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Extended Essay Assessment Criteria
 

Extended Essay Assessment Criteria

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Assessment criteria for the extended essay

Assessment criteria for the extended essay

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  • Activating activity – interview and get someone to sign your paper (initially do 3, then maybe 5 minutes?); the questions will be answered throughout the day – keep this handy if you want the answers
  • Each subject area has guide that goes into detail about the essay – pull out subject guide in folder; read it and look for items; jot down any thoughts on your table paper (7-10 minutes); group discussion of thoughts; share whole group convos. (35-40 min in)
  • Choice and treatment of topic are good starting points for thinking about research question…students tend to have all these ideas and you will help them narrow and focus – so critical that it fits in the subject criteria
  • Refer to Thesis handout from UNC Writing
  • Three examples – read each think about which one is best; worst; okay and why – can use table paper again; group discussion of how to improve Bio: can be answered yes/no; not really based on biological theory, more psychology; way to many variables; narrow; make biological – focus on one sound and on a bio process Group 1: doesn’t lend itself to systematic investigation; can be yes/no; easily influenced by personal opinion Econ: clearly stated and focused; to what extent – lends to evaluation
  • Can take a question or topic and make it better for this essay
  • Refer to questioning sheet in folder – students will need to turn this in to you during 1 st or 2 nd meeting – good way to work through an idea to a question; we are spending more time up front on the question – new for this year BREAK for 10? (about 1:30 in after break?) Pass out clickers!
  • Pull out AC in folders – in subject guide on pg. 15 midway/bottom; 11 assessment criteria – each measured separately on rubric; you will assess once on the draft in the spring and then again in the winter for a predicted grade before it gets sent off for IB examiners; pull out comments from examiners; more familiar with lang and vocab, then we r consistent– pull out
  • Refer to matrix – at top of page 15
  • The grade earned on the draft will count as a major grade in TOK; other grades will be earned for meeting with you – new this year
  • Read rubric sections – may be helpful to highlight differences…Doesn’t have to be in the form of a question but why not? If you don’t earn full points here, you can’t earn full points in C-investigation and E reasone argu– not lend itself to systematic investigation; subject guide is critical – esp. methods used (history – 10 year rule)
  • C. 2
  • Illustrate significance of investigation – point out; can use 1 st person
  • A. 0
  • Check in text citations, works cited, good table of contents
  • E. 4
  • C. 2
  • Stretch break! Link info back to research question; make the connections for you reader
  • B. 1
  • Point out strengths and weaknesses in approach or explain/justify your thinking process; self analysis
  • Criterion F: C)2
  • Criterion G: C)2
  • Criterion H: A)0
  • Easy way to earn points – do examples in folder, rank 0, 1, 2 – also have a sheet about writing abstracts – they will do this LAST! After essay is fully written
  • The supervisor comments from the viva voce contribute to this score

Extended Essay Assessment Criteria Extended Essay Assessment Criteria Presentation Transcript

  • © International Baccalaureate Organization 2009
  • Know your Subject Guide thoroughly Subject Guide • Overview • Choice of Topic • Treatment of the Topic Look for: • What to avoid • What the focus should be • How to approach the topic • Anything emphasized as being important © International Baccalaureate Organization 2009
  • Choice of Topic: The ResearchQuestion © International Baccalaureate Organization 2009
  • A Good Research Question: Takes a stand. Justifies discussion. Expresses one main idea. Is specific. (Think 4,000 word limit) Lends itself to systematic investigation. Specific to the EE Can’t be answered with yes/no. Can’t be influenced by personal opinion.Page 4 © International Baccalaureate Organization 2009
  • What is a good research question? Biology: Does classical music, rock music or silence in any way influence memory? Group 1: Is Harry Potter an effective way to get children to read? Economics: To what extent have the South Tyrolean government’s policies been effective in reducing vehicle carbon emissions? © International Baccalaureate Organization 2009
  • Command Terms Can Become QuestionStems Account for — Asks candidates to explain a particular event or outcome. Candidates are expected to present a reasoned case for the existence of something. How — On its own this is a straightforward invitation to present an account of a given situation or development. Often a second part will be added to such an essay question to encourage analysis. • Adding a second word such as "successfully", "effective", "accurate", or "far" turns a "how" question into one that requires a judgment. The candidate is now expected to provide his/her detailed reasons for that judgment. © International Baccalaureate Organization 2009
  • Command Terms Can Become QuestionStems To what extent — Asks candidates to evaluate the success or otherwise of one argument or concept over another. Candidates should present a conclusion supported by arguments. Why — This short key word invites candidates to present reasons for the existence of something. Thus, the brevity of this command rather disguises a powerful requirement to present a detailed, reasoned argument. In effect it is similar to the invitation "account for". © International Baccalaureate Organization 2009
  • Assessment 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 4Page 8 © International Baccalaureate Organization 2009
  • EE Grade Boundaries for IB A 29 – 36 B 23 – 28 C 16 – 22 D 8 – 15 E 0 – 7 (failing condition)Page 9 © International Baccalaureate Organization 2009
  • EE Grades in GCPS Value IB EE Grade GCPS Equivalent A 30-36 A 29 – 36 B 23-29 B 23 – 28 C 17-22 C 16 – 22 D 11 – 16 D 8 – 15 F 10 and below E 0–7Page 10 © International Baccalaureate Organization 2009
  • Criterion A: The Research Question 2points Assesses the extent to which the purpose of the essay is specified Getting this right is the most critical aspect of writing the essay • Can limit achievement in other areas Topic must be relevant to the subjectPage 11 © International Baccalaureate Organization 2009
  • Choose the correct achievement level for this researchquestion: Why did Israel win The Six Day War of 1967?A. 0 71%B. 1C. 2 014% 14% 1 2Page 12 © International Baccalaureate Organization 2009
  • Criterion B: Introduction 2 points Assesses how the research question relates to existing knowledge AND assesses explanation of how topic is significant and why worthy of investigation Recommend a header for this section; 1-2 paragraphs Point out if research addresses an open issue; an unresolved question; or issue that hasn’t been explored in same manner Should be well referenced and point out what others have said and what’s already knownPage 13 © International Baccalaureate Organization 2009
  • Choose the correct achievement level:A. 0 82%B. 1C. 2 18% 0% 0 1 2Page 14 © International Baccalaureate Organization 2009
  • Criterion C: Investigation 4 points Assesses how investigation is planned and sources used/data collected NOT a summary of facts and information Works Cited needs a wide range of sources actually used/cited in text of paper Should include process for obtaining and selecting information and their relevance or reliabilityPage 15 © International Baccalaureate Organization 2009
  • Choose the correct achievement level:A. 0 30% 30%B. 1 26%C. 2D. 3 13%E. 4 0% 0 1 2 3 4Page 16 © International Baccalaureate Organization 2009
  • Criterion D: Knowledge andunderstanding of the topic studied 4points Assesses the extent to which a pre-university student can relate their investigation to the current state in the field of study Explain underlying theories, basic terms Paraphrasing!! Students should put research into their own words Explain info, draw inferences, point out possible relationshipsPage 17 © International Baccalaureate Organization 2009
  • Choose the correct achievement level:A. 0B. 1 52%C. 2D. 3 26%E. 4 7% 7% 7% 0 1 2 3 4Page 18 © International Baccalaureate Organization 2009
  • Criterion E: Reasoned argument 4 points Assesses extent to which essay presents ideas in a logical and coherent manner Assesses development of reasoned argument in relation to the research question Must explicitly link information’s importance or relevance to research question Probably will be most difficult part of writing process for studentsPage 19 © International Baccalaureate Organization 2009
  • Choose the correct achievement level:A. 0 64%B. 1C. 2D. 3E. 4 28% 8% 0% 0% 0 1 2 3 4Page 20 © International Baccalaureate Organization 2009
  • Criterion F: Application of analytical andevaluative skills appropriate to the subject 4points Examines finding and describing data patterns, trends and relationships Critical analysis of a student’s own work should be includedPage 21 © International Baccalaureate Organization 2009
  • Choose the correct achievement level:A. 0 42%B. 1C. 2D. 3 21% 21%E. 4 0 8% 8% 1 2 3 4Page 22 © International Baccalaureate Organization 2009
  • Criterion G: Use of LanguageAppropriate to the Subject 4 points Use of clear and precise language as well as terms that are appropriate to the subject Define and use key terms and use terminology appropriate to the subject Avoid sudden changes in stylePage 23 © International Baccalaureate Organization 2009
  • Choose the correct achievement level:A. 0 38%B. 1 33%C. 2D. 3 19%E. 4 10% 0% 0 1 2 3 4Page 24 © International Baccalaureate Organization 2009
  • Criterion H: Conclusion 2 Points Assesses relevance of conclusion to research question and consistency with evidence presented Recommend a header for this section Good idea to restate the research question Make clear that conclusions presented are supported by evidence from body Mention unresolved questionsPage 25 © International Baccalaureate Organization 2009
  • Choose the correct achievement level:A. 0 78%B. 1C. 2 13% 0 9% 1 2Page 26 © International Baccalaureate Organization 2009
  • Criterion I: Formal Presentation 4 points Assess the layout, organization, appearance, formal elements for a consistent standard format Clear title page, table of contents, page numbers MLA style EASY points!!!Page 27 © International Baccalaureate Organization 2009
  • Criterion J: Abstract 2 points Does not exceed 300 words. Should examine development of EE argument and importance of conclusions reached. Must clearly state: • Research question • Scope of investigation (how conducted) • Conclusions reached Introduces reader (examiner) to entire scope of the EE.Page 28 © International Baccalaureate Organization 2009
  • Criterion K: Holistic Judgment 4 points Assesses qualities that distinguish an essay from average – intellectual initiative, depth of understanding and insight References to unexpected ideas Showing connections between unrelated facts Using a novel approach to finding informationPage 29 © International Baccalaureate Organization 2009
  • Academic Honesty  Student is ultimately responsible  Work or ideas of others must be fully and correctly acknowledged  Supervisor confirms that the EE submitted is the authentic work of the student  Both plagiarism and collusion are forms of malpractice  Same piece of work, or two versions of same, cannot be submitted by student © International Baccalaureate Organization 2009
  • Using ManageBac to stay organized! www.norcrosshigh.managebac.comPage 31 © International Baccalaureate Organization 2009