1. Garibaldi Secondary School Biology Extended Essay Assessment Criteria 1
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Criterion/Achievement Level
0 1 2 3 4
Criterion A: research question
In a biology extendedessay,the researchquestionis beststatedin the formofa
question.The research question should not be understood asa statement ofthe
topic but ratheras a precisely formulate question that theresearch will attempt to
answer.Forexample, a statement ofthe topic ofan essaymight be “Factorsthat
affect bacterialgrowth in agarplate cultures”; the researchquestionbasedon this
topic could be “Howare the growth rates ofthree strainsof E.coli affected by
temperature?”.The researchquestioncan thenbe used to formulate a hypothesis,
or hypotheses,which can be tested. The research question should be identified
clearly and set out prominently in the introduction.A broad statement of the topic
of the essay ora statementofthe hypothesis is notsufficienton its own to meet
the requirement fora research questionin a biology extended essay.
The research
questionis not
stated in the
introductionordoes
not lend itselfto a
systematic
investigation in an
extended essay in
the subject in which
it is registered.
The research
questionis statedin
the introduction but
is not clearly
expressed oris too
broad in scope to be
treated effectively
within the word
limit.
The research
questionis clearly
stated in the
introductionand
sharply focused,
making effective
treatment possible
within the word
limit.
Criterion B: introduction
The purpose ofthe introduction is to set the research question into context.It is
usually appropriate to include the generalbackgroundbiologicaltheory required
to understand howthe research question has arisen.Studentsare not expected to
Little orno attempt
is made to set the
research question
into context.There
Some attempt is
made to set the
research question
into context.There
The context ofthe
research questionis
clearly
demonstrated.The
2. Garibaldi Secondary School Biology Extended Essay Assessment Criteria 2
explain basic biology forming part ofthe Diploma Programme biology course,
but they are expected to be able to showthat they fully understand it and can
apply it correctly.Some research questionsmay require backgroundfromother
disciplines.This should be kept to a minimum, as the essay will be judged on its
biologicalcontent.
is little or no
attempt to explain
the significance of
the topic.
is some attempt to
explain the
significance ofthe
topic and why it is
worthy of
investigation.
introductionclearly
explains the
significance ofthe
topic and why it is
worthy of
investigation.
3. Garibaldi Secondary School Biology Extended Essay Assessment Criteria 3
Criterion/Achievement Level 0 1 2 3 4
Criterion C: investigation
The way in which the investigation is written will
depend very much on whether or not theessay is
based on experimental work performed by thestudent.
For essays that are based on data taken from written
sources, the student should explain clearly how the
data has been selected and should comment on its
reliability. For experimental work, sufficient
information on themethodology should be provided
to allow the work to be repeated. Students should
demonstrate that they understand the theory behind
any techniques or apparatus used. They are also
expected to show an awareness of any limitations or
uncertainties inherent in their techniques and
apparatus.
There is little orno
evidence thatsources
have been consulted or
data gathered, and little
or no evidence of
planning in the
investigation.
A range ofinappropriate
sourceshasbeen
consulted,or
inappropriate data has
been gathered,and there
is little evidence thatthe
investigation hasbeen
planned.
A limited range of
appropriate sourceshas
been consulted,ordata
has been gathered,and
some relevant material
has been selected.There
is evidence ofsome
planning in the
investigation.
A sufficient range of
appropriate sourceshas
been consulted,ordata
has been gathered,and
relevant material has
been selected.The
investigation hasbeen
satisfactorily planned.
An imaginative range of
appropriate sourceshas
been consulted,ordata
has been gathered,and
relevant material has
been carefully selected.
The investigation has
been well planned.
Criterion D: knowledge and
understanding of the topic studied
A biology extended essay should be based on
specific,relevant and clearly defined aspectsofthe
biologicalstudyofliving organisms.The
information and ideas should be presentedin a way
that providesevidence thatthese have been
understoodand applied correctly.Material
extracted fromthe sourcesshould be
referenced and incorporatedinto the main body of
the essayin a way that demonstrates the student’s
understanding.
The essaydemonstrates
no real knowledge or
understanding ofthe
topic studied.
The essaydemonstrates
some knowledge but
little understandingof
the topic studied.The
essay showslittle
awarenessofan
academic context forthe
investigation.
The essaydemonstrates
an adequateknowledge
and some understanding
of the topic studied.The
essay showssome
awarenessofan
academic context forthe
investigation.
The essaydemonstrates
a good knowledge and
understanding ofthe
topic studied.
Where appropriate,the
essay successfully
outlines an academic
context forthe
investigation.
The essaydemonstrates
a very good knowledge
and understandingof
the topic studied.Where
appropriate,the essay
clearly and precisely
locates the investigation
in an academic context.
Criterion E: reasoned argument
Because ofthe nature ofthe subject,students
writing a biology extendedessay must make a
specialeffort to maintain a reasoned,logical
argument that focuseson the researchquestion.
Essays that attempt to dealwith a large numberof
variables are unlikely to be focused andcoherent.
A clear and logicalargument can be achievedby
making repeated reference to the research question
and to the hypotheses derived fromit. An
assessmentofthe extent to which the hypotheses
are supported,orthe questionis answered,by the
data orinformation accessedshould formpart of
the argument.
There is no attempt to
develop a reasoned
argument in relation to
the research question.
There is a limited or
superficialattempt to
present ideasin a
logical and coherent
manner,and to develop
a reasoned argument in
relation to the research
question.
There is some attempt
to present ideasin a
logical and coherent
manner,and to
develop a reasoned
argument in relation to
the research question,
but this is only
partially successful
Ideas are presentedin a
logical and coherent
manner,and a reasoned
argument is developed
in relation to the
research question,but
with some weaknesses.
Ideas are presented
clearly and in a logical
and coherentmanner.
The essay
succeedsin developing
a reasoned and
convincingargument in
relation to the research
question.
4. Garibaldi Secondary School Biology Extended Essay Assessment Criteria 4
Criterion/Achievement Level 0 1 2 3 4
Criterion F: application of analytical and
evaluative skills appropriate
to the subject
The stated conclusion(s)must be basedon the data,
information and/orevidence presentedin the essay.
The data must be analysed andpresented in sucha
way that the argument leading to the conclusionis
supportedand clarified.Tables ofrawdata will
generally not achieve this on theirown.Raw data
must be analysed,processed andpresented in a way
that relates clearly and directly to the central
argument ofthe essay.Where appropriate,this
analysis should allowforan assessment ofthe
validity of the hypothesis.Errors and uncertainties
arising fromthe methodology,instruments and/or
techniquesshould be analysed andcritically
evaluated.
The essayshowsno
application of
appropriate analytical
and evaluative skills.
The essayshowslittle
application of
appropriate analytical
and evaluative skills.
The essayshowssome
application of
appropriate analytical
and evaluative skills,
which may be only
partially effective.
The essayshowssound
application of
appropriate analytical
and evaluative skills.
The essayshows
effective and
sophisticated
application of
appropriate analytical
and evaluative skills.
Criterion G: use of language appropriate
to the subject
Studentswriting in biology need to showa mastery
of, and fluency in,the use ofappropriate
terminology.At the same time, students need to
avoid excessive use ofjargon.Any technicalterms
that are used should be explained and the student
must demonstrate an understandingofthese terms
by using themappropriately within the text.The
student must try to maintain a consistent linguistic
style throughout the essay.
The language usedis
inaccurate and unclear.
There is no effective use
of terminology
appropriate to the
subject.
The language used
sometimes
communicates clearly
but does not do so
consistently.The use of
terminology appropriate
to the subject is only
partly accurate.
The language usedfor
the most part
communicates clearly.
The use ofterminology
appropriate to the
subject is usually
accurate.
The language used
communicates clearly.
The use ofterminology
appropriate to
the subject is accurate,
although there may be
occasionallapses
The language used
communicates clearly
and precisely.
Terminology
appropriate to the
subject is used
accurately,with skill
and understanding.
Criterion H: conclusion
The conclusion should relate directly to the
research questionand should point out the main
findings ofthe research.Biologicalresearch often
reveals unexpected outcomes andtheseshould be
pointed out,even ifthey were not part ofthe
original plan.The originalresearch question may
not be fully answered bythe investigation.In these
cases,the student should point out unresolved
issuesand make suggestionsas to howthese might
be furtherinvestigated.
Little orno attempt is
made to provide a
conclusionthatis
relevant to the research
question.
A conclusionis
attempted thatis
relevant to the research
questionbutmay not be
entirely consistent with
the evidence presented
in the essay.
An effective conclusion
is clearly stated; it is
relevant to the research
questionand consistent
with the evidence
presented in the essay.It
should include
unresolved questions
where appropriate to the
subject concerned.
5. Garibaldi Secondary School Biology Extended Essay Assessment Criteria 5
Criterion/Achievement Level 0 1 2 3 4
Criterion I: formal presentation
Biological investigations often require the support
of referenced material,not only in the form oftext
or data,but also as diagramsordrawings.Care
must be taken to supply referencesforillustrations
taken fromsources.Students mustavoid the
temptation to supply illustrationsfortheirown
sake.Illustrative material should only be included
if it enhancestheargumentorsupplies information
that cannot be easily providedin anotherway.
Original photographs,photocopiesordownloaded
images that are not labelled orput into the context
of the investigationare unlikely to enhance the
essay.Biologicalinvestigationsoften result in large
quantitiesofrawdata.Large tables ofraw data are
best includedin an appendix.Processeddatathat is
centralto the argument ofthe essayshould be
included in the body ofthe essay,as close as
possible to its first reference.
The formal presentation
is unacceptable,orthe
essay exceeds4,000
words.
The formal presentation
is poor.
The formal presentation
is satisfactory.
The formal presentation
is good.
The formal presentation
is excellent.
Criterion J: abstract
The requirements forthe abstractare to state
clearly 1) the research question that was
investigated,2)how the investigation was
undertakenand 3)the conclusion(s)ofthe essay.
The abstractis judged on the clarity with which it
presentsan overviewofthe research andthe essay,
not on the quality ofthe research questionitself,
noron the quality ofargument orthe conclusions.
For a biologicalinvestigation,the abstractmust
include the researchquestion anda conclusion that
directly relates to the researchquestion.In addition,
the descriptionofhowthe research was conducted
must include a description ofthe methodology and
the scope ofthe study.
The abstractexceeds
300 words orone or
more of the required
three elements ofan
abstract are missing.
The abstractcontains
the elements listed but
they are not all clearly
stated.
The abstractclearly
statesallthe elements
listed.
6. Garibaldi Secondary School Biology Extended Essay Assessment Criteria 6
Criterion/Achievement Level 0 1 2 3 4
Criterion K: holistic judgment
Qualities that are rewarded underthis criterion
include the following.
· Intellectualinitiative:Waysofdemonstratingthis
in biology essaysinclude the choice oftopic and
research question,and the use ofnovelor
innovative approachesto addressthe research
question.
· Insight and depthofunderstanding:These are
most likely to be demonstratedas a consequence
of detailed researchand thorough reflection,and
by well-informed and reasonedargumentthat
consistently andeffectively addresses the research
question.
· Originality andcreativity:These will be apparent
by clear evidence ofa personalapproachbacked
up by solid research andreasoning.
The essayshowsno
evidence ofsuch
qualities.
The essayshowslittle
evidence ofsuch
qualities.
The essayshowssome
evidence ofsuch
qualities.
The essayshowsclear
evidence ofsuch
qualities.
The essayshows
considerable evidence
of such qualities.
7. Garibaldi Secondary School Biology Extended Essay Assessment Criteria 7
A 2
B 2
C 4
D 4
E 4
F 4
G 4
H 2
I 4
J 2
K 4
Total 36
