and 4-6 Presentation is good. Engagement is 4 • Identification and understanding is good. The research is • The structure good. explanation of the research • The selection of adequate. of the essay clearly is • Reflections topic is communicated; the source material is mostly Some research presented is appropriate in terms on decision-making purpose and focus of the relevant and appropriate to appropriate and its of the expected and planning are research is adequately the research question. application is partially conventions for the analytical and clear, but only partially • Knowledge of the relevant to the Research topic, the argument include reference to appropriate. topic/discipline(s)/issue is question. and subject in which conceptual The research question is clear; there is an Analysis is adequate. the essay is understanding and clearly stated but only understanding of the There is analysis but this is registered. skill development. partially focused. sources used but their only partially relevant to the • Layout • These • The research application is only research question; the considerations are reflections question is clear but the partially effective. inclusion of irrelevant present and applied communicate a discussion in the essay is Use of terminology and research detracts from the correctly. moderate degree of only partially focused and concepts is adequate. quality of the argument. • The structure personal connected to the research • The use of subject- Any conclusions to and layout support engagement with the question. specific terminology and individual points of analysis the reading, research focus and Methodology of the concepts is mostly are only partially supported understanding and process of research, research is mostly accurate, demonstrating an by the evidence. evaluation of the demonstrating some complete. appropriate level of Discussion/evaluation extended essay intellectual • Source(s) and/or knowledge and is adequate. initiative. method(s) to be used are understanding. An argument explains the generally relevant and If the topic or research research but the reasoning appropriate given the topic question is deemed contains inconsistencies. and research question. inappropriate for the The argument may lack • There is some subject in which the essay clarity and coherence but evidence that their is registered no more than this does not significantly selection(s) was informed. four marks can be hinder understanding. If the topic or research awarded for this criterion. Where there is a final or question is deemed summative conclusion, this inappropriate for the is only partially consistent subject in which the essay with the arguments/evidence is registered no more than presented. four marks can be awarded The research has been for this criterion. evaluated but not critically. 5- The topic is communicated Knowledge and 7-9 Engagement is 6 accurately and effectively. understanding is excellent. The research is good. excellent. • Identification and • The selection of The majority of the research • Reflections explanation of the research source materials is clearly is appropriate and its on decision-making topic is effectively relevant and appropriate to application is clearly and planning are communicated; the purpose the research question. relevant to the research evaluative and and focus of the research is • Knowledge of the question. include reference to clear and appropriate. topic/discipline(s)/issue is Analysis is good. the student’s The research question is clear and coherent and The research is analysed in a capacity to consider clearly stated and focused. sources are used way that is clearly relevant actions and ideas in • The research effectively and with to the research question; the response to question is clear and understanding. inclusion of less relevant challenges addresses an issue of Use of terminology and research rarely detracts from experienced in the research that is concepts is good. the quality of the overall research process. appropriately connected to • The use of subject- analysis. • These the discussion in the essay. specific terminology and Conclusions to individual reflections Methodology of the concepts is accurate and points of analysis are communicate a high research is complete. consistent, demonstrating supported by the evidence degree of • An appropriate effective knowledge and but there are some minor intellectual and range of relevant source(s) understanding. inconsistencies. personal and/or method(s) have been Discussion/evaluation engagement with the applied in relation to the is good. research focus and topic and research question. An effective reasoned process of research, • There is evidence of argument is developed from demonstrating effective and informed the research, with a authenticity, selection of sources and/or conclusion supported by the intellectual initiative methods. evidence presented. and/or creative This reasoned argument is approach in the clearly structured and student voice. 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. 7- 10-12 8 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.