EE – 1ST REFLECTION

EXAMINATION 2018
This first reflection session

Students are encouraged to include in their RRS examples of initial topic

exploration, possible sources and methods, preliminary research questions
and their personal reactions to the issues.

In attending their first reflection session with their supervisor, students can
use notes made in the RRS as the basis for discussion as well as to
demonstrate the progress students have made in the research process.
What you should remember is..

1. The word limit for the 3 reflection sessions is 500 words.

2. It is advisable that students write no more than 150 words in
this first reflection session.
 STEPS

1. Dialogue with the students around 20 min.

2. Verify if the students are organizing the information in mind maps, notes,
files, so on.
3. Use the questions proposed to guide the dialogue
4. Ask the student is required to complete the first student comment section of
the Reflections on planning and progress form / RPPF (around 150 words)
5. Guide students to consider in their comments what they have learnt in
terms of knowledge, process/skills and personal growing.
6. Complete the assessment: “Escala de Apreciacion”
7. Each supervisor should deliver to the Research skills teacher: RPPF and
“Escala de Apreciaciòn”
Suggested questions that guide the dialogue

• Why have you chosen this topic/ artifact as the focus of your RQ?
• How is your question appropriate to the subject (English B) or the category?
• What strengths and weaknesses have you identified in your research process so
far?
• What contradictions, concerns or controversies are you aware of in relation to
your topic?
• Why do you consider the chosen artifact is adequate?
• What was the process you followed to define your R.Q.?
• Did other questions or aspects regarding the R.Q. come up during this first
stage?
• How has your understanding of the issue developed in the development of the
matrix?
• Why is this issue worthy of investigation?
• Could you explain the methodology you will apply in your research?
• How do you know your sources are reliable?
• What other sources do you think may be useful and why?
• Are you satisfied with this preliminary stage?
 Ejemplos:
Len

West Sound Academy. (2017). Extended Essay: Step 3. Researcher's Reflective Space (RRS). Consultado el 26 de agosto de 2017. Recuperado de
http://libguides.westsoundacademy.org/ld.php?content_id=23143707
EE – INTERIM REFLECTION
EXAMINATION 2018
Preparation for the interim reflection session

Between the first and second reflection session, students can engage in
informal conversations with other people, such as subject teachers, the
extended essay coordinator, the librarian or their supervisor. They must also
ensure that they are progressing with their research plan.
In preparation for the interim reflection session, students should have:

• attempted to refine a focused and appropriate research question

• significantly deepened their research and recorded pertinent evidence,
information or data in the Researcher’s reflection space
• reviewed and consolidated the methodologies they are using
• formulated arguments based on the evidence that they have collected
• added to the working bibliography for their research.
What you should remember is..

1. The word limit for the 3 reflection sessions is 500 words.

2. It is advisable that students write no more than 150 words in
this interim reflection session.
This interim reflection session is…
• Reviewing credible sources
• Reviewing a clear and refined research question
• Reviewing methodology used
• Reviewing the development of the essay
• Reviewing a viable argument on which to base the essay
As their RRS develops, students can demonstrate the progress of their
thinking, the development of their argument and raise any questions they
may have with their supervisor.
At this stage the RRS may include reactions to readings, progress in the
timeline for completion of the extended essay, a possible outline of
arguments, challenges encountered and the strategies used to overcome
them.
 STEPS

1. Dialogue with the students around 20 min.

2. Verify if the students are organizing the information in mind maps, notes,
files, so on.
3. Use the questions proposed to guide the dialogue
4. Ask the student is required to complete the first student comment section of
the Reflections on planning and progress form / RPPF (around 150 words)
5. Guide students to consider in their comments what they have learnt in
terms of knowledge, process/skills and personal growing.
6. Complete the assessment: “Escala de Apreciacion”
7. Each supervisor should deliver to the Research skills teacher: RPPF and
“Escala de Apreciaciòn”
Suggested questions that guide the dialogue
• Where are you now in the research process?
• What have you achieved so far and how did you manage this?
• What challenges have you faced and what strategies have you used to overcome
these?
• Have you encountered any obstacles/problems in the research process and how
have you overcome them?
• How are you conducting independent research and adhering to the academic
honesty policy?
• Is the research question clear and refined?
• How has your understanding of the question/topic changed?
• What changes need to be made in order to complete this research?
• What have you learned that might affect the way you continue?
• Are there any inconsistencies in your argument and analysis?
• Is your argument well structured and coherent?
• Have you provided enough evidence to support a reasoned argument?
• Have you critically evaluated this research?
• Will the examiner be able to follow your line of argument throughout the essay?
• Are there any last-minute adjustments or changes that you might make to
improve your essay?
This final reflection (viva voce) is…

• an opportunity to ask the student a variety of open-ended questions to

elicit holistic evidence of the student’s learning experience.
• an opportunity for the supervisor to confirm the authenticity of the
student’s ideas and sources
• an opportunity to reflect on successes and difficulties encountered in the
research process
• an aid to the supervisor’s comments on the Reflections on planning and
progress form.
Preparation for the final reflection session (viva voce)

Supervisors must have already read the final version of the essay, sent to
them by the candidate, before this session takes place.

Students should bring the following to this session:

extracts from their RRS that illustrate how they have grown as learners
through the process of reflection
a willingness to share their personal experience and to discuss the skills and
development of conceptual understandings that they have acquired through
the completion of the extended essay
the final reflection session (viva voce)

The form is an assessed part of the extended essay. The form must include:
comments made by the supervisor that are reflective of the discussions
undertaken with the student during their supervision/reflection sessions; the
student’s comments; and the supervisor’s overall impression of the student’s
engagement with the research process.

An incomplete form resulting from supervisors not holding reflection

sessions, or students not attending them, could lead to criterion E
(engagement) being compromised.
References

IBO.ORG last consulted on 10 June 2018, taken from

https://ibpublishing.ibo.org/extendedessay/apps/dpapp/guide.html?doc=d_0_
eeyyy_gui_1602_1_e&part=4&chapter=1