the extended essay - home - morgan county school … goals… understand the requirements and...
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The Extended Essay
Supervisor Workshop
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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
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The Diploma Programme
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*Coordinators should consult programme guide for passing eligibility.
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The Extended Essay Manual
Required Material for All Supervisors
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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)
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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
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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
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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
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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?
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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
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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
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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
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Extended Essay Grade Boundaries
A 29 – 36
B 23 – 28
C 16 – 22
D 8 – 15
E 0 – 7
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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!
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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
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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.
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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
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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
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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
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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
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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
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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
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But I Looked It Up!
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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!
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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
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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
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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
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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
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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.
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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.
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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
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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.
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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.
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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!!!)
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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.
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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?
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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?